THE K to 12 PROGRAM Guiding Principles Salient

THE K to 12 PROGRAM (Guiding Principles) (Salient Features: PHILOSOPHICAL, LEGAL, and SOCIO-psychological; STATUS REPORT AND UPDATES ERICO MEMIJE HABIJAN, Dep. Ed, NEAP

KAHIT KONTI ni Florante Maari bang, maari bang umusog-usog ng konti Hati-hati dahil masyadong masikip ang upuan At kung iyong kausapin, ako nama'y hindi maselan At payag matabihan, umusog lang, umusog ng konti. Maari bang, maari bang umusog-usog ng konti Madadaan sa usapan ang maaring pag-awayan Sakali mang mayron kang napapansin, sabihin lang At kung makatuwiran ako'y uusog din kahit konti.

Hindi naman buong-buo ang hinihiling ko sa iyo Ngunit kahit kapiraso mano’y magkasundo tayo Iba't iba ang katuwiran ng tao sa lipunan Ngunit ang kailangan lang tayo'y huwag magtulakan. O kayraming suliranin, oras-oras dumarating Dahil ‘di kayang lutasin hindi na rin pinapansin Subalit kung tutuusin, iisa ang dahilan Kaibigan, ayaw nilang umusog ng kahit konti Hindi naman buong-buo. . . O kayraming suliranin. . . At kung iyong kausapin, ako nama’y hindi maselan At payag matabihan umusog lang kahit konti.

THE METAPHYSICS of the song All lines intersect at a certain point. (ang mga linya ay nagkakasalubong sa iisang tuldok)

FROM FRANCISCO BALAGTAS BALTAZAR’s Florante at Laura

“DATAPWAT SINO ANG TATAROK KAYA, SA MAHAL MONG LIHIM DIYOS NA DAKILA, WALANG MANGYAYARI SA BALAT NG LUPA DI MAY KAGALINGAN, IYONG NINANASA

“kung ang isalubong sa iyong pagdating ay masayang mukha’t may pakitang giliw, . . . lalong paka-ingata’t kaaway na lihim . . . siyang isaisip na kakabakahin”

“Sa taguring bunso’t likong pagmamahal, ang isinasama ng batang nunukal, ang iba’y marahil sa kapabayaan, ng dapat magturong TAMAD na MAGULANG” “Ang laki sa layaw karaniway hubad, sa bait at muni sa hatol ay salat, masaklap na bunga ng maling paglingap, habag ng MAGULANG sa irog na anak. ”

THE SESSION’s Target - Topic: Educational Foundations/Salient Features (Philosophical, Legal, Sociological, and Psychological Perspectives) of the K to 12 Curriculum) - Updates per Technical Working Group - Next steps and Support Needed

K to 12. . . OLICY ) P sophy (Philo LEGAL FRA MEWORK FOUNDATIONS

IMPACT!!!!! (SOCIOLOGICAL AND PSYCHOLOGICAL)

VISION: By 2030, Dep. Ed is globally recognized for good governance and for developing functionally-literate and Godloving Filipinos. CORE VALUES: Culture of Excellence, Integrity and Accountability Maka-Diyos Makatao Makabayan Makakalikasan CONSTITUENCY PROCESS EXCELLENCE PEOPLE RESOURCES MISSION: To provide quality basic education that is accessible to all and lays the foundation of lifelong learning and service for the common good. FUNCTIONAL LITERACY STAKEHOLDER PARTICIPATION MANDATE: Philippine Constitution Education Act of 1982 Governance Act of Basic Education (RA 9155) GOOD GOVERNANCE Learners become functionally-literate Access to learner-centered opportunities suitable for diverse needs Strengthen learner-centered teaching process Practice participative and inclusive management process Demonstrate professional and ethical standards and best practices to optimize personnel productivity Ensure efficient and effective use of resources Allocate resources equitably Increase resource base to a level that is at par with global standards Strengthen and expand stakeholder convergence mechanisms at all levels

The Building Blocks of World-Class Education Standards & Accountability Human Capital Structure & Organization Globally benchmarked standards Recruit great people & train them well Continuous improvement of pedagogical skills & knowledge Great leadership at school level Effective, enabling central department & agencies Good, transparent data Every Child on the agenda always in order to challenge inequality SOURCE: Barber 2008; Whelan 2009 Capacity to manage change & engage communities at every level Operational responsibility & budgets significantly devolved to school level

THE ANSWER ? !… THE SOLUTION? ! THE REASON (S)

Rizal’s El Filibusterismo: (Padre Florentino & Isagani) “Mabuti pa ang mga bilanggo at inuusig ang uri ng pagkain. Ngunit ang kapakanan ng kabataang pag-asa ng bayan walang itinatawag na subasta. Sa halip ay dinaragdagan ng kapangyarihan ang ayaw magpaturo ng ano mang pagsulong. ” “Ang kalayaan ay katutubo sa tao. At kaakibat ng talino ang karunungan. Ang iba sa inyong nagkakait na kami ay dumunong ay siyang ugat ng aming kawalan ng kasiyahan” “Kung ano kami ngayon ay kayo ang may gawa. Ang bayang inaalipin ay natututong magkunwari; ang di ipinakikilala sa katotohanan ay nagiging sinungaling; ang mapaghari ay lumilikha ng mga alipin. ”

Educational Philosophy of Rizal – A. Ocampo Rizal’s concept of the importance of education is clearly enunciated in his work entitled “Instruction” wherein he sought improvements in the schools and in the methods of teaching. He maintained that the backwardness of his country during the Spanish era was not due to the Filipinos’ indifference, apathy or indolence as claimed by the rulers, but to the neglect of the Spanish authorities in the islands. For Rizal, the mission of education is to elevate the country to the highest seat of glory and to develop the people’s mentality. Since education is the foundation of society and a prerequisite for social progress, Rizal claimed that only through education could the country be saved from domination.

Rizal’s philosophy of education, therefore, centers on the provision of proper motivation in order to bolster the great social forces that make education a success, to create in the youth an innate desire to cultivate his intelligence and give him life eternal.

Let’s consider the following: Plato’s Republic 2 – 3: (Soc and Adei) “Then what is this education? Or is it difficult to invent one any better than that w/c long ages have evolved? In other words, GYMNASTICS for the body and MUSIC for the mind” “Indeed it is. ” “Then shall we begin w/ music before gymnastics? ” “Naturally. ”

“And do you regard words as part of music or not? ” “I do. ” “And there are two kinds of words, the true and the false? ” “Yes. ” “EDUCATION is both kinds, but first in the false” “I don’t understand what you mean. ” “Don’t you understand that we first of all tell children fables? Now these are, taken over all, falsehood, though there are true things in them. And we give children fables before we give them physical exercises. ” “That’s true. ” “Well, that’s what I meant by saying that we must tackle music before gymnastics. ”

WHERE ARE WE NOW?

* Insufficient mastery of basic competencies due to congested curriculum (the poor quality of basic education is reflected in the low achievement scores of Filipino students)

* High school graduates (18 years old) - lack of basic competencies and maturity (reflected in the inadequate preparation of HS graduates for the world of work or entrepreneurship or higher education)

*Our graduates are not automatically recognized as professional abroad *The short basic education program affects the human development of the Filipino children

• Other countries view the 10 – year education cycle as insufficient • The Philippines is the only remaining country in Asia with a 10 – years basic education program

WHY ADD TWO YEARS? WHY K to 12? • Global Competitiveness • Economic Advantage • Social advantage • Address the poor performance of students

REPORMA dahil may PROBLEMA?

“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 schoolchildren to give them an even chance of succeeding”

WHY ADD TWO YEARS? • Decongest and enhance the basic education curriculum • Better quality education • Minus 2 instead of plus 2

THE DOGMA OF K TO 12 - the proposal to expand the basic education dates back to 1925. - this is not new, it has been a part of the studies since 1925; the only problem is … NO POLITICAL WILL to do it.

Some studies: *Monroe Survey 1925 *UNESCO Mission Survey (1949) *Education Act of 1953 *Swanson Survey (1960)

*Presidential Commission to Survey on Education Phil. Education (PCSPE, 1970) *Congressional commission on Education (EDCOM) Report (1991) *Presidential Commission on Educational Reforms (2000) *Philippine Education for All 2015 National Action Plan *Presidential Task Force on Education (2008)

Basic Content of K to 12 means Kindergarten and the 12 years of elementary and secondary basic education Kindergarten refers to the 5 -year old cohort that takes a standardized kinder curriculum Elementary Education refers to primary schooling that involves six years of education Secondary education refers to six years high school

Graduates of K to 12 Basic Education Program will: The K to 12 Program

K TO 12 EDUCATION VISION ACQUIRE MASTERY OF BASIC COMPETENCIES (BACK TO THE BASIC – the find the foundation) THE L E A R N E R S

K TO 12 EDUCATION VISION THE L E A R N E R S BE MORE EMOTIONALLY MATURE (Emotion vs. Decision)

K TO 12 EDUCATION VISION BE SOCIALLY AWARE, PRO-ACTIVE, INVOLVED IN PUBLIC AND CIVIC AFFAIRS (PUBLIC SERVANT-PUBLIC SERVICE) THE L E A R N E R S

K TO 12 EDUCATION VISION BE ADEQUATELY PREPARED FOR THE WORLD OF WORK OR ENTREPRENEURSHIP OR HIGHER EDUCATION (JOB AND OR EDUCATION) THE L E A R N E R S

BE LEGALLY EMPLOYABLE WITH POTENTIAL FOR BETTER EARNINGS (may PAGKAKAKITAAN – HANDA AT LEGAL) K TO 12 EDUCATION VISION THE L E A R N E R S

K TO 12 EDUCATION VISION THE L E A R N E R S BE GLOBALLY COMPETITIVE (COMPETITION VS. COMPLEMENTATION)

BE GLOBALLY COMPETITIVE K TO 12 EDUCATION VISION BE LEGALLY EMPLOYABLE WITH POTENTIAL FOR BETTER EARNINGS BE ADEQUATELY PREPARED FOR THE WORLD OF WORK OR ENTREPRENEURSHIP OR HIGHER EDUCATION BE SOCIALLY AWARE, PRO-ACTIVE, INVOLVED IN PUBLIC AND CIVIC AFFAIRS BE MORE EMOTIONALLY MATURE ACQUIRE MASTERY OF BASIC COMPETENCIES

“We have different gifts, according to the grace given us. If a man’s gift is prophesying, let him use it in proportion to his faith. If it is serving, let him serve; if it is teaching, let him teach. If it is encouraging, let him encourage; If it is contributing to the needs of others, let him give generously; If it is leadership, let him govern diligently; If it is showing mercy, let him do it cheerfully. ” Romans 12: 6 - 10

“Train a child in the way he should go, and when he is old he will not turn from it. ” Proverbs 22: 6

Important NOTATIONS: *Studies in the Philippines have shown that an additional year of schooling increases earnings by 7. 5%. *Studies validate that improvements in the “quality of education” will increase GDP growth by 2% to 2. 2% WHAT WILL THE SOCIETY GAIN FROM K TO 12? *It will facilitate an accelerated economic growth. *It will facilitate mutual recognition of Filipino graduates and professionals in other countries. *A better educated society provides a sound foundation for long – term socio-economic development. (Studies in the UK, India and US show that additional years of schooling also have positive overall impact on society)

HOW DO WE ADD THE TWO YEARS ? THE PROPOSED MODEL SENIOR HIGH SCHOOL GRADES 11 – 12 (16 -17 y. o. ) JUNIOR H. S. GRADES 7 – 10 (12 -15 y. o. ) K – 6 – 4 - 2 ELEMENTARY SCHOOL GRADES 1 – 6 (6 – 11 y. o. ) KINDEGARTEN (5 YEARS OLD)

WHAT IS SENIOR HIGH SCHOOL? 2 YEARS of in-depth specialization for students depending on the occupancy/career track they wish to pursue 2 years of senior HS intend to provide for students to consolidate acquired academic skills and competencies Skills and competencies relevant to the job market Curriculum will allow specialization in S &T, Arts, Technical Ed. and Sports

K-6 -4 -2 Model Implementation YEAR 0: YEAR 1: YEAR 2: YEAR 3: YEAR 4: YEAR 5: YEAR 6: TARGET/ IDEAL SY 2011 -2012 SY 2012 -13 SY 2013 -14 SY 2014 -15 SY 2015 -16 SY 2016 -17 SY 2017 -18 GR 12 GR 11 HS IV (15 yo) GR 10 HS IV (14 yo) GR 9 2 YEARS SENIOR HIGH SCHOOL OLD CURRICULUM NEW CURRICULUM HS IV (13 yo) HS IV (12 yo) GR 8 4 YEARS JUNIOR HIGH SCHOOL GR 7 GR 6 (11 yo) GR 6 GR 5 (10 yo) GR 5 GR 4 (9 yo) GR 4 GR 3 (8 yo) GR 3 GR 2 (7 yo) GR 1 (6 yo) KINDER (5 yo) OLD CURRICULUM NEW CURRICULUM 6 YEARS ELEMENTARY GR 2 GR 1 KINDER

WHAT ARE WE DOING NOW? Functional TASK FORCE to detail the K to 12 implementation model Continuous consultation with stakeholders Reviewing – enhancing the curriculum Having a financial study : costs

WHAT ARE WE DOING NOW? Training : teachers, supervisors, school heads Building-up Physical of Secondary High Schools Having the SHS placement scheming Working for the Legislation Continuous Campaign: K to 12

Organizing for the K to 12 Implementation Plan K to 12 Steering Committee Program Management Office TWG 1 TWG 2 TWG 3 Advocacy Legislation Research TWG 4 Curriculum TWG 5 Transition Management

Advocacy/Communication As of July 7 TWG 1 • K to 12 press conference • Announcement of “preregistration” program for 6 -year olds OCT 2010 NOV DEC JAN • Media campaign on universal kindergarten • 222 print/online articles with PR value of ₱ 8. 6 M from Jan-Jul ’ 11 • Continuous public engagement thru PR, interviews, live TV guestings Rollout of regional consultations FEB MAR APR MAY JUN JUL AUG SEP OCT 2011 Speakers Bureau training in 5 cluster for all 17 regions • Orientation for CO personnel • Announcement of wider consultations (May 24) • National Education Forum (May 25)

House of Representatives | As of July 11 Legislation TWG 2 • HBN 4219, Enhanced Basic Education Act of 2011, introduced by House Speaker Belmonte Jr. et al. on Feb 16 • Nationwide consultative meetings held by House Committee on Basic Education; ‘favorable’ results from all consultations except in Cebu, opposition from some House Members led by Rep. Garcia • Scheduled deliberation on 2 nd regular session of the 15 th Congress • HBN 3826, Kindergarten Education Act, by Rep. Almario – approved on 3 rd reading in Lower House, and consolidated/substituted in Senate Committee Report No. 24 (May 11)

Senate | As of July 11 Legislation TWG 2 • SBN 2713, Enhanced Basic Education Act of 2011, by Sen. Recto – 1 st Reading (Feb 28); pending in the Senate Committee on Education, Arts and Culture • SBN 2700, Kindergarten Education Act, by Sen. Lapid – consolidated with HBN 3826 (May 11) and scheduled for 2 nd reading • SBN 2758, Preschool Education Act, by Sen. Enrile – pending in the Senate Committee on Education, Arts and Culture

Research TWG 3 Working on Two Studies Budgetary Requirements Cost-Benefit Analysis (CBA) Assess benefits to 4 types of students: • Estimates resource requirements to meet alternative funding Type 1: students who don’t finish scenarios including achievement of HS EFA 2015 targets Type 2: students who finish HS then • Project total budget allocations for work 4 major final outputs (MFOs): (i) expansion of pre-school program; Type 3: students who finish HS and complete 2 years of post-secondary (ii) addition of Grades 11 and 12; education (iii) enhanced school health and nutrition; (iv) expansion of GASTPE Type 4: students who complete college

Budgetary Requirements of K to 12 (Kinder) | As of July 11 Research TWG 3 Growth in Enrolment and Cost of Kinder (in ₱Bn) Most of inputs gaps will be addressed 8. 5% 6. 3% by SY 2013 -2014, increase in government cost vs. SY 2011 -2012 & SY 2012 -2013 budgets Annual average (2012 -2015) (2012) 2% Annual ave. (2016 onwards) 2012 5. 8 2013 2014 13. 6 17. 8 2015 2016 21. 4 15 2017. .

Budgetary Requirements of K to 12 (Senior High School) | As of July 11 Research TWG 3 Government Cost (in ₱Bn) 48. 5 37. 6 Low growth enrolment scenario High growth enrolment scenario 50 38 34. 5 35 - 42 3 -Year Average 2016 2017 2018 2019 2020

Budgetary Requirements of K to 12 (HEIs to provide SHS) | As of July 11 Research TWG 3 Government Cost (in ₱Bn)* Low growth enrolment scenario 48. 1 44. 2 High growth enrolment scenario 32. 1 30. 5 17. 9 3 -Year Average 2016 2017 2018 2019 *GASTPE subsidy used as proxy for service contracting: ₱ 5, 500/student/year outside NCR, ₱ 10, 000/student/year in NCR 2020

Cost-Benefit Analysis | As of June 27 Research TWG 3 Varying benefits on different types of students: Type 1: Not relevant for the study Type 2: Better income opportunities; cost due to delayed employment offset by higher income streams Type 3: Reduction in cost of schooling with additional 2 years of free education Type 4: Higher opportunity cost of delayed employment; analysis does not account however for other benefits (i. e. increase in productivity and employment rates)

Cost-Benefit Analysis | As of June 27 Research TWG 3 Rate of Return Estimates

As of July 8 Curriculum TWG 4 1 2 General Conceptual Framework √ DONE 3 Performance Standards for All Learning Areas √ DONE 4 Teaching Competencies and for All Learning Areas Guides To be finalized To be developed Consultations with experts and practitioners from public and private schools Results of curriculum comparison studies by the Univ. of Melbourne and SEAMEO Innotech inform the processes Curriculum development done in close coordination with education institutions, TESDA, CHED; curriculum standards also submitted to CHED and TESDA

As of July 8 Curriculum TWG 4 Salient Features of the Proposed K to 12 BEC Framework a. Holistic development b. Outcomes-based c. Principles on inclusive education, flexibility and differentiated learning system and balanced learning experiences d. Ensures learner-centered pedagogical approaches

11 -12 • Core Academic Areas (7) Academic Specialization 10 • Core Academic Areas (8) includes General TLE Tech –Voc specialization 9 • Core Academic Areas (8) includes General TLE 8 • Core Academic Areas (8) includes General TLE 7 • Core Academic Areas (8) includes General TLE Sports and Arts Specialization MODEL 2 Junior/Senior High School Curriculum *General TLE areas include Agri. Fishery, Industrial Arts, HE, ICT

Terms of Reference | As of July 8 Transition Management TWG 5 1. Be responsible for the transition management plan from current 10 -year cycle to the K to 12 cycle 2. Provide recommendations to the Steercom on transition issues identified 2. Coordinate and align plans with the Curriculum, Research, and Legislation TWGs; regularly update the Steercom of progress and outputs

Next Steps and Support Needed Advocacy TWG Prepare communication plan ALL TWGs Research TWG • Complete study with recommendations • Conduct new study with Transition Management on costing requirement of PPP with HEIs Regional education summits (Nov) and National Education Summit (Feb or Mar ‘ 12) • Development of teaching and learning guides • Training of teachers for Grades 1 & 7 Curriculum TWG Legislation TWG Prepare legislative agenda • Detail partnership offer to HEIs, private schools, techvoc; prepare draft agreements • Provide transition management plan to Steercom Transition Management TWG

HOW MUCH WILL THIS COST? CAPITAL COST CLASSROOMS CHAIRS WAT AND SAN RECURRING COST TEACHERS TEXTBOOKS MOOE TOTAL PUBLIC SCHOOLS 37 777 998 794. 19 2 567 800 910. 74 3 325 566 901. 15 100 218 1 842 16 792 169 752 000 522 445. 04 812. 64 000. 00 257. 00

Lessons/Learning: - Focus on essential skills (Management and Administration) - Work towards aligning pragmatic output with Dep. Ed requirements - Recognize the importance of Networking (Private Schools/Colleges and Universities SEAMEO, Strive, AIM etc) ; open linkages - Intellectual Core of the T and D curriculum may focus on four main streams: - Understanding Complexity - Fostering creativity in decision making - Problem solving - Policy-making: analysis and implementation

Kto 12 Basic Education Program Batang Kto 12, Handa sa Trabaho o Kolehiyo, Handa sa Mundo

ISSUE/CONCERN A: Pre – School Philippine Context: NURSERY 1 KINDERGARTEN NURSERY 2 P R E P

It could be. . . ? Kindergarten Nursery 2 Nursery I PREPARATORY LEVEL – Pre-Schools P R I M A R Y

B. Issue number 2: TRI-focalization TESDA Dep. Ed. CHED C U R R I C U L U M POLITICAL: LIMITATIONS POWER SHARING ROLES AND FUNCTIONS

WHICH RELATIONSHIP. . . ? CHED TESDA Dep Ed CHED TESDA CHED Dep Ed

ISSUE NO. 3 PRIVATE SCHOOLS (preparation and implementation) CURRICULUM PRIVATE SCHOOLS BUILDINGS/FACILITIES ENROLLMENT-LEARNERS BOOKS/IMs TEACHERS/ADMINISTRATORS The best preparation is NOW. And one of the solutions is …

Issue Number 4. From the Business sector : “MARAMING TAONG MAY ALAM AT NAKAKAALAM, PERO WALA NA AT NAKA- ALIS NA, KUNG MAY NATITIRA MAN, MASAYADO NAMANG MAHAL” “Why 2017, why not now? ” W. CABRERA

The CHA LLEN GE!! !

. . . Change our Vocabulary!

Philosophy: Before: Trabaho lang, walang PERSONALAN! Now: Trabaho na, PERSONALAN PA!

. . . BECOME A “MULTIPLIER EFFECT” (Pieces of Information)

. . . Have a POSITIVE RESULTS: PERFORMANCE INDICATORS

CHANGE 360 - Turn Around o

“ 360*” IMPLIES … Identify Element 0 0 - Non-Reader 0 - Illiterate o 0 - Repeater/Drop-out 0 - Negative-Performance ? Target: Education for All 2015 Source Dep. Ed

. . . Meet the target/ROI! (TIME – ORAS/PANAHON MONEY- PERA EXPERIENCE – KARANASAN)

BE LIKE. . . COMPLEMENTARY ANGLES

INTROSPECT: Modernism Vs. Post modernism

. . . ENTER … THE KINGDOM OF GOD!!!

Let’ reflect on the article of Mr. Conrado De Quiros, PDI, last 8 June, 2011, “There’s The Rub “School opened last Monday, a thing I have learned over the years to look upon with more dread than anticipation. Since I started writing this column (20 years) , things have gotten from bad to worse. That’s the part where you really mind corruption. It is the textbooks that should have been there but are not, the classrooms that should have been there but are not, the dedicated teachers that should have been there but are not. Courtesy of the public officials who own big houses, drive a fleet of cars, and eat in posh restaurants, who should not be there but are. ”

“The point is to re-imagine the classroom, pedagogy or teaching methods, and the teacher himself. Why should we be limited to the physical classroom unto itself with no lack of lessons and the ways of teaching them? Right now, we’re stuck with an educational system whose quality has become the laughing stock of the world, posing a future of joblessness for most graduates. The box has closed in and become a veritable cell. There is only way to go: OUT OF IT.

I’ll Do it For You B. Adams Look into my eyes - you will see What you mean to me Search your heart - search your soul And when you find me there you'll search no more

Don't tell me it's not worth tryin' for You can't tell me it's not worth dyin' for You know it's true Everything I do - I do it for you

Look into your heart - you will find There's nothin' there to hide Take me as I am - take my life I would give it all - I would sacrifice

Don't tell me it's not worth fightin' for I can't help it - there's nothin' I want more Ya know it's true Everything I do - I do it for you

There's no love - like your love And no other - could give more love There's nowhere - unless you're there All the time - all the way

Oh - you can't tell me it's not worth tryin' for I can't help it - there's nothin' I want more I would fight for you - I'd lie for you Walk the wire for you - ya I'd die for you Ya know it's true Everything I do - I do it for you

MARAMI PONG SALAMAT!!! ERICO MEMIJE HABIJAN NEAP