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K To 12 Enhanced Basic Education PDF
K To 12 Enhanced Basic Education PDF
Ang bagong Pilipino higit sa pagiging makatao, maka-Diyos, makabayan, at makakalikasan ay kailangang magtaglay ng kasanayan at pananaw na angkop sa 21st century.
In ASEAN:
3 24 32 36 54
3 26 28 38 44
2 21 28 39 46
2 25 28 38 50
4th in Quality
of Education System 7th in Quality of Primary Education Last (8th)* in Quality of Science & Math Education and Capacity for Innovation
Philippines Vietnam
Cambodia
87 75
110
85 59
109
75 65
97
65 75
85
% of GDP
Source: NSCB and GAA, various years and Medium-Term Spending Plan 2012-2017 (April 14, 2012).
ENROLMENT
567,000+ TEACHING STAFF 67,471 NON-TEACHING STAFF 46,385 SCHOOLS 215 DIVISIONS 17 REGIONS
49
67
0 25 50 75 100
40%
OF GOVERNMENT WORKFORCE
32,127 Classrooms
34,953 Teachers
62.1M Textbooks
1.3M Seats
*Outputs from June 2010 to January 2013
We are the only country in Asia and one of only three countries in the world with a 10-year pre-university program.
Country Total Duration of Basic Education Total Duration of PreUniversity Program
11/12 12 12 12 11 11
13/15 13 13 14 14/15 12
ines
Singapore Thailand Timor-Leste Vietnam
Source: SEAMEO Innotech 2011
10
10/11 12 12 12
10
12/14 12 12 14/15
The Enhanced Basic Education Program (K to 12) - the most comprehensive basic education reform initiative since the establishment of the public school system in the country...
VISION
Graduates of the K to 12 will be holistically developed Filipinos with 21st Century Skills
Sufficient mastery of basic competencies Emotionally mature Socially aware, pro-active, involved in public and civic affairs Adequately prepared for the world of work, entrepreneurship or higher education Legally employable Globally competent and competitive
K to 12 Update
TLE Courses
TR-based Entrep-based
TRbased
TLE Courses
Common competencies
Entrepbased
Latest Agreement
Entrepreneurship to be pushed up to Grade 9
Grade 11
Learning Area Subject 1st Sem 2nd Sem 54 54 54 54
Grade 12
1st Sem 2nd Sem Total
Language
English Filipino
108 108
21st Century Regional Lit. Literature Core Curriculum 21st Century World Literature Communicatio Media & Information n Literacy
54
54
54 54
54
Mathematics
Philosophy Natural Sciences
Mathematics
Philosophy of the Human Person Life/Physical Sciences
54
54
54
108
54 (216)
54 (54) 54 (54)
Grade 11
Learning Area
Subject
1st Sem 54 54
2nd Sem 54 54
Total
Language
English Filipino
Literature
Regional Lit. Contemporary Literature Media & Information Literacy Mathematics Introduction to the Philosophy of the Human Person Life/Physical Sciences 54 (54) 54 (54) 54 54
Core Curriculum
54 108 54 54 (216)
Contemporary Issues
STRANDS
54
108
54
108 270 270
108
756
TRACKS
Core Subjects
English
Filipino
Talastasang Filipino sa Lipunang Filipino Pagbasa, Pagsulat at Pananaliksik sa Wika at Kulturang Filipino
Core Subjects
Literature
21st Century Philippine Literature from the Regions 21st Century Literatures of the World
Philosophy
Core Subjects
Social Sciences
Core Subjects
Mathematics
Math I General Math Math II- Statistics and Probability
Nat Sci I Fundamentals of the Physical Sciences Nat Sci II Fundamentals of Biology and Earth Science
STEM deviates from the Core Subjects for Math and Natural Sciences
General Biology 1 and 2 General Chemistry 1 and 2 General Physics I and II *with lab and lec)
Natural Sciences-
Natural Sciences-
1. Accounting
3. Business Finance
Specialization Courses for BAM concepts, analysis 4. Principles Marketing of the market, marketing mix, international of market, ethical and social issues affecting the Marketing marketing environment.
Basic principles of economics demand and supply Study of aggregate data affecting income, employment, consumption , production, business operation and price level of Philippine economy
5. Applied Economics
Graduates of tech-voc courses TESDA certification holder, must undergo INSET Full-time HEI faculty members
Practitioners as part-time teachers
AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
Declaration of Policy
Every graduate of basic education shall be: 1) an empowered individual 2) who has learned, a) the foundations for learning throughout life, b) the competence to engage in work and be productive, c) the ability to coexist in fruitful harmony with local and global communities, d) the capability to engage in autonomous, creative, and critical thinking, and e) the capacity and willingness to transform others and one's self.
Declaration of Policy
The State shall: Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards; Broaden the goals of high school education for: a) college preparation b) vocational and technical career opportunities as well as c) creative arts, sports and d) entrepreneurial employment in a rapidly changing and increasingly globalized environment
Curriculum Development
The DepEd shall adhere to the following standards and principles in developing the enhanced basic education curriculum: The curriculum shall be learnercentered, inclusive and developmentally appropriate; The curriculum shall be relevant, responsive and research-based; The curriculum shall be culture-sensitive; The curriculum shall be contextualized and global; The curriculum shall use pedagogical approaches that are constructivist, inquirybased, reflective, collaborative and integrative;
Curriculum Development
The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTBMLE curriculum shall be available; The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and
Discipline-based Approach
Trigonometry , Fundament als of Statistics
Geome try
Intermed iate Algebra
Elem Algeb ra
Discipline-based Approach
First Year Integrated Science Second Year - Biology Third Year Chemistry
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.
Hiring of Graduates of Science, Mathematics, Statistics, Eng ineering and Other Specialists in Subjects with a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty
(a) Graduates of science, mathematics, statistics, engineerin g, 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.
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.
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 2016-2017, 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 under, shall be given priority in hiring for the duration of the transition period.
www.gov.ph/k-12 kto12@deped.gov.ph