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TRANSCRIPT
7/15/2011
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Paraluman R. Giron, Ed. DChair-TWG K to10 - PNU
K-12 Basic Education Program
Department of Education
CURRENT SITUTATIONWHERE 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
1925 - Monroe Survey1949 - UNESCO Mission Survey1953 - Education Act1960 - Swanson Survey1970 - 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
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
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
•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.
RATIONALE
1. Enhancing the quality of basic
education in the Philippines is
urgent and critical
2. 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 23rd
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).
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
2008ResultsAdvanced
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.
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
High Aptitude for College
9,066 0.72%
Moderate Aptitude for
College 478,909 37.85%
Low Aptitude for College
777,236 61.43%
General Scholastic Aptitude
Source: NETRC 2006
High Aptitude for College
77,8696%
Moderate Aptitude for
College 418,931
34%
Low Aptitude for College
726,66560%
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General Scholastic Aptitude
Source: NETRC 2006
Aptitude for College SY 2007-2008
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High Aptitude for Tech-
Voc programs711,526
54%
Moderate Aptitude for Tech-Voc programs468,901
36%
Low Aptitude for Tech-Voc
programs124,780
10%
Aptitude for Tech-Voc SY 2006-2007
Aptitude for Tech-Voc SY 2007-2008
High Aptitude for Tech-
Voc programs
19%
Moderate Aptitude for Tech-
Voc programs
59%
Low Aptitude for Tech-
Voc programs
22%
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High Aptitude
for Entrep programs757,356
58%
Moderate Aptitude
for Entrep programs544,006
42%
Low Aptitude
for Entrep programs
3,8490%
Aptitude for Entrepreneurship SY 2006-2007
Aptitude for Entrepreneurship SY 2007-2008
High Aptitude
for Entrep programs717,23258.62%
Moderate Aptitude
for Entrep programs502,482
41%
Low Aptitude
for Entrep programs
3,7510.31%
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No
Gra
de
C
om
ple
ted
Ele
m
Un
de
rgra
d
Gra
du
ate
HS
U
nd
erg
rad
HS
Gra
du
ate
Co
lle
ge
U
nd
erg
rad
Co
lle
ge
G
rad
ua
te
15,485
192,014 222,984
405,707
972,458
681,340 607,012
14,135 175,274
203,544
370,337
887,678
621,940 554,092
972,458
Unemployed
HS Grad650,000 ++
Available Skills
Based Jobs
Source: NSO, 2009 & 2010
Unemployed VS. Available Skilled Jobs
24
WHITE COLLAR VS. BLUE COLLAR JOBS
SKILLED
WORKERS
TECHNICIANS
MANAGERS
EXECS
COLLEGE
STUDENTS
TECH-VOC
STUDENTS
Job-Skills Mismatch
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Grade 1 Grade 4 Elem
Graduates
HS New
Entrants
HS Graduates College New
Entrants
College
Graduates
100
74 66 65
46
20 16
Typical Progression of a Cohort of Pupils(based on cohort of Grade I pupils from SY 1995-1996
to College Graduates SY 2008-2009)Public and Private
PHILIPPINES
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.
BENEFITS OF ENHANCED
BASIC EDUCATION PROGRAM
1.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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2. An enhanced curriculum
will decongest academic
workload.
To Individuals and Families
3. Graduates will possess
competencies and skills relevant
to the job market.
4. Graduates will be prepared for
higher education.
5. Graduates could now be
recognized abroad.
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6. The economy will experience
accelerated growth in the long run.
7.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
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
Kindergarten
K-12Basic 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-12Basic Education Program
Grade VI
Junior HS
Senior HS
Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo
What is theproposedK-12curriculum
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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
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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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
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
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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
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
MONITORING and EVALUATION SYSTEM
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MONITORING and EVALUATION SYSTEM
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Guiding
Principles
and Features
of K-12
Curriculum
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K-12
CURRICULU
M
Outcomes
Standards
competency
basedComprehensive
Systematic
M&E System
Learner-
centered
Seamless
Developmentally
appropriate
Constructivist
Balanced-
assessment
K-12
CURRICULU
M
Inquiry-basedFlexible
Integrative
Inclusive
Lean but meaty
Decongested
and enriched
Value-laden
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INCLUSION OF
CO-CURRICULAR
ACTIVITIES AND
COMMUNITY
INVOLVEMENT
PROGRAM
CORE CONTENT
1.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
KNOWLEDGE and
UNDERSTANDING
ESSENTIAL SKILLS
ATTITUDES AND VALUES
LEARNING DOMAINS
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• CONSTRUCTIVIST
• INQUIRY-BASED
• INTEGRATIVE
• COLLABORATIVE
• REFLECTIVE
PEDAGOGICAL
APPROACHES
ASSESSMENT as LEARNING
ASSESSMENTofLEARNING
ASSESSMENTforLEARNING
BALANCE OF TRADITIONAL and
AUTHENTIC ASSESSMENT
ASSESSMENT
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OUTCOMES-and STANDARDS-
BASED, COMPREHENSIVE, SYSTE
MATIC, and VALID MONITORING
and EVALUATION SYSTEM SET IN
PLACE AIMED AT IMPROVING
THE QUALITY OF BASIC
EDUCATION
MONITORING and EVALUATION SYSTEM
PROPOSED
ROADMAP FOR THE
K-12 PHILIPPINE
BASIC EDUCATION
PROGRAM
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GradeLevel
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, entrepreneurshi
p, middle level skills
dev’t & higher
education
NONENONENONE
Grade Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Cu
rr.
Pro
gra
m
General Academic Program
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Grade Level K 1 2 3C
ore
Lea
rnin
g A
rea
Learning Domains
• Values Education
• Physical health &
motor dev’t
• Social & emotional dev’t
• Cognitive dev’t
• Creative Arts
• Language &
Readiness for
Reading & Writing
• Language, Literac
y &
Communication
•MT
•English
•Filipino
•Math •Science
& Health
•Sibika at Kultura
•MAPEH
Grade Level 4 5 6
Co
re
Lea
rnin
g A
rea •MT
•English•Filipino•Mathematics•Science & Health•Heograpiya, Kasaysayan at Sibika•MAPEH•EPP (TLE)•EdukasyongPagpapakatao
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Grade Level
7 8C
ore
Lea
rnin
g A
rea •MT
•English
•Science•Mathematics•Filipino•MAPEH•Social Studies•Values Education•TLE
Grade Level
7 8 9 10
Co
re
Lea
rnin
g A
rea •English
•Science•Mathematics•Filipino•MAPEH•Social Studies•Values Education•TLE
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Grade Level
11 12C
ore
Lea
rnin
g A
rea • English
• Science
• Math
• Filipino
• Contemporary Issues (includes
work ethic, business ethics, etc.)
Grade Level
7 8 9 10 11 12
Sp
ec
ializa
tio
n Exploratory
stage of career
paths/
choicesSpecial 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
Growth of Philippine economy will be driven by:
1. High-value foreign direct investment (FDI) led agribusiness
2. Infrastructure (roads and highways, logistics, physical infrastructure projects
3. Tourism (diving edge)
4. Medical Tourism
5. Retirement Estates (Subic, NCR, and cities of Tagaytay, Cebu, and Dumaguete)
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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)
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1. Agribusiness2. Cyberservices3. Health and Wellness4. Hotel, Restaurant and Tourism5. Mining6. construction7. Banking and finance8. Manufacturing9. Ownership Dwellings and Real Estate10. Transport and Logistics11. Wholesale and Retail Trade12. Overseas Employment
Emerging Industries
•Renewable Energy•Power and Utilities•Diversified Farming and Fishing•Creative Industries
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Grade Level
K 1 2 3K
ey
Sta
ge
Ou
tco
me
s
Development of
knowledge, skills, attitudes and
values; mastery & application of
basic skill
Grade Level
4 5 6
Ke
y S
tag
e
Ou
tco
me
s Development & mastery
of complex knowledge &
skills; dev’t of attitude &
values
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Grade Level
7 8 9 10K
ey
Sta
ge
Ou
tco
me
s Consolidation of
knowledge, strategies, and skills; development of
attitudes, values, aptitudes &
interests
Grade Level
11 12
Ke
y S
tag
e
Ou
tco
me
s
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 L
EA
RN
ER
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
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
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
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 LanguageArts
Math Science Makabayan Filipino English and Other ForeignLanguages
Grade VI LanguageArts
Math Science Makabayan Filipino English
Grade V LanguageArts
Math Science Makabayan Filipino English
Grade IV LanguageArts (M.T.)
Math Science Makabayan Filipino English
Math Science Makabayan Filipino English
Grade III Mother Tongue Language, Reading, Writing, Math Sibika, Science
Filipino EnglishLSRW
FilipinoLSRW
Grade II Mother Tongue Language, Reading, Writing, Math Sibika, Science
FilipinoLSRW
Oral English
Grade I Mother Tongue Language, Reading, Writing, Math Sibika, Science
Oral Filipino
Oral English
Kindergarten Mother Tongue all subjects
School Year Elementary Secondary
2011-2012 Kinder
2012-2013 Curriculum Enhancement Grade 1
Curriculum, EnhancementJunior High SchoolGrade 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-12Basic 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.
PresidentPhilippine Normal
University
K-12Basic 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.
PresidentPhilippine Normal
University
7/15/2011
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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
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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