Tonisito M. C. Umali, Esq.

Assistant Secretary

29 August 2012

Presentation Outline

• K to 12 Curriculum vis-à-vis College

General Education Curriculum

• K to 12 Transition for Private Schools & HEIs;

Senior HS Modelling

• Challenges and Next Steps

Business and

Entrepreneurship

Technical-Vocational

Humanities and

Social Sciences

• Core (Languages, Literature, Math, Philosophy, Science, Social Sciences) + Career Pathways (including OJT)

Grades 11-12

(New HS Years 5-6)

• Core Learning Areas plus elective Technology & Livelihood Education

Grades 9-10

(New HS Years 3-4)

• Core Learning Areas and exploratory Technology & Livelihood Education

Grades 7-8

(New HS Years 1-2)

• Core Learning Areas (AP, English, EPP/TLE, EsP, Filipino, Math, MAPEH, MT, Science); MTB-MLE from Grades 1-3

Grades 1-6

• Learning Domains Kindergarten

K to 12 Curriculum Model

Science, Technology,

and Engineering

K to 12 graduates

proceeding to college take

1yr revised General Education

Curriculum (GEC) followed by

2+ yrs of Major Courses

Sports

Revised College GE Curriculum* (Work-in-Progress Proposal)

Type Courses

Core

• 8 courses

• 3 units each

• 24 units total

1. Understanding the Self

2. Readings in Philippine

History

3. The Contemporary

World

4. Mathematics in the

Modern World

5. Purposive

Communication

6. Art Appreciation

7. Science,

Technology and

Society

8. Ethics

Electives

• 3 courses

• 9 units total

Choices on:

1. Arts & Humanities

2. Social Sciences & Philosophy

3. Mathematics Science & Technology

Mandated Life & Works of Rizal (3 units)

*Based on the work of the CHED Technical Panel on General Education

K to 12 and Further Education

TESD HIGHER EDUCATION

POST BACCALAUREATE

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

Grade 12

Grade 10

NC I

THE PHL QUALIFICATIONS FRAMEWORK (Adopted by the TESDA Board on May 9, 2012)

BASIC EDUCATION

L 8

L 7

L 6

L 5

L 4

L 3

L 2

L 1

DIPLOMA

NC III

NC II

NC IV

Presentation Outline

• K to 12 Curriculum vis-à-vis College General

Education Curriculum

• K to 12 Transition for Private Schools &

HEIs; Senior HS Modelling

• Challenges and Next Steps

Two Phases of Transition for Private Schools,

Higher Education and Tech-Voc Institutions

2012 to 2015

• Work-in-progress curriculum and legislation

• High degree of latitude for private schools

• Private schools encouraged to craft and submit their respective transition plans even prior to approval of legislation

• Optional participation in R&D or modelling of Grades 11-12

2016 Onward

• Locked-in K to 12 curriculum standards and law

• Private school curriculum must adhere to minimum standards of K to 12

• Nationwide implementation of Grades 11-12 with latitude for teacher requirements during transition period

Transition Planning for Private

Elementary and High Schools Entry Age 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Proposed

K to 12

Kinder Elementary Junior HS Senior HS

NA K G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12

Cu

rrent

7-Year

Elem

PK K1 K2 G1 G2 G3 G4 G5 G6 G7 HS1 HS2 HS3 HS4

K1 K2 G1 G2 G3 G4 G5 G6 G7 HS1 HS2 HS3 HS4 NA

6-Year

Elem

PK K1 K2 G1 G2 G3 G4 G5 G6 HS1 HS2 HS3 HS4 NA

K1 K2 G1 G2 G3 G4 G5 G6 H1 HS2 HS3 HS4 NA NA

PK: Pre-Kinder K: Kinder K1 or K2: Kinder 1 or 2

• Transition plans vary based on current/previous entry age for Grade 1

and final year of Kinder, duration of program, and curriculum offered

• Students included in this transition are those who were in elementary (and

in their final year in Kinder at age 6) last school year

• DepEd Division Offices in-charge of evaluating transition plans

• K to 12 transition plans from 20 private schools

have been approved so far

• These schools have either 6 or 7yrs of

elementary, and begin Grade 1 at age 6 or 7

• On-going division-based consultations with

private schools to explain K to 12, implications

to private schools, and process for coordination

on transition planning with DepEd

Status of Transition of Private Basic

Education Schools

R&D Through Senior High

School Modelling

Relevant Curriculum

Teachers and Facilities

Progression toward Higher

Education and/or Work

Modelling programs require

the appropriate curriculum,

sufficient inputs, plus clear

progression to higher

education or work to be

viable and sustainable

School Type No. of

Schools

No. of

Enrolees

Public High Schools

General High Schools

Technical-Vocational High Schools

8

14

358

1,105

Higher Education Institutions (HEIs)

Private HEIs

Local University/College

7

1

5,052

• For public HS, courses offered are largely techvoc and/or employment-

skewed; attracts students who cannot afford to go to college

• For HEIs, courses are generally ‘ladderized’ – employment readiness

for Grades 11-12 followed by 2-3 years in college to finish a degree

if learner decides to proceed

As of 13 August 2012

SHS Modelling Schools for

SY 2012-2013

Transition Framework for Higher

Education and Tech-Voc Institutions

TVI/HEI Provision of SHS

• Allow HEIs/TVIs to apply for a

SHS license and offer SHS

• Increase basic education

absorptive capacity by tapping

excess or underutilized capacity

• Either temporary or permanent

arrangement

Service Contracting Public Financed, Private

Provision of SHS

Develop a program where

government will pay for students

who would have gone to public

schools to be enrolled in private

schools (e.g. expansion of ESC,

cost-sharing arrangements)

1 2

Transition Mechanisms Provide an enabling environment for easier transition: provisions in the IRR

of the K to 12 law allowing TVET instructors, HEI faculty, qualified

professionals and experts who have not passed the LET to teach SHS

3

Presentation Outline

• K to 12 Curriculum vis-à-vis College General

Education Curriculum

• K to 12 Transition for Private Schools & HEIs;

Senior HS Modelling

• Challenges and Next Steps

Challenges and Next Steps

1. Need for accurate and complete data on absorptive

capacity (supply) and industry/community requirement

(demand)

2. Further alignment with CHED and TESDA on

progression of students from basic to further

education, particularly for tech-voc track

3. Develop clear-cut mechanisms on public funding of

privately provided SHS, and equivalence of

professors/professionals to teach in SHS.

www.gov.ph/k-12

kto12.secretariat@gmail.com