1. ERICO MEMIJE HABIJAN, DepEd, NEAP
THE K to12 PROGRAM
(Guiding Principles)
(Salient Features: PHILOSOPHICAL, LEGAL, and SOCIO-psychological;
STATUS REPORT AND UPDATES
ERICO MEMIJE HABIJAN, DepEd, NEAP

2. 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.

3. At payag matabihan umusog lang 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.

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

5. FROM FRANCISCO BALAGTAS BALTAZAR’s
Florante at Laura

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

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

8. “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.”

9. 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

10. K to
LEGAL FRAMEWORK
POLICY
(Philosophy)
FOUNDATIONS

11. (SOCIOLOGICAL AND PSYCHOLOGICAL)
IMPACT!!!!!!!!!!
(SOCIOLOGICAL AND PSYCHOLOGICAL)

12. Philippine Constitution Education Act of 1982
VISION: By 2030, DepEd is globally recognized for good governance and for developing functionally-literate and God-loving Filipinos.
MANDATE:
Philippine Constitution
Education Act of 1982
Governance Act of Basic Education (RA9155)
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
GOOD GOVERNANCE
Learners become functionally-literate
CONSTITUENCY
Access to learner-centered opportunities suitable for diverse needs
PROCESS EXCELLENCE
Strengthen learner-centered teaching process
Practice participative and inclusive management process
Demonstrate professional and ethical standards and best practices to optimize personnel productivity
PEOPLE
CORE VALUES:
Culture of Excellence, Integrity and Accountability
Maka-Diyos
Makatao
Makabayan
Makakalikasan
Ensure efficient and effective use of resources
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
STAKEHOLDER PARTICIPATION

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

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

15. 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.”

16. 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. 

17. 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.

18. 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.”

19. “EDUCATION is both kinds, but first in the false”
“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.”

20. WHERE
ARE
WE NOW?
THE
STATUS

21. * 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)

22. * 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)

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

24. 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

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

26. REPORMA dahil may PROBLEMA?

27. “we need to add two years to our basic education
“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”

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

29. - the proposal to expand the basic education dates back to 1925.
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.

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

31. *Congressional commission on Education (EDCOM) Report (1991)
*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)

32. Secondary education refers to six years high school
Basic Content of K to 12
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

33. Graduates of K to 12 Basic Education Program will:
Why K to 12?
Global Competitiveness
Economic Advantage
Social Advantage
Need to address the poor academic performance of students
The K to 12 Program

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

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

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

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

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

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

40. K TO 12 EDUCATION VISION BE GLOBALLY COMPETITIVE 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

41. “We have different gifts, according to the grace given us
“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

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

43. 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)

44. HOW DO WE ADD THE TWO YEARS ? KINDEGARTEN (5 YEARS OLD)
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)

45. 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

46. K-6-4-2 Model Implementation
YEAR 0: SY
YEAR 1: SY
YEAR 2: SY
YEAR 3: SY
YEAR 4: SY
YEAR 5: SY
YEAR 6: SY
TARGET/ IDEAL
GR 12
2 YEARS SENIOR HIGH SCHOOL
GR 11
HS IV (15 yo)
GR 10
4 YEARS JUNIOR HIGH SCHOOL
HS IV (14 yo)
GR 9
HS IV (13 yo)
OLD CURRICULUM
GR 8
HS IV (12 yo)
NEW CURRICULUM
GR 7
GR 6 (11 yo)
GR 6
6 YEARS ELEMENTARY
GR 5 (10 yo)
GR 5
GR 4 (9 yo)
GR 4
GR 3 (8 yo)
GR 3
GR 2 (7 yo)
GR 2
GR 1 (6 yo)
GR 1
KINDER (5 yo)
KINDER
Phases of implementation
Universal kindergarten will be offered starting SY 2011 – 2012
DepEd will begin unclogging the basic education curriculum in SY
The enhanced 12-year curriculum will be implemented starting with incoming Grade 1 students of SY
Incoming freshmen of SY will be the first beneficiary of a free Senior High School education that will be made available by DepEd in public schools beginning SY 2016 – Electives to be offered in Senior HS (arts, music, tech-voc, etc.)
The target of DepEd is to put in place the necessary infrastructure and other necessary arrangements needed to provide Senior High School (HS) education by SY 2016 – 2017
In implementing the K proposal, DepEd will take into account the issues and concerns of all stakeholder, including the high school graduates before The mechanics and other details of the transition plan will be threshed out with HEI’s in coordination with CHED, TESDA and other critical stakeholders.

47. 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

48. 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

49. Program Management Office Transition Management
Organizing for the K to 12 Implementation Plan
K to 12
Steering Committee
Program Management Office
TWG 1
Advocacy
TWG 2
Legislation
TWG 3
Research
The Steering Committee is chaired by the Sec of Education, co-chaired by CHED Chair and TESDA Director General. Its members are representatives from the Senate and House of Representatives, government agencies (NEDA, DSWD, DOST, DOLE), academe (public, private), PBED, teachers/students/parents groups, and 4 advisers (Dr. Gani Cruz, Dr. Ogena, Dr. Greg Banaga, Mr. Edicio de la Torre).
Primary Functions of the Steering Committee:
Address major issue concerning the K to 12 Basic Education Program
Provide advice for the efficient management of the Program
Roles and Responsibilities of the SC
Provide guidance on the direction of the program
Approve key milestone activities
Oversee the progress of the different components
Report to the program’s progress (executive level)
Approve the K to 12 implementing plan and other relevant policies
Address any issue that has major implications for the program
K to 12 TWGs
TWG on Advocacy – Usec for Regional Operations
TWG on Legislation – Usec for Legal Affairs
TWG on Research – Usec for Finance & Management
TWG on Curriculum – Usec for Programs & Projects
TWG on Transition Management – Asec for Legal Affairs
TWG 4
Curriculum
TWG 5
Transition Management

50. Advocacy/Communication TWG 1
As of July 7
Advocacy/Communication TWG 1
Media campaign on universal kindergarten
222 print/online articles with PR value of ₱8.6M from Jan-Jul ’11
Continuous public engagement thru PR, interviews, live TV guestings
K to 12 press conference
Announcement of “pre-registration” program for 6-year olds
Rollout of regional consultations
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
JUN
JUL
AUG
SEP
OCT
2010
2011
Orientation for CO personnel
Announcement of wider consultations (May 24)
National Education Forum (May 25)
October 2010
Arranged a press conference to formally announce the K to 12 program
Also announced the conduct of a “pre-registration” program for 6-year olds.
January 2011
Conducted a Speakers Bureau training in five clusters for all 17 regions
Each training was participated in by participants, mostly SDSs/ASDs, total of 316 members (Cebu 69, Zamboanga 54, NCR 61, Davao 51, Baguio 81)
All participants were trained to facilitate a consultation and were given K to 12 kits including a communication plan for implementation in their respective AoRs.
A google group was created to provide regular updates to members of the SB
February 7 to March 18, 2011
Roll out of regional consultations
DepED Memorandum No. 38, s.2011 was issued to all regional offices which provide details and guidelines on the conduct of the consultations.
K to 12 Consolidated Regional Consultations Report
A total of 1,417 respondents participated in the consultations (parents, teachers, students, business groups, private sector, LGUs, NGOs)
77% pledged their support for the program
Main concerns raised:
Sustainability of the program
Legality and implementation
Shortage of resources
Financial burden to parents
Adequacy and source of budget
Transition plan and management concerns (DepEd,CHED and TESDA)
Teacher training
May 3, 2011
Orientation for Central Office personnel attended by over 200 participants.
Two sessions were conducted, one in the morning and one in the afternoon.
Participants were given a copy of the primer, communication plan, FAQs
October 2011
Media campaign on universal kindergarten
Started media campaign on early registration in October 2010
Generated post event PR and continuing PR on universal kindergarten.
Generated 122 print and online articles amounting to a PR value of over P5M from January to July 2011.
May 2011
Announcement of wider consultation
Arranged a press conference last May 24 where the Secretary announced the conduct of wider consultation (division and school level) and details of the National Education Forum
Presently gathering info from divisions on the total number of consultations they have conducted.
May 25, 2011
National Education Forum
Participated in by over 200 officials representing the following stakeholder groups:
House of Representatives – 6
National Government – 32
DepEd – 28
CHED – 20
TESDA – 28
Academe – 10
Donor Agencies – 13
NGOs - 14
Private Orgs – 18
LGUs – 2
Finalized proceedings of the forum (c/o DAP) for distribution to all participants.
K to 12 Media Campaign
Produce regular updates on Kto12 and release info to media in PR form, interviews, and live talk show guestings.
Has generated over 100 print and online articles with a PR value of over P3.6M, both positive and negative from January to July 2011.
Speakers Bureau training in 5 cluster for all 17 regions

51. 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 2nd regular session of the 15th Congress
HBN 3826, Kindergarten Education Act, by Rep. Almario – approved on 3rd reading in Lower House, and consolidated/substituted in Senate Committee Report No. 24 (May 11)
Other co-sponsors of HBN 4219: Rep Escudero III, Rep. Angara, Rep. Piamonte Jr., Rep. Cortuna, Rep. Abaya, Rep. Almario, Rep. Herrera-Dy, Rep. Tinio, Rep. Climaco.
HBN 4219 seeks “to provide for a quality 12-year basic education program that each Filipino is entitled to”, and mandate DepEd to “formulate the curriculum and determine the actual number of years for the elementary and secondary education programs”.
Consultative meetings held at: Iloilo (Mar 11), Davao (Mar 25), Cebu (Apr 28), Cagayan de Oro (May 25), Butuan (June 21).
HBN scheduled for 2nd reading

52. Senate | As of July 11
Legislation TWG 2
SBN 2713, Enhanced Basic Education Act of 2011, by Sen. Recto – 1st 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 2nd reading
SBN 2758, Preschool Education Act, by Sen. Enrile – pending in the Senate Committee on Education, Arts and Culture
SBN 2713 “provides for a 13-year basic education program otherwise known as ‘K2 plus Grade 7’, with the addition of two years of kindergarten and a Seventh Grade in elementary.. bill also prescribes the use of mother tongue-based multi-lingual framework as a medium of instruction starting in the kindergarten level up to Grade 3.”

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

54. 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 by SY , increase in government cost vs. SY & SY budgets
8.5%
Annual average
( )
6.3%
(2012) 2%
Annual ave.
(2016 onwards)
the planned expansion of the Kinder program is projected to result in a 6.3% growth in pre-school enrollment in 2012 and an average of 8.5% yearly increase in before tapering off at 2% yearly in 2016 onwards. Thus, the budget implication of the expansion of the Kinder program is estimated to increase quite rapidly from PhP 5.8 billion in 2012 to PhP 13.6 billion in 2013, PhP 17.8 billion in 2014 and PhP 21.4 billion in 2015 before declining to an average of PhP 15 billion in
2012
2013
2014
2015
2016
2017
5.8
21.4 15
13.6
17.8

55. Research TWG 3 Government Cost (in ₱Bn) 50 48.5 35 - 42 38 37.6 34.5
Budgetary Requirements of K to 12 (Senior High School) | As of July 11
Research TWG 3
Government Cost (in ₱Bn)
Low growth enrolment scenario 50
High growth enrolment scenario
48.5 38
37.6
34.5
Scenario 1 –low enrollment growth with pure public provision. Under scenario 1, total enrollment in senior high school is projected to increase from 1.2 million in 2016 to 2.2 million in 2017 and 2.5 million in Close to 44,000 teachers and 26,500 classrooms will be needed in 2016 while another 40,000 teachers and 24,000 classrooms will be needed in The budgetary requirements of adding two years to the basic education cycle rises from PhP 37.6 billion in 2016 to PhP 48.5 billion in 2017 and PhP 34.5 billion yearly in in
Scenario 2 –high enrollment growth with pure public provision. Under scenario 2, total enrollment in senior high school is projected to grow from 1.2 million in 2016 to 2.3 million 2017 and 2.7 million in Close to 45,000 teachers and 27,000 classrooms will be needed in 2016 while another 41,000 teachers and 25,000 classrooms will be needed in The budgetary requirement of adding two years to the basic education cycle rises from PhP 38 billion in 2016, PhP 50 billion in 2017 and PhP 35 billion - PhP 42 billion yearly in
3-Year Average
2016
2017
2018
2019
2020

56. Research TWG 3 Government Cost (in ₱Bn)* 48.1 44.2 32.1 30.5 17.9 17.5
Budgetary Requirements of K to 12 (HEIs to provide SHS) | As of July 11
Research TWG 3
Government Cost (in ₱Bn)*
48.1
Low growth enrolment scenario
44.2
High growth enrolment scenario
32.1
30.5
17.9
17.5
3-Year Average
Scenario 1 –low enrollment growth with HEI participation. Under scenario 1, total enrollment in senior high school is projected to increase from 265,235 in 2016 to 635,119 in 2017, 2.3 million in 2018 and 2.5 million in Because HEIs (private HEIs as well as SUCs) are assumed to provide some of the places during the transition years, the teachers and classroom requirement will be muted in 2016 and Thus, less than 10,000 teachers and less than 6,000 classrooms will be needed by the public school system for the additional two years of high school in Thus, the budgetary requirement is just PhP 17.5 billion in 2016 and PhP 30.5 billion in 2017 but surges to PhP 65.0 billion in 2018.
Scenario 2 –high enrollment growth with HEI participation. Even under the higher enrollment growth implied by EFA, the teacher and the classroom requirements in 2016 and 2017 are more manageable with HEI participation. The estimates of the implied budgetary requirement under this scenario are shown in the graph.
2016
2017
2018
2019
2020
*GASTPE subsidy used as proxy for service contracting: ₱5,500/student/year outside NCR, ₱10,000/student/year in NCR

57. 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)
For Type 2 students, the benefit of K to 12 is better income opportunities. There is a cost due to delayed employment but this is offset by higher income streams.
For Type 3 students, there is a reduction in cost of schooling because K to 12 offers the additional two years of education for free. Thus, students are better off with K to 12.
For Type 4 students, they are actually better off without the K to 12 reform. This is because the opportunity cost of delayed employment is higher for them. It must be noted however, that the analysis does not account for other benefits such as increase in productivity (i.e. better engineers, better doctors) and increase in employment rates due to the program.

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

59. Curriculum TWG 4 General Conceptual Framework
As of July 8
Curriculum TWG 4 1 2 3 4
General Conceptual Framework
Performance Standards for All Learning Areas
Competencies for All Learning Areas
Teaching and Learning Guides
√ DONE
√ DONE
To be finalized
To be developed
Consultations with experts and practitioners from public and private schools
Definition of terms
Content standards – These are statements of what the learner should know and be able to do as a result of learning Mother Tongue , English, Filipino, Math, Science, etc.
Performance Standards – These are statements which specify the level of proficiency the learner must reach in order to have met specific content standards in a specified core learning area. These performance standards are indicators of proficiency for those content areas that are tested in terms of mastery of knowledge, skills and strategies and internalization of values and attitudes.
Competency – This refers to the mastery of the specific knowledge, skills and strategies and the internalization of values and attitudes .
1) results of the curriculum comparison studies of the University of Melbourne and SEAMEO Innotech serve as inputs in the formulation of the learning competencies
2) the findings of these studies are also the bases in the refinement of the curriculum framework and standards
3) development of curriculum is done in close coordination with education institutions, TESDA and CHED
4) copies of curriculum standards were submitted to CHED and TESDA
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

60. Salient Features of the Proposed K to 12 BEC Framework
As of July 8
Curriculum TWG 4
Salient Features of the Proposed K to 12 BEC Framework
Holistic development
Outcomes-based
Principles on inclusive education, flexibility and differentiated learning system and balanced learning experiences
Ensures learner-centered pedagogical approaches
The K to 12 basic education curriculum framework has the following salient features:
1 . It focuses on the holistic development of the learner that is build up through core competencies in the areas of communication and literacies; critical thinking and problem solving; creativity and innovation; ethical, moral and spiritual values of self and the sense of community; life and career competencies; and national and global orientedness,
2. It is outcome-based that prepares learners for higher education, middle level skills, employment and entrepreneurship,
3. It is anchored on the principles of inclusive education, flexibility and differentiated learning system and balanced learning experiences from the core learning areas, co-curricular activities and community involvement or participation, and
It ensures that learning domains are carried out through learner-centered pedagogical approaches with appropriate assessment and the support system in terms of curriculum, instruction, administration, family and society is dynamic and significant. .

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

62. Transition Management TWG 5
Terms of Reference | As of July 8
Transition Management TWG 5
Be responsible for the transition management plan from current 10-year cycle to the K to 12 cycle
Provide recommendations to the Steercom on transition issues identified
Coordinate and align plans with the Curriculum, Research, and Legislation TWGs; regularly update the Steercom of progress and outputs
Read slide
*The Transition Management Plan shall address the following:
Organization and administrative structures/arrangements (facilities management, temporary /permanent arrangements, management structure)
HR requirement and development (teachers, principals, other staff)
Private schools concerns (tuition, scholarship, bridging curriculum)
Physical facilities (use of private secondary/tertiary school facilities on temporary arrangement, construction of additional classrooms, laboratory equipment/facilities)
A major concern that this TWG will address in its transition management plan is the possibility that there won’t be any enrollees in college on SY The TWG has two proposals:
Colleges/universities to open their Grades 11 and 12 and use their facilities and faculty for General Education
DepEd to to rent classrooms , etc. of private schools and pay their faculty of Gen Ed to handle Grades 11 and 12
The TWG will be getting the data from the field (ex: no. Of schools to which can offer SHS, no. Of teachers eligible to teach subjects to be offered in SHS, etc)

63. Next Steps and Support Needed
Research TWG
Advocacy TWG
Prepare communication plan
Complete study with recommendations
Conduct new study with Transition Management on costing requirement of PPP with HEIs
ALL TWGs
Regional education summits (Nov) and National Education Summit (Feb or Mar ‘12)
Legislation TWG
Prepare legislative agenda
Development of teaching and learning guides
Training of teachers for Grades 1 & 7
Detail partnership offer to HEIs, private schools, techvoc; prepare draft agreements
Provide transition management plan to Steercom
Curriculum
-Development of teaching learnign guides
-Training of teachers for Grades 1 and 7 (please add the items I added on the slide)
-Advocacy
Regional education summit (November) to generate regional action plan and commitment to the K to 12 Program
National education summit (February or March 2012) to discuss issues to ensure clear implementation plan of the K to 12 program, solicit support from major stakeholders and form action directives ensuring the support of various stakeholders
Curriculum TWG
Transition Management TWG

64. HOW MUCH WILL THIS COST? CAPITAL COST PUBLIC SCHOOLS
CLASSROOMS
CHAIRS
WAT AND SAN
RECURRING COST
TEACHERS
TEXTBOOKS
MOOE
TOTAL

65. - Focus on essential skills (Management and Administration)
Lessons/Learning:
- Focus on essential skills (Management and Administration)
- Work towards aligning pragmatic output with DepEd 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

66. Basic Education Program Batang Kto12, Handa sa Trabaho o Kolehiyo,
Handa sa Mundo

67. ISSUE/CONCERN A: Pre – School
Philippine Context:
NURSERY 1
KINDERGARTEN
NURSERY 2

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

69. B. Issue number 2: TRI-focalization
TESDA
Dep. Ed.
POLITICAL:
LIMITATIONS
POWER SHARING
ROLES AND FUNCTIONS
CHED

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

71. 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 …

72. 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

73. The
CHALLENGE!!!

74. ... Change our Vocabulary!

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

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

77. ... Have a POSITIVE RESULTS: PERFORMANCE INDICATORS

78. CHANGE
Turn Around o

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

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

81. BE LIKE . . .
COMPLEMENTARY ANGLES

82. INTROSPECT:
Modernism
Vs.
Post modernism

83. ... ENTER …
THE KINGDOM OF
GOD!!!

84. Let’ reflect on the article of Mr
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.”

85. “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.

86. Look into my eyes - you will see What you mean to me
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

87. 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

88. 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

89. I can't help it - there's nothin' I want more
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

90. And no other - could give more love
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

91. 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

92. MARAMI
PONG
SALAMAT!!!
ERICO MEMIJE HABIJAN
NEAP