“Strengthening Transformational Leadership and Good Governance for Effective Implementation of K to 12 Basic Education Program” Asec Tonisito Umali’s Report

3 PHASES OF SINGAPORE BASIC EDUCATION SYSTEM DEPARTMENT OF EDUCATION3 Singapore system leaders describe their system as having gone through three phases: 1.Survival-Driven Education (1965 to 1978) 2.Efficiency-Driven Education ( ) 3.Ability-Driven Education (1997-present)

1.Survival-Driven Education (1965 to 1978) DEPARTMENT OF EDUCATION4 Survival-Driven phase is the period when Singapore education system had to cope with educating large number of children as a result of high birth rates from the previous decade. The primary objective at that time was to quickly build schools, hire more teachers and equip its students with skills that made them employable in labor- intensive work.

1.Survival-Driven Education DEPARTMENT OF EDUCATION5 What did Singapore do? What we did/ we are doing in the Philippines? Schools were built rapidly at the rate of one per month. Teachers were recruited on a large scale, from 10,500 in 1959 to over 19,000 by Massive construction of 66,813 classrooms as of December Hiring of 128,105 teachers as of December 2014, thereby effectively addressing the shortages we faced as of 2010.

2.Efficiency-Driven Education (1979 to 1996) DEPARTMENT OF EDUCATION6 Efficiency-driven phase refers to the period of 1979 to 1997, when major reforms were introduced like the “tracking system” in order to reduce the drop-out rate, improve quality and produce the more technically-skilled labor force.

2. Efficiency-Driven Education DEPARTMENT OF EDUCATION7 What did Singapore do? What we did/ we are doing in the Philippines? Students were streamed into different tracks based on their aptitudes. Education was geared to become more efficient and effective through streaming and a standardized curriculum and through the acquisition of industry- related skills. The Curriculum Development of Institute of Singapore (CDIS) was established to produce supporting teaching materials or guides for their teachers. Those primary and secondary schools operating on “double sessions” (we call this two shifts) were converted to “single-session schools” in the 1990s. We are now implementing our own student tracking system with the development of DepEd’s Learner Information System (LIS). With the full implementation of our Senior High School in school years , our students will acquire “industry-related skills”. Learners’ modules and teacher guides under the present K-12 Basic Education Curriculum. We are now also working on our schools still with double shifts by looking for lots where we may construct more classrooms.

3. Ability-Driven Education (1997-present) DEPARTMENT OF EDUCATION8 Ability-driven refers to the period after 1997 where the system of testing and student tracking was further emphasized. The focus shifted to developing a broader range of skills such as critical thinking and creativity, and to devolve more autonomy to their schools to encourage innovation and cater to a wider variety of interests and aptitudes in their students.

3. Ability-Driven Education DEPARTMENT OF EDUCATION9 What did Singapore do? What we did/ we are doing in the Philippines? Learner-centered approach Independent schools and autonomous schools were established and developed. New types of schools are also established to encourage students with special talents to go as far as they can. Singapore created a new educational vision, “Thinking Schools, Learning Nation” to develop creative thinking skills, lifelong learning passion and nationalistic commitment in the young. Examination and assessment methods are reviewed to reduce reliance on “rote learning” and encourage independent learning and experimentation. With the implemenetation of K to 12 Basic Education System, our education leaders are continuously converging in partnership with other agencies to design educational reforms and create programs prioritizing the needs of our schoolchildren. Among the DepEd’s programs are Abot-Alam Program, Alternative Delivery Mode Projector e- IMPACT, Basic Education Madrasah Program, Computerization Program, Redesigned Technical- Vocational High School Program and GASTPE. Since the rights and the conducive learning of our children is one of our topmost priorities, the Child Protection Policy in 2012 was issued.

Structure of the Singapore Basic Education DEPARTMENT OF EDUCATION10

Structure of the K to 12 Basic Education in the Philippines DEPARTMENT OF EDUCATION11

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION12 1. Professional Leadership Firm and purposeful A participative leadership The leading professional 1. Professional Leadership Firm and purposeful A participative leadership The leading professional

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION13 2. Shared Vision and Goals Unity of Purpose Consistency of Practice Congeniality and Collaboration 2. Shared Vision and Goals Unity of Purpose Consistency of Practice Congeniality and Collaboration

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION14 3. Learning Environment: An orderly atmosphere An attractive/conducive working environment 3. Learning Environment: An orderly atmosphere An attractive/conducive working environment

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION15 4. Concentration on Teaching and Learning Maximization of learning time Academic Emphasis Focus on achievements 4. Concentration on Teaching and Learning Maximization of learning time Academic Emphasis Focus on achievements

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION16 5. Purposeful Teaching Efficient organization Clarity of purpose Structured lessons Adaptive practice 5. Purposeful Teaching Efficient organization Clarity of purpose Structured lessons Adaptive practice

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION17 6. High Expectations: High expectations all around Communicating expectations Providing intellectual challenge 6. High Expectations: High expectations all around Communicating expectations Providing intellectual challenge

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION18 7. Positive Reinforcement Clear and fair discipline Feedback 7. Positive Reinforcement Clear and fair discipline Feedback

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION19 8. Monitoring Progress: Monitoring pupil performance Evaluating school performance 8. Monitoring Progress: Monitoring pupil performance Evaluating school performance

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION20 9. Pupil Rights and Responsibilities Raising pupil self-esteem Positive responsibility 9. Pupil Rights and Responsibilities Raising pupil self-esteem Positive responsibility

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION Home-School Relationship: Parental involvement in their children’s learning Control of work 10. Home-School Relationship: Parental involvement in their children’s learning Control of work

11 ELEMENTS OF A GOOD SCHOOL DEPARTMENT OF EDUCATION A Learning Organization: School-based staff development 11. A Learning Organization: School-based staff development