A Private HEI response to the K to 12 initiative the case of De La Salle University Context : this HEI response may only be valid for the following context : Stable student population at 16,000/17,000 students, around 3,500 freshmen every year Bachelor's, Master's, PhD in almost all fields, except Law. Almost all full-time faculty members have at least a Master's degree. Some departments have almost 100% of full-time faculty with a PhD. A huge number of part-time faculty, most of whom are teaching GE courses Some existing double degree programs and straight-Master's programs Applicants apply directly to specific degree programs with different admission criteria

Understanding the K to 12 initiative Grade School 6 years Junior High School 4 years Special Academies (entrepreneurship, sports, music, art) 2 years Kindergarten 1 year yrs old yrs old yrs old yrs old (Grades 11 & 12) Arts and Trade (employment) 2 years Senior High School 2 years Tracks, Alternative Spaces, “soft” Streams, Specialization at Year 11 and 12 Each track can take several forms depending on the specific needs of target students, specific needs of the community or region, etc. At most 60% of the curriculum are concerned with “core” competencies, following “core” standards, that are common to all tracks. The remaining 40% will depend on the specific track and on the specific context and niche of the education provider

A Private HEI response to the K to 12 initiative the case of De La Salle University Senior High School 2 years Junior College 2 years yrs old University Proper Bachelor – 4 years Master's – 2 years Doctorate – 3 to 5 years yrs old Grade 11 = JC 1 Grade 12 = JC yrs old (Bachelor's degree) B 1, 2, 3, 4 M 1, 2 D 1, 2, 3, 4, 5 Grade School 6 years Junior High School 4 years Kindergarten 1 year yrs old yrs old yrs old DepEd CHED

A Private HEI response to the K to 12 initiative the case of De La Salle University Senior High School 2 years Junior College 2 years Rest of Bachelors (AB/BS)‏ Master's Doctorate Freshman year – Foundation Courses } Separate “College” with its own classrooms, teachers, administrators, student services, etc. A distinctive pre-university school that provides for a structured transition from high school to the University in a manner that is distinctly Lasallian – learner-centered, oriented towards service to society, anchored on bridging Faith and scholarship. Excellent venue for a student to decide better as to the course (career/profession) to take once in the University, and to have the necessary and appropriate academic preparation for it.

A Private HEI response to the K to 12 initiative the case of De La Salle University Curriculum – bulk of current General Education courses will form the core of the Junior College curriculum. The remaining GE courses will be taught at the University level, but managed by the same “College”. Mathematics and Physical Sciences (including Statistics, IT/Computer Science) Language, Reading, Communication (English, Filipino, Foreign Language) Natural and Life Sciences (including Health and Environment Studies) Humanities, Arts, Philosophy Social Sciences (Economics, History, Taxation, Socio-Psychology, Law, Poligov) Values and Religious Education Physical Education NSTP, Personal Effectiveness, Leadership, Socio-Civic engagement

A Private HEI response to the K to 12 initiative the case of De La Salle University Instruction and Student Development – rhythm and ”feel” approximates those of DLSU Will follow the trimester system of DLSU (but only 40 weeks per year) Separate student services unit System of electives, especially beginning on the 3 rd term, to allow for specializations Transformative education and understanding by design principles

A Private HEI response to the K to 12 initiative the case of De La Salle University Faculty Members and Organizational Issues Two kinds of faculty members with possibly different salary scales : those seconded from DLSU, and those recruited directly into the “College” MA/MS required. PhD not required nor encouraged. At least for certain fields and disciplines, LET is assumed not to be required, but encouraged. Intensive in-service training can prepare teachers for a LET (or its equivalent). Teachers have a BS/AB degree or MS/MA in the field that they are teaching. Pedagogy and student-teacher rapport (mentorship) given a premium Research takes the form of materials development, assessment instrument design, test construction, learning studies, etc. Retired faculty members from DLSU are welcome to teach (full-time) in the College Very high ratio of Full-time to Part-Time faculty members

A Private HEI response to the K to 12 initiative the case of De La Salle University Campus infrastructure and learning facilities Several options as to where to locate the “college” -- but there must be a distinct place for the “College” with some opportunities for mixing with University students and the use of high-end laboratories in the University. Likely to require some retro-fitting and construction of some laboratories (such as bio-chemistry labs) De La Salle Canlubang is a long term option for a specially-designed junior college, with its very own distinct, separate campus, with the possibility of a boarding school within the college.

A Private HEI response to the K to 12 initiative the case of De La Salle University Enrollment Forecast and financial implications Junior College students on year 1 will mostly come from private high schools with no Grade 7, and mostly from schools in Metro Manila and nearby regions. Junior High School graduates can be admitted directly to year 2 if they have had 11 years of basic education, because of an additional Grade 7. Students admitted directly as DLSU freshman are International students as well as local students from selected private schools who have had at least 12 years of basic education (because either they have the international baccalaureate or went thru Grade 7 and started Grade 1 at 7 years old). A block of “accelerated” students to be admitted directly to DLSU from Junior High School as freshman students during the transition period (2016 to 2020) on the basis of high admission test scores and very good high school grades. Note : for the transition period , CHED may need to allow universities to admit “accelerated students” coming directly from junior high schools, for as long as the number does not exceed x% (e.g. 25% or 33%) of their freshman student intake.

A Private HEI response to the K to 12 initiative the case of De La Salle University Enrollment Forecast and financial implications AY – Drop in DLSU freshman enrolment from 3,500 to just around 2,000 (with 500 “accelerated” students straight from Junior High School), and only 800 (first year) enrolled in the Junior College, 200 directly into second year (JC2). AY – DLSU freshman enrolment at around 2,500 (with 500 “accelerated” students straight from Junior High School). Enrolment in the Junior College at 1,600 (800 in JC1 and 800 in JC2) 2018 on wards – DLSU freshman enrolment back at 3,000, with a Junior College enrolment of 1,000 per level onwards – Virtually impossible to enter DLSU directly from Junior High School, even with very good grades and high admission test scores. AY – DLSU may opt to start recruiting students into the Junior College

Enrollment Forecast and Scenario Analysis the case of De La Salle University