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A GLIMPSE OF PRESIDENT PINOY’S
COMMITMENT on QUALITY EDUCATION
(June 30, 2010)
12 – Year Basic Education Cycle
Universal Pre-Schooling for All
Technical Vocational Education as an Alternative Stream in Senior High School
Every Child a Reader by Grade 1
Science and Math Proficiency, and
Medium of Instruction Rationalized.
The new K to 12 curriculum fulfils
six of the ten points in PNOY’s
education agenda:
• RA 10533 (Enhanced Basic Education Act of 2013), which adds Grades 11 and 12 (Senior High School of SHS), fulfils the first promise.
• RA 10157 (Kindergarten Education Act), which requires all public school students to go through Kindergarten, fulfils the second promise.
• With improved reading strategies in Grade 1, the new curriculum fulfils the fourth promise.
• The spiralling of science and mathematics education from Kindergarten to Grade 12 ensures that proficiency in these two learning areas will be improved, thus fulfilling the fifth promise.
• Section 4 of RA 10533 mandates the use of the Mother Tongue from Grade 1 (therefore, also Kindergarten) to Grade 6, fulfilling the sixth promise.
• The Technical Education and Skills Development Academy (TESDA) now provides National Certificates (NCs) to students even in Junior High School (JHS), thus more than fulfilling the third promise.
V
i g d li
VISION: By 2030, DepEd
is globally recognized for
good governance and for
developing functionally- literate and God-loving
Filipinos.
MISSION:
To provide quality basic
education that is accessible
to all and lays the foundation
of lifelong learning and
service for the common good.
The Enhanced Basic Education Act of 2013
• policy of the State that every graduate of basic education shall be an empowered individual
The K to 12 Graduate
Who has learned ….
the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and
global communities, the capability to engage in autonomous, creative, and
critical thinking, the capacity and willingness to transform others and
one’s self. ( Section 2)
• For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment.
• In order to achieve this, the State shall:
(a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards;
• Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment;
Key Words
K to 12 Graduate
Empowered
Foundations for lifelong learning;
equipped with essential
competencies , skills and values
Engage in work ; employment
K to 12 Graduate
Productive Responsible
citizen
Autonomous, creative, critical
thinking
K to 12 Graduate
Co-exist in fruitful harmony with local
and global communities
the capacity and willingness to
transform others and one’s self.
( Section 2)
• CORE (Communication, Languages, Literature, Math, Philosophy, Science, Social Sciences) + TRACKS (with immersion): Academic; Technical-Vocational-Livelihood; Sports and Arts
Grades 11-12 (SHS)
• Core Learning Areas plus elective TLE
Grades 9-10 (JHS Years 3-4)
• Core Learning Areas and exploratory TLE (1 per quarter)
Grades 7-8 (JHS Years 1-2)
• Core Learning Areas (Araling Panlipunan, English, Edukasyong Pantahanan at Pangkabuhayan / Technology & Livelihood Education, Edukasyon Sa Pagpapakatao, Filipino, Math, MAPEH [Music, Arts, PE, Health], Mother Tongue, Science); MTB-MLE from Grades 1-3
Grades 1-6
• Learning Domains
Kindergarten
K to 12 Curriculum Model
Technical-Vocational
Academic
• Core (Languages, Literature, Math, Philosophy, Science, Social Sciences) + Tracks (including practicum/advanced academic subjects )
Grades 11-12
(New HS Years 5-6)
• Core Learning Areas plus a focus area in 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
Sportsand Arts
Senior High School: Grades 11 & 12
K to 12 graduates proceeding to higher education take 1 year revised
General Education Curriculum (GEC) followed by 2+ years of Major Courses
Source: DO 36, s. 2012
In SY 2012-2013, there are 30 public high schools and
higher education institutions (HEIs) that have
implemented Grade 11.
This is a Research and Design (R&D) program to
simulate different aspects of Senior High School in
preparation for full nationwide implementation in SY
2016-2017. Modeling programs offered by these
schools are based on students’ interests, community
needs, and their respective capacities.
Modeling Best Practices for Senior High School
Academic Track
STEM
HESS
BAM
STEM
Science
Technology Engineering
Math
HESS
Humanities
Education
Social Sciences
BAM
Business
Accountancy
Management
Tech-Voc Track
TESDA courses
Sports and Arts
SHS Curriculum
Core Subjects +
Specialization
Senior High
School Curriculum
Core Learning
Areas
Specialization based on
Track
Revised College GE Curriculum*
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
Effect of K to 12 on Higher Education Degree Programs
Reduction in GE units may lead to one-year: (1) reduction or (2) enrichment of degree programs
63 or 51 units
of General
Education Courses
36 units of GE
Courses
Before K to 12 With K to 12
Discussions between private Higher Education
Institutions and DepEd are being conducted
for the possible utilization of facilities and
hiring of college teachers for Senior High
School. This ensures that during the transition
period, the reduction in enrollment in these
colleges and universities may be offset.
Source: SEAMEO-INNOTECH’s K to 12 BEP Toolkit
What will happen to colleges and universities during
the initial nationwide implementation of Senior High
School in SY 2016–2017 and SY 2017–2018?
The college General Education Curriculum is
being revised. It will have fewer units with the
removal of unnecessary remediation as K to 12
graduates adhere to the College Readiness
Standards.
With K to 12, the college curriculum will comprise of a year’s worth of General Education subjects
and at least two years of major subjects.
Source: SEAMEO-INNOTECH’s K to 12 BEP Toolkit
How will K to 12 affect the college
curriculum?
Will K to 12 change TESDA Technical Vocational Education and Training (TVET) programs?
No. TESDA will continue to offer TVET programs.
Students may also be eligible for NC I and NC II through Junior High School and Senior
High School, respectively.
Source: SEAMEO-INNOTECH’s K to 12 BEP Toolkit
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
The Distribution of Subjects in the Senior High School Subjects
1. Academic track
2. Tech-Voc, Sports and Arts
Learning Area Subject
Grade 11 Grade 12
Total 1st Sem 2nd
Sem
1st Sem 2nd Sem
Core
Cur
ricu
lum
Language English 54 54 108
Filipino 54 54 108
Literature
Regional Lit.
Contemporary
Literature
54
54 108
Communication Media & Information
Literacy 54
Mathematics Mathematics 54 54 108
Philosophy
Introduction to the
Philosophy of the
Human Person
54 54
Natural Sciences Life/Physical Sciences 54 (54) 54 (54) (216)
Social Sciences
Personality
Development/Understa
nding Society and
Culture
54 54 108
TRACKS STRANDS 108- 2
subjects
108-2
subjects
270- 5
subjects
270- 5
subjects 756
Total Hours 432 432 378 378 1620
Hours/Day 4.8 4.8 4.2 4.2
* STEM will have enriched Nat Sci
Learning Area Subject
Grade 11 Grade 12
Total 1st Sem 2nd Sem 1st Sem 2nd Sem
Core
Cur
ricu
lum
Language English 54 54 108
Filipino 54 54
108
Literature
21st Century Regional
Lit.
54
54
21st Century World
Literature 54 54
Communication Media & Information
Literacy 54
Mathematics Mathematics 54 54 108
Philosophy Philosophy of the
Human Person 54 54
Natural Sciences Life/Physical Sciences 54 (54) 54 (54) (216)
Social Sciences
Personal Development
/Understanding Culture
and Society
54 54 108
TRACKS STRANDS 270- 5
subjects 270-5 subjects
324- 6
subjects 540-10 subjects 1404
Total Hours 594 594 540 540 2268
Hours/Day 6.6 6.6 6 6
* STEM will have enriched Nat Sci
Core and Specialization- Academic Track
53 %47%
0 0
Core
Specialization
TechVoc /Sports and Arts Tracks
Core Subjects
Languages – English, Filipino
Natural Sciences
Social Sciences
Literature
Math
MIL and Philosophy
Languages
1.English-Oral Communication in context
-Reading and Writing Skills
3. Literature
-21st Century Philippine Literature from the Regions
21st Century Literatures of the World
2. Filipino
- Talastasang Filipino sa Lipunang Filipino
-Pagbasa, Pagsulat at Pananaliksik sa Wika at Kulturang Filipino
4. Math
- General Math
- Statistics and Probability
Core Subjects
Core Subjects
Natural Sciences
• Fundamentals of the Physical Sciences
• Fundamentals of Biology and Earth Science
Social Studies
• Personal Development
• Understanding Culture and Society
Core Subjects
Media Information Literacy
Philosophy
• Introduction to the Philosophy of the Human Person
Media and Information Literacy
• Information and media literacy enables people to interpret and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages in their own right.
Specialized Math for Academic -STEM
Pre- Calculus
1
Pre-Calculus-
2
Basic Calculus
Specialized Science for Academic - STEM
Gen Chem
Gen Physics- Calculus-
based
Gen Biology
Specialization Subjects – Academic (HESS)- Humanities
Literature Languages
Artistic Study and Expression
Philosophy and Religion
Humanities
Fiction: TELLING STORIES
Poetry : SOUND AND SENSE
Creative Non-Fiction: THE
LITERARY ESSAY
Literature
Fiction: INTRODUKSYON SA SINING NG
PAGKUKUWENTO
Poetry:MALIKHANG PAGSULAT:TULA
DRAMA: MALIKHANG PAGSULAT:DULA
Literature
English: ACADEMIC AND PROFESSIONAL PURPOSES
Foreign Language 1: INTRODUCTION TO A FOREIGN LANGUAGE
INTRODUCTION TO RESEARCH
Foreign Language 2: BASIC COMMUNICATION SKILLS IN A FOREIGN LANGUAGE
Languages
Art
1. ART APPRECIATION
2.VISUAL AND PERORMANCE ARTS IN POPULAR CULTURE
Music: PITCH, RHYTHM,FORM
RHYTHM, HARMONY, TEXTURE
Performing Arts
1. THEATRICAL FORMS, TRADITIONS AND PRACTICES
2. THEATRICAL PRODUCTION AND PERFORMANCE
2.
ARTISTIC STUDY AND EXPRESSION
Specialization Subjects for Social Sciences strand
Soc Science- Grade 11 , 1st and 2nd Sem
Introduction to Social Research
Methods- quantitative
Introduction to Social Research
Methods- qualitative
Spec, Soc Sc, Grade 12 , 1st Sem
Community Involvement and
Social Issues 1
Writing for Media
The Individual and the
Economy
Philippine Politics and Governance
Sikolohiyang Pilipino
Spec, Soc Sc, Grade 12 , 2nd Sem
Community Involvement and
Social Issues 2 Studying Media
Understanding Markets and the Macro-economy
Global Politics Lifeskills Training
Specialization Subjects for Business, Acctg, Management
Accounting Appreciation and Acctg for a Service
Concern
Acctg for a Merchandizing Concern
Management Uses of Financial Statements
Integrated Basic Accounting with
Applications
Accounting
Business, Acctg, Management
Organization and Management
Business Finance
Principles of Marketing Applied Economics
Specialization
Specialization in Arts Track, Grade 11, 1st Sem
Overview: Phil. Culture and Arts (PRE-
COLONIAL)
Introduction to Applied Arts and design
Entrepreneurship in the Arts and Crafts
Introduction to Arts-based Courses and
Careers
Choose one: Music, Dance, Film/Media/IT,
Visual Arts, Indigenous Art, Theater Writing
Specialization subject for Music strand
• Performing Arts : Singing NC II (Solo Vocal Performance , NC I, II)
• Live Sound Reinforcement Technician, NC II ( player with group- band, rondalla
Specialization Subjects for New Media and Film
• Animation Artist 2D: NC I- film/video production /script writer
• Animation Artist 3D: NC III
• Game Arts Development : NC III –events photo/videographer
Specialization Subjects for Theater
• Performing Arts: Singing NC II-Technical Theater Lights Crew – NC II; Script writing
• Performing Arts : Dancing NC II- Acting
• Painting – Industrial : NC II ,III- Props and costume creation
Specialization Subjects for Visual Arts
Visual Graphic Design , NC III Illustration NC II /Technical Drafting NC II
Product Design ( Jewelry , NC II, III; Fashion
Design, NC III, Dressmaking, NC II; Tailoring , NC II ; Furniture, NC II; Ice Sculpture, NC II ; Photography , NC II; Web Design, NC I
Specialization Subjects for Dance
• Performing Arts : Dancing , NC II
• Performing Arts : Ballroom Dancing , NC II
Specialization Subjects for Indigenous Art
• Traditional cloth weaving
• Beads
Specialization Subjects for Creative Writing
• Script writing - tv, film, radio
» - writer (articles, ads, brochure)
R.A . 10533- The Enhanced Basic Education Act , 2013
Signed by the President last May 15, 2013
Some Pertinent Provisions of
K to 12
Training of New Teachers
New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum.
Furthermore, CHED, in coordination with DepEd and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet the necessary quality standards for new teachers.
. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects with a Shortage of Qualified Applicants, Technical-Vocational Courses and
Higher Education Institution Faculty
a) Graduates of science,
mathematics, statistics, engineering,
music and other degree courses with
shortages in qualified Licensure
Examination for Teachers (LET)
applicants to teach in their
specialized subjects in the
elementary and secondary education
Conditions Set
Provided, That : a) they pass the LET within five (5) years after
their date of hiring: b) Provided, further, That if such graduates are
willing to teach on part-time basis, the provisions of LET shall no longer be required;
Hiring of Teachers
(b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education:
Provided, That these graduates possess the necessary certification issued by TESDA:
Provided, further, That they undergo appropriate in-service training to be administered by DepEd or higher education institutions (HEIs) at the expense of DepEd;
Hiring of faculty
• (c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty;
Science/math/statistics/engineering/music
graduates & other degrees with shortages in
qualified LET applicants – must pass LET within
5yrs of hiring to become full-time teachers
Expanding the Teacher Pool
Graduates of tech-voc courses – TESDA
certification holder, must undergo INSET
Full-time HEI faculty members
Practitioners as part-time teachers
Transitory Period
The faculty of HEIs and TVIs allowed to teach students of secondary education under, shall be given priority in hiring for the duration of the transition period.
Career Guidance and Counselling Advocacy
. To properly guide the students in choosing the career tracks that they intend to pursue, the DepEd, in coordination with DOLE, TESDA and CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the Guidance and Counselling Act of 2004, career and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed: Provided, That they undergo a training program to be developed or accredited by the DepEd.
Transitory Provision
To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Years 2016-2017, the DepEd shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources.
Back to Basic (Inputs)
Public SHS Teachers Classrooms
Required Capacity 84,000 47,687
If 100% availability of
‘surplus’ capacity from HEIs 38,651 21,422
If 50% availability of
‘surplus’ capacity from HEIs 56,728 31,539
Less public sector strain with greater participation of non-DepEd education institutions
Of the 2.7M SHS students in 2017, as many as 1.28M may be enrolled in non-DepEd schools
Transitory Provision
Moreover, the DepEd, CHED, TESDA, TVIs and HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected.
What 2016 and 2017 May Look Like
In 2016, potentially 1.08M public and 350k private G11 enrolees
In 2017, potentially 2.03M public and 670k private G11-12 enrolees
57%
40%
3%
Academic TVET
Entrepreneurship
Where SHS Students May Go*
*Based on Results of 2011 NCAE
Building Capacity for SHS
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
Curr
en
t
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
Plan considerations: (1) current/previous entry
age for Grade 1 and final year of Kinder, (2)
duration of program, and (3) curriculum offered
Students included: those who were in elementary last school year (and in their final year in Kinder
at age 6)
DepEd Division Offices in-charge of evaluating
transition plans
Be informed. Education shapes our
future as Filipinos, it is our duty to be aware
of reforms in basic education that will move
our country forward.
Spread awareness. Tell your family,
friends, and networks about the K to12
Program and help them stay informed.
Caringis the
key to
excellence.
TEC MANDATE
SUPPORT PROGRAM
in the DepEd’s
Programs and in the
IMPLEMENTATION of
K to 12
The TEACHER EDUCATION COUNCIL (TEC) R.A 7784
• RA 7784- created to strengthen teacher education in
the country
• To design collaboration programs or projects that will enhance pre-service teacher training, re-training, orientation and teacher development.
• To call upon any department, bureau office or government corporation, local government offices and agencies for assistance in area falling within their mandate.
Creation and Composition
Section 5 of R.A No. 7784 provides for the establishment of a TEC composed of 4 members in an ex-officio capacity, 7 other regular members who shall be appointed by the President of the Republic of the Philippines.
COMPOSITION OF TEC EX-OFFICIO
• Secretary of Education- Chair
• Commissioner of CHED
• Chair - NCCA
• Chair-PRC
• Chair - TESDA
Entry to
Teacher
Education
DepED* / Civil Service
CHED/TEIs/Schools
Teacher
Licensure
PRC
Teacher Human Resource
Planning, Recruitment,
Selection, Deployment
and Recognition System
DepED/CHED/TEIs
Induction
Training
DepED
In-Service Training
and Professional
Development
DepED
Retirement
Preparation
Pre-Service
Training (BEEd/BSEd/PGCEd)
National
Competency-Based Teacher
Standards
The Teacher Education & Development Map
*Includes public and private schools
Medium Term and Development Program of the
Philippines (MTPDP) 2004-2014
The Pre-service education of teachers is a key to achieving sustainable quality basic education. Since the Department of Education has the biggest stake in teachers’ pre-service program, it should demand for more rigorous classroom- based training for future teachers.
The DepED is committed in partnership with CHED and TESDA, to put in place a demand-driven teacher education program with public schools as laboratories for internship program.
Institutionalize the Teacher Induction Program at the School Level
The Philippine Education For All (EFA) 2015 Plan
• the country’s blue print for basic education from 2005-2015
• a vision and a holistic program of reforms to achieve an improved quality of basic education until 2015
Rationale (1)
Formulation of Basic
Education Sector Reform
Agenda (BESRA)
Rationale (2)
BESRA: Key Reform Thrusts (KRTs)
Get all Schools to continuously improve
Enable Teachers to further enhance their
contribution to learning outcomes
Increase social support to attainment of desired learning
outcomes
Improve impact on outcomes from complementary ECCE, ALS
& private sector participation
Change institutional culture of DepED to better support these
key reform thrusts
MILESTONES on the TEDP-NCBTS
Joint Adoption of the NCBTS by TEC – DepED, PRC , CHED and CSC through a MOA on March 13, 2007
Advocacy of the effective mechanisms on the Experiential Learning Courses (ELCs)
Field Study and Practice Teaching through a Joint CHED and DepEd Order. DepEd Order No. 3, s. 2007 disseminated to all TEIs and DepEd schools
Mass institutionalization of Teacher Induction Program (TIP) SY 2008 through DepEd Memo No. 39, s. 2008
TEC MILESTONES
The Teacher Induction Program
The teacher induction program is imperative for
the mental survival and emotional well being of the
teachers and in order for them to generate a positive
impact on the learning process of the students. The
objectives of the program are:
•To strengthen the continuum from pre-service to in-
service education and training;
•To promote excellence in public education by
enhancing teacher effectiveness, particularly by
reinforcing the content knowledge and instructional
skills of beginning teachers;
To enhance the socialization process and ensure the smooth immersion of beginning teachers into the school environment;
To safeguard the personal and professional well being of the teachers by providing them with a peer support network and familiarizing them with stress management techniques;
To assist the teachers in discovering for themselves the joy and satisfaction that can be derived in the teaching profession and thereby increase the retention rate among beginning teachers.
TIP Pilot Implementation
• The TIP modules are intended to be used as resource base for the Teacher Induction Program (TIP) to be institutionalized by the DepEd. However, the quality of its outcomes will depend not only on the learning resources but also on the quality of the delivery system.
• TIP Manuals are now reviewed in light of the Kto12 Basic Education Curriculum.
Madrasah Education and ATEP
In relation with the institutionalization of the
Madrasah Education as a component of the
roadmap for Upgrading Muslim Basic
Education ( Ref. DepEd Order # 54, s.
2004) BEAM in coordination with TEC and
CHED developed an Accelerated Teacher
Education Program (ATEP) to meet the
teacher supply for Arabic Language and
Islam Values Education (ALIVE) in the
public schools
and the demands for better teacher quality in the private madaris. The graduates of the two-year program ATEP summer , will take the LET for them to qualify for the plantilla items of the DepEd.
Zonal Workshops on the Implementation
of Experiential Learning Courses (ELCs) -
(DepEd Memo No. 272 s. 2007)
Reference CMO # 30 S, 2004 , the Teacher
Education Council (TEC), in coordination with
the Regional Offices of the Department of
Education (DepED) and the Commission on
Higher Education (CHED), conducted 2-Day
Zonal Workshops on the Implementation
of the Experiential Learning Courses
(ELCs): Field Study and Practice Teaching
by regional clusters.
The activities were in support of the Education for All (EFA) core indicator for progress in basic education with teachers continuously improving their teaching practices. Guideposts to the ELCs are the Teacher Education and Development Program (TEDP) and the National Competency-Based Teacher Standards (NCBTS).
First National Convention of Centers of Trainings
(COTs)
The Teacher Education Council (TEC) of the
Department of Education (DepEd), in coordination with
the Commission on Higher Education (CHED),
conducted the First National Convention of all Centers
of Training (COTs) on March 6-7, 2008 at the
Development Academy of the Philippines (DAP) Hotel,
Tagaytay City.
The national convention aimed to :
• orient the participants on the mandate, functions,
and responsibilities of COTs and other training
partners
• develop a framework for an in-service training
design; and
•establish networking with other COTs
regarding the implementation of the
proposed training design
Participants to the convention were the
DepEd and CHED Regional Directors;
Heads and Deans of the COTs; Schools
Division Superintendent where the COTs
are located; and the Bureau Directors of
Elementary, Secondary and Alternative
Learning System (ALS).
A total of 123 participants from 72 COTs
attended the Convention.
1. Review of LET Table of Specifications with PRC based on NCBTS for the 2009 LET ( Final NCBTS Based TOS for Sept. 2009 now with PRC (approved by the BPT-PRC)
Other Programs
2. April 12-13, 2011 – the 4th National Convention of Centers of
Excellence, Centers of Development, Centers of Trainings and Local
Colleges and Universities held in King’s Royal Hotel, Bataan, Olongapo
City with 157 participants
3. Institution –Based Teacher
Induction Program
832 1,156 3,713 5,086 4,709 4,834 2,330
2006 2007 2008 2009 2010 2011 2012 YEAR
Teachers
Trained
TOTAL = 22, 660 English ,Mathematics,
Science basic education teachers
Modules, Handbooks and Manuscripts used during the
trainings
ncbts-tsna
Teacher Strengths and Needs Assessment (TSNA)
What is Teacher Strengths and Needs Assessment (TSNA)
• TSNA is a self assessment tool to identify teacher’s strengths and needs along the seven domains of the NCBTS.
• TSNA informs in what domains, strand, indicators does a teacher need priority professional development activities or interventions.
• TSNA informs in what areas can a teacher become already a mentor to a peer who is still developing or a beginner
Who should use the NCBTS-TSNA?
• All professional teachers in the Philippines who are teaching in the basic education schools.
• All new teacher applicants
• All newly hired teachers
What are the features of the TSNA?
• It is self-administering tool
• It is composed of 270 items in Knowledge, Skills and Attitude
• The 270 items are clustered in 80 Indicators, 24 strands and 7 domains.
• It requires a teacher to reflect on his/her practices before answering the items
• It is not a time test, so a teacher can have longer time to reflect in his/her practice.
Challenges to Teacher
Development for the
K to 12 Curriculum
The DepEd leadership took on the
challenges of transforming basic
education despite concerns of:
1. Shortages in educational inputs
2. Concern over quality of teachers
3. Poor internal efficiency
4. Weak system of governance
Br. Armin A. Luistro FSC
Secretary
Administrative Meeting Cum Workshop on Grades 1 and 7 Teachers Training
(DepEd Memo No. 37, 2012)
• Objectives – Finalize the training design for Training of Trainers (TOT) of Grades 1 and 7
teachers;
– Craft the regional training design for Grades 1 and 7;
– Determine / agree on the different training modalities;
– Identify the training venues, the number of trainers and trainees;
– Discuss administrative and financial arrangements for the training; and
– Finalize session guide/s
Cluster Date Venue
Luzon March 8 – 10, 2012 Mimosa Leisure Park, Clark, Pampanga
Visayas March 12 – 14, 2012 DepEd Ecotech Center, lahug, Cebu City Mindanao
List of Participants
• DepEd Officials
• Regional Directors (RDs) / Assistant Regional Directors (ARDs)
• One training team per region
• Training Teams (three per team) – Centers of Excellence (COEs)
– Centers of Development (CODs)
– Centers of Training (COTs) for Teacher Education; and
– Philippine Science High Schools (PSHS)
• TEC Zonal Representatives and Members
• Learning Area Convenors
A total of 569 participants attended the Administrative
Meeting Cum Workshop for Grades 1 and 7 Teachers
Training.
Agreements: • Budget of P6,000/head includes: Board and lodging for five days, Training Kits of all subject
areas,rental of training venues - laboratory, voc tech shops, trainors' honoraria and admin needs /expenses
• The training of regional trainers (TOT) shall be done by the select TEIs in Metro Manila.
• Training of Grade 1 classroom teachers shall be conducted by the DepEd Regions and Divisions.
• Training of Grade 7 classroom teachers shall be conducted by the TEIs/ Service Providers
• 25% (Mobilization Fee) of the total cost of training shall be downloaded to the TEIs before the start of the training, another 45% (Progress Billing) shall be released upon conduct of the second training and the remaining 30% (Completion Payment) shall be paid out after the completion of training and submission of the technical reports.
• Monitoring of mass training shall be conducted by the Regions/ Divisions, BSE, BEE and TEC
• The budget for the Training of Regional Trainers shall cover the honorarium / professional fee for the convenors and training teams.
Proposed Breakdown of Budget P 1,200.00 / day / participant
Training Kit = 200.00
Board and Lodging = 750.00
Speakers’ Honorarium = 100.00
Training Venue = 50.00
Admin Cost = 100.00
P 1,200.00
Training of Trainers and Mass Training of Grades 2 and 8 Teachers Training
(DepEd Memo No. 34, s. 2013)
• Objectives – Provide teacher trainers with a concrete
understanding of the Grades 2 and 8 Curriculum framework, learning standards and competencies, assessment and teaching plan; and
– Provide them with the opportunities to acquire and demonstrate the values that will guide the teachers in the effective delivery of the curriculum and their role as facilitators of learning.
Region TEI Target Actual
Physical Financial Physical Financial
I Mariano Marcos State University
656 3,936,000 656 3,936,000
Saint Louis College 654 3,924,000 654 3,924,000
Union Christian College 652 3,912,000 435 1,632,000
University of Luzon 652 3,912,000 420 1,542,000
Pangasinan State University 651 3,906,000 921 5,298,000
University of Northern Philippines
649 3,894,000 643 2,884,500
II Saint Paul University Phil. (Tuguegarao)
2,219 13,314,000 2,219 13,314,000
Cagayan State University 988 5,928,000 994 5,928,000
Mass Training of Grade 7 Teachers on the Implementation of K to 12
Curriculum (April 30, to June 3, 2012)
Region TEI Target Actual
Physical Financial Physical Financial
III Baliuag University 614 3,684,000 688 4,128,000
Holy Angel University 796 4,776,000 617 3,702,000
Wesleyan University Philippines
754 4,524,000 396 2,376,000
Angeles University Foundation
626 3,756,000 682 4,092,000
Tarlac State University 982 5,892,000 959 5,788,500
University of the Assumption 744 4,464,000 749 4,464,000
Bulacan State University 1,141 6,846,000 1,343 8,058,000
Central Luzon State University
1,003 6,018,000 830 4,876,500
IV Manuel S. Enverga Univ. Foundation
2,224 13,344,000 2,961 16,146,000
University of Batangas 2,222 13,332,000 1,854 11,124,000
Region TEI Target Actual
Physical Financial Physical Financial
IV Palawan State University 4,301 25,806,000 3,500 21,390,000
V Bicol University 3,471 20,826,000 3,460 19,938,000
Universidad de Sta. Isabel 2,583 15,498,000 2,589 15,498,000
NCR Ateneo de Manila University 512 3,072,000 484 3,084,000
Centro Escolar University 100 600,000 100 600,000
Philippine Normal University – Main
2,060 12,360,000 2,118 12,708,000
University of Sto. Tomas 100 600,000 100 600,000
University of the East 200 1,200,000 198 1,090,000
University of the Philippines – Diliman
340 2,040,000 382 2,292,000
Adamson University 300 1,800,000
Sta. Isabel College 285 1,710,000 314 1,710,000
Region TEI Target Actual
Physical Financial Physical Financial
Emilio Aguinaldo College 400 2,400,000 387 2,322,000
Rizal Technological University
372 2,232,000 374 2,244,000
Far Eastern University 390 2,340,000 305 1,830,000
Technological University of the Philippines
346 2,076,000 357 2,196,000
Arellano University 200 1,200,000 335 2,010,000
University of the Assumption (R3)
153 900,000
CAR University of Baguio 1,215 7,290,000 1,184 7,104,000
University of the Cordilleras 1,178 7,068,000 1,139 6,834,000
VI Carlos Hilado Memorial State College
846 5,076,000 846 5,076,000
Colegio San Agustin – Bacolod
1,067 6,402,000 1,067 6,402,000
Region TEI Target Actual
Physical Financial Physical Financial
La Consolacion College – Bacolod
998 5,988,000 1,011 5,988,000
West Visayas State University
4,637 27,822,000 4,719 27,822,000
VII Cebu Normal University 2,502 15,012,000 2,539 15,012,000
VIII Leyte Normal University 4,496 26,976,000 4,159 24,348,000
IX Ateneo de Zamboanga University
1,105 6,630,000 1,108 6,630,000
Universidad de Zamboanga 1,034 6,204,000 1,038 6,198,000
X Capitol University 1,031 6,186,000 1,045 6,186,000
Liceo de Cagayan University 1,090 6,540,000 1,079 6,450,000
Xavier University 1,040 6,240,000 1,040 6,240,000
Region TEI Target Actual
Physical Financial Physical Financial
XI Ateneo de Davao University 1,164 6,984,000 1,503 9,018,000
University of Mindanao 1,363 8,178,000 1,708 8,211,000
XII Notre Dame of Marbel University
3,547 21,282,000 3,293 19,758,000
CARAGA Saint Paul University Surigao 2,826 16,956,000 2,825 16,950,000
ARMM University of Southern Mindanao
1,652 9,912,000 1,842 11,052,000
Others Philippine Science High School (PSHS)
1,530 9,180,000 1,530 4,590,000
TOTAL 70,727 424,362,000 69,542 408,184,000
Region TEI Target Actual
Physical Financial Physical Financial
I Mariano Marcos State University
540 2,754,000 540 2,754,000
Saint Louis College 612 3,121,200 612 3,121,200
Union Christian College 590 3,009,000 555 2,830,500
University of Luzon 600 3,060,000 600 3,060,000
Pangasinan State University 600 3,060,000 3,405 17,365,500
University of Northern Philippines
515 2,262,500 533 2,718,300
Don Mariano Marcos Memorial State Univ.
516 2,631,600 496 2,529,600
Benigno V. Aldana NHS – Pozorrubio
1,500 7,650,000
Juan G. Macaraeg MNIIS – Binalonan
1,382 7,048,200
Mass Training of Grade 8 Teachers on the Implementation of K to 12
Curriculum (April 23 to May 31, 2013)
Region TEI Target Actual
Physical Financial Physical Financial
II Saint Paul University Philippines-Tuguegarao
1,513 7,716,300 1,513 7,716,300
Cagayan State University 1,181 6,023,100 1,202 6,130,200
Saint Mary’s University 675 3,442,500 675 3,442,500
PNU – Alicia, Isabela 403 2,055,300 389 1,983,900
III Baliuag University 400 2,040,000 412 2,040,000
Holy Angel University 348 1,774,800 348 1,774,800
Wesleyan University Philippines-Cabanatuan
710 3,621,000 710 3,621,000
Angeles University Foundation
665 3,391,500 665 3,391,500
Tarlac State University 930 4,743,000 927 4,727,700
Bulacan State University 324 1,652,400 324 1,652,400
University of the Assumption 434 2,213,400 438 2,213,400
Region TEI Target Actual
Physical Financial Physical Financial
Central Luzon State University
446 2,274,600 446 2,274,600
Mt. Carmel College 196 999,600 196 999,600
Wesleyan University – Aurora
153 780,300 153 780,300
Colegio de San Juan de letran
588 2,998,800 588 2,998,800
Bulacan State University 574 2,927,400 568 2,896,800
Divina Pastora College 238 1,213,800 238 1,213,800
College of the Immaculate Concepcion
355 1,810,500 203 1,035,300
Nueva Ecija Univ. Of Science and Technology
356 1,815,600 356 1,815,600
Columban College 1,000 5,100,000 1,000 5,100,000
Meycauayan College 568 2,896,800 568 2,896,800
Region TEI Target Actual
Physical Financial Physical Financial
IV Manuel S. Enverga University Foundation
1,146 5,844,600 1,103 5,625,300
University of Batangas 1,629 8,307,900 1,629 8,307,900
University of Rizal System-Morong. Rizal
1,480 7,548,000 1,428 7,282,800
University of the Philippines – Los Baños
1,540 7,854,000 1,382 7,048,200
Batangas State University 188 958,800 188 958,800
Philippine Normal University – Lopez
359 1,830,900 325 1,657,500
Southern Luzon State University
433 2,208,300 433 2,208,300
De La Salle University – Dasmariñas
1,671 8,522,100 1,394 7,109,400
IV-B Palawan State University 3,811 19,436,100 3,652 18,625,200
Region TEI Target Actual
Physical Financial Physical Financial
V Bicol University 1,327 6,767,700 2,412 12,301,200
Universidad de Sta. Isabel 1,780 9,078,000 1,825 9,307,500
Aquinas University of Legazpi 1,024 5,222,400 1,000 5,100,000
Mabini College – Daet 812 4,141,200 802 4,090,200
Catanduanes State University – Virac
568 2,896,800 505 2,575,500
Sorsogon State College 1,143 5,829,300
Ateneo de Naga University 584 2,978,400 546 2,784,600
Central Bicol State Univ. in Agriculture
190 969,00 190 969,000
Bicol State College for Applied Sci & Tech
443 2,259,300 443 2,259,300
NCR Ateneo de Manila University 394 2,009,400 394 2,009,400
Region TEI Target Actual
Physical Financial Physical Financial
Centro Escolar University 98 499,800 98 499,800
Philippine Normal University – Main
1,702 8,680,200 1,681 8,573,100
University of Santo Tomas 155 790,500 198 1,009,800
University of the East Manila 201 1,025,100 198 1,009,800
University of the Philippines – Diliman
303 1,545,300 299 1,524,900
Sta. Isabel College 454 2,315,400 454 2,315,400
Emilio Aguinaldo College 669 3,411,900 669 3,411,900
Rizal Technological University
300 1,530,000
Polytechnic Uiversity of the Philippines
208 1,060,800 208 1,060,800
Arellano University 447 2,279,700 985 5,023,500
Region TEI Target Actual
Physical Financial Physical Financial
National Teachers College 299 1,524,900 302 1,540,200
Far Eastern University 512 2,611,200 480 2,448,000
Don Bosco College 180 918,000
CAR University of Baguio 1,002 5,110,200 952 4,855,200
University of the Cordilleras 899 4,584,900 899 4,584,900
Saint Louis University 713 3,636,300 713 3,636,300
VI Carlos Hilado Memorial State College
1,017 5,186,700 1,017 5,186,700
Colegio San Agustin – Bacolod
725 3,697,500 725 3,697,500
La Consolacion College – Bacolod
739 3,768,900 739 3,768,900
West Visayas State University
1,225 6,247,500 1,225 6,247,500
Region TEI Target Actual
Physical Financial Physical Financial
Western Visayas College of Sci & Tech
1,896 9,669,600 1,894 9,659,400
University of San Agustin 1,200 6,120,000 1,015 5,176,500
Philippine Normal University – Cadiz
721 3,677,100 711 3,626,100
University of Iloilo 1,136 5,793,600 1,080 5,508,000
VII Cebu Normal University 5,741 29,279,100 5,732 29,233,200
Cebu Technological University
1,137 5,798,700 1,137 5,798,700
VIII Leyte Normal University 4,737 24,158,700 4,110 20,961,000
IX Ateneo de Zamboanga University
1,709 8,715,900 1,
Capacity Building for K-12 Teachers SY 2012-2013
Grade 1 – 73,655 Grade 1 teachers trained in 17 regions by the TEIs Grade 7 – 69,542 Grade 7 teachers trained in 17 regions by the TEIs
Capacity Building for K-12 Teachers SY 2013-2014
(Summer)
Grade 2 – 66,964 Grade 2 teachers were trained in 17 regions – ( tentative data ) Grade 8 – 89,529 Grade 8 teachers were trained in 17 regions by the TEIs – (as of June 18, 2013 , Target participants for Grade 8 was 91,795)
Capacity Building for K-12 Teachers SY 2012-2013
• Thank you for listening
• God bless everyone