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Reforms and Transitions in

Basic Education in the

Philippines

Dina Ocampo

Undersecretary for Curriculum and Instruction

Department of Education

1

The Department of

Education

2

MissionTo protect and promote the right of

every Filipino to quality, equitable,

culture-based and complete basic

education where:

Students learn in a child-friendly, gender

sensitive, safe and motivating environment;

Teachers facilitate learning and constantly

nurture every learner;

Administrators and staff, as stewards of

the institution, ensure an enabling and

supportive environment for effective learning to

happen; and

Family, community and other stakeholders

are actively engaged and share responsibility

for developing lifelong learners.

3

Core Values

• Maka-Diyos

• Makatao

• Makakalikasan

• Makabansa

VisionWe dream of Filipinos who passionately

love their country and whose values and

competencies enable them to realize their

full potential and contribute meaningfully to

building the nation.

As a learner-centered public institution,

the Department of Education continuously

improves itself to better serve its

stakeholders.

Department of Education

The Reforms

4

Basic Education Planning FrameworkGoal:

All Filipinos are able to realize their full potential

and contribute meaningfully to building a

cohesive nation

Outcome:

Holistically developed Filipinos with 21st Century skills

ready for higher education, entrepreneurship and work

Learners are in

school and

learning

centers

Learners access

programs responsive

to their needs and

consistent with their

interests and aptitudes

Learners are well-rounded, happy and smart

Education leaders

and managers

practice participative

and inclusive mgt

processes.

Learners actively

participate in a

learner-friendly

environment

Learners

attain learning

standards

Key stakeholders

actively

collaborate to

serve learners

better

Investments in Basic

Education provides

learners with ideal

learning environment

People, internal systems,

and processes serve

learners better through

continuous improvement

efforts

Intermediate Outcomes:

Enabling Environment

Goal:

Basic Education

Curricular ReformsGrade

Level1945-1957 1957-1972 1973-1989 1989-2001 2002-2011 2012-2018

Year IV

General

Education

Core

Curriculum

2-2 Plan• College Prep

Curriculum

• Vocational

Curriculum

Revised

Secondary

Education

Program •Electives

New

Secondary

Education

Curriculum

(SEDIP)

Revised Basic

Education

Curriculum

K to 12

Basic

Education

Curriculum

Year III

Year II

Year I

Grade 6 1958-1982 1983-2001

Grade 5

Revised

Elementary

Education

Curriculum

New Elementary School

Curriculum SOUTELE basis

of PRODED

Grade 4 2011- onward

Kindergarten in

the Public

Schools

Grade 3

Grade 2

Grade 1 Kinder

Grades 11

and 12

6

We are currently rolling out

the enhanced curriculum for

Gr 5 and Gr 11

7

K

Gr 1

Gr 2

Gr 3

Gr 4

Gr 5

Gr 6

Gr 7

Gr 8

Gr 9

Gr 10

Gr 11

Gr 12

2011 2012 2013 2014 2015 2016 2017

March 2024: 1st batch of learners who went through the full K to 12 Program will

graduate.

March 2018: 1st batch of Gr 6 and Gr 12 under K to 12 will graduate.

Curriculum Reforms1. Mother Tongue Based-Multilingual

Education

2. Coding of Competencies

3. Senior High School

8




cohesive nation

Outcome:



Learners are in

school and

learning

centers

Learners access

programs responsive

to their needs and




Education leaders

and managers


and inclusive mgt

processes.

Learners actively

participate in a

learner-friendly

environment

Learners

attain learning

standards

Key stakeholders

actively

collaborate to

serve learners

better


Education provides

learners with ideal



and processes serve



efforts



Goal:

SKILLS

Information, Media, and Technology Skills

Learning and Innovation Skills

Communication Skills

Life and Career Skills

LEARNING AREAS

Language

Technology and Livelihood Education (TLE)

Mathematics and Science

Arts and Humanities

Social Science

Materials,

Facilities,

and

Equipment

ICT

EnvironmentAssessment

School

Leadership

and

Management

Schools

Divisions

Technical

Assistance

Community-

Industry

Relevance

and

Partnerships

Teachers

The K to 12 Philippine Basic Education Curriculum Framework

Monitoring and Evaluation System

Curriculum Support System

Being and Becoming a Whole Person

Holistically Developed Filipino with 21st Century Skills

10

Academic

Track

Technical

Vocational

Livelihood

Track

Sports

Track

Arts &

Design

Track

Kinder to Grade 6Elementary

Grades 7 to 8

(Exploratory TLE)

Junior

High

School

Grades 9 to 10

(Specialized TLE)

Core

Subjects

Senior

High

School

Applied Track Subjects

o General

Academic

Strand

o STEM

o ABM

o HUMSS

o Pre-

Baccalaureate

Maritime

o Home

Economics

o Agri-Fishery

o Industrial

Arts

o ICT

o TVL

Maritime

Tracks

11

Basic Education Program

Literacy is a goal.

• All children should be

literate in the mother

tongues by the end of

Grade 1.


literate in Filipino by

the end of Grade 2.


literate in English by

the end of Grade 3.

12

Multi-lingual Education Program

1. The child’s local language or mother

tongue is used as the foundational

language of education.

2. Children learn oral language in Filipino

and English while they learn literacy in

their dominant language.

3. Language mapping through the

Learner Information System

Mother Tongue Based Multilingual

Education

How do we measure

impact• Tracking literacy development of the

children in different languages using

system assessment tools

• Observations in the classroom

• Discussions with supervisors and teachers

on the implementation of MTB-MLE

• Visiting communities and discussing with

them the education programs

17

The MTB-MLE program is taking root.

LAPG

National Performance of Grade 3 Pupils in the LAPG Overall (SY 2014-2015)

What is the performance of Grade Three Students in the 2015 LAPG? (Total Country, Region by cluster, and Division by cluster) Mean

PercentageScore

18

N

70.0978.59

58.8270.18

84.6768.19

62.1371.90

69.1669.72

71.8869.56

72.7055.71

68.6063.77

57.7853.66

59.4362.26

0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00

Akeanon 13395

Bikol 40996

Botolan Sambal 811

Chavacano 24338

English 2340691

Hiligaynon 158718

Ibanag 3754

Ilokano 128159

Ivatan 432

Kapampangan 49225

Kinaray-a 40671

Maguindanaon 27473

Meranaw 31003

Pangasinan 34648

Sinugbuanong Binisaya 658637

Surigaonon 14808

Tagalog 2340691

Tausug 23513

Waray 63266

Yakan 4492

Language

LEGEND SAMPLE

First Entry

Learning Area and

Strand/ Subject or

Specialization

HealthH9

Grade Level Grade 9

Uppercase Letter/sDomain/Content/

Component/ Topic

Prevention of Substance Use

and AbuseS

-

Roman Numeral

*Zero if no specific quarterQuarter Fourth Quarter IV

Lowercase Letter/s*Put a hyphen (-) in between

letters to indicate more than a

specific week

Week Week seven to eight g-h

-

Arabic Number Competency

Suggests healthy alternatives

to cigarettes and alcohol to

promote healthy lifestyle

(self, family, community)

34

Sample: H9S-IVg-h-34

Coding Legend

19

Sample Curriculum Guide (Math Grade 4)

20

Senior High School,

Finally!

Child

Community

CurriculumContent

Competencies

Culture

Career

Choice School

Capability

7 Cs of the Senior High School

Curriculum

22

Curriculum Exits

23

Technical-Vocational-Livelihood TrackTESDA Training Regulations-Based Specializations

HE ICT Agri-Fishery Arts Industrial Arts

1. Attractions and Theme

Parks (NC II)

2. Beauty/Nail Care (NC II)

3. Bread and Pastry Production

(NC II)

4. Caregiving (NC II)

5. Cookery (NC II)

6. Dressmaking (NC II)

7. Food and Beverage

Services (NC II)

8. Front Office Services (NC II)

9. Hairdressing (NC II)

10.Handicraft (Fashion

Accessories and Paper

Craft)

11.Handicraft (Needlecraft)

12.Handicraft (Leathercraft)

13.Handicraft (Woodcraft)

14.Housekeeping (NC II)

15.Local Guiding Services (NC

II)

16.Tailoring (NC II)

17.Tourism Promotion Services

(NC II)

18.Travel Services (NC II)

19.Wellness Massage (NC II)

1. Animation (NC II)

2. Computer Programming (.net

Technology) (NC III)

3. Computer Programming

(Java) (NC III)

4. Computer Programming

(Oracle Database) (NC III)

5. Computer Systems Servicing

(NC II)

6. Contact Center Services (NC

II)

7. Illustration (NC II)

8. Medical Transcription (NC II)

9. Technical Drafting (NC II)

AGRICROP PRODUCTION

1. Agricultural Crops Production (NC

I)

2. Agricultural Crops Production (NC

II)

3. Landscape Installation and

Maintenance (NC II)

4. Organic Agriculture (NC II)

5. Pest Management (NC II)

6. Rice Machinery Operation (NC II)

1. Automotive Servicing

(NC I)

2. Carpentry (NC II)

3. Domestic Refrigeration

and Air-Conditioning

(DOMRAC) Servicing

(NC II)

4. Electrical Installation and

Maintenance (NC II)

5. Electronic Products

Assembly and Servicing

(NC II)

6. Masonry (NC II)

7. Plumbing (NC I)

8. Plumbing (NC II)

9. Shielded Metal Arc

Welding (NC I)

10. Shielded Metal Arc

Welding (NC II)

11.Tile Setting (NC II)

ANIMAL PRODUCTION

1. Animal Production (Large

Ruminants) (NC II)

2. Animal Production (Poultry-

Chicken) (NC II)

3. Animal Production (Swine) (NC II)

4. Artifical Insemination (Large

Ruminants) (NC II)

5. Artificial Insemination (Swine) (NC

II)

6. Slaughtering Operations

(Hog/Swine/Pig) (NC II)

FISH PRODUCTION

1. Aquaculture (NC II)

2. Fish Capture (NC II)

3. Fish Wharf Operation (NC I)

4. Food Processing (NC II)DEPARTMENT OF EDUCATION

Each subject

will have 80

hours per

semester.24

Assessment Reforms1. Assessment Frameworks that

articulate what are essential

2. The Assessment Cube

25




cohesive nation

Outcome:



Learners are in

school and

learning

centers

Learners access

programs responsive

to their needs and




Education leaders

and managers


and inclusive mgt

processes.

Learners actively

participate in a

learner-friendly

environment

Learners

attain learning

standards

Key stakeholders

actively

collaborate to

serve learners

better


Education provides

learners with ideal



and processes serve



efforts



Goal:

Assessment Frameworks

System Assessment Policy Guidelines on System Assessment in the

K to 12 Basic Education Program

National Assessment of

Student Learning

Policy Guidelines on the National Assessment of

Student Learning

(DepEd Order 55, s. 2016)

Teachers and Supervisors

Assessment

Policy Guidelines on Teacher Assessment for the

K to 12 Basic Education Program

Classroom Assessment 1. Policy Guidelines on Classroom Assessment

for the K to 12 Basic Education Program


2. Policy Guidelines on Awards and Recognition

for the K to 12 Basic Education Program


27

FO

RM

AL

NO

N-F

OR

MA

LS

PE

DC

AR

E

Grades 7 to 10

Regular JHS

JHS with

Special Programs

Science

High Schools

Tech-Voc JHS

Integrated Programs

Basic Literacy

Programs

Informal Education

Programs

A & E JHS

Assessment

and

Intervention

Programs

Hospital/

Institutional Care/

Home Care

Programs

Grades 11 and 12

GAS SHS

HUMSS SHS

ABM SHS

STEM SHS

Sports SHS

Arts and Design

SHS

TVL SHS

?

Assessment

and

Intervention

Programs

Hospital/

Institutional Care/

Home Care

Programs

Beyond DepEd

Higher

Education

Middle Skills Development

Work

Continuing

Education

Assessments

Inte

rest

Assessm

en

t

Hiring processes for

work readiness

System

Evaluation

System

Evaluation

Entry

Requirements

for Senior

High School

Tracks/

Strands

ECCD

ECCD

Programs

?

ECCD Early

Assessment

and

Intervention

Programs

Hospital/

Institutional Care/

Home Care

Programs

Kinder to Grade 6

Regular

Elementary

Programs

Multigrade

Elementary

Program

Integrated

Programs

Basic Literacy

Programs

Informal Education

Programs

A & E Elementary

Assessment

and

Intervention

Programs

Hospital/

Institutional Care/

Home Care

Programs

Sc

ho

ol

En

try

As

ses

sm

en

ts

System Evaluation

MLE-Based

Assessment

(Grade 3)

Ele

men

tary

Exit

Assessm

en

t

Entry

Requirements

for Special

Programs

Ex

it A

ss

es

sm

en

t fr

om

Ba

sic

Ed

uc

ati

on

Na

tio

nal

Ce

rtif

ica

te A

ss

es

sm

en

ts

(wh

ere

ap

plicab

le)

Program Specific

Assessments

Admissions to

Higher Education

Entry Assessment

for Work Skills

28

DEPARTMENT OF EDUCATION

1. Exit

Assessment

from Basic

Education

2. Program

Specific

Assessments

1. National

Certificate

2. Entry

Assessment

for Work

Skills

Entry

Assessment for

Work Skills

National

Certificate

29

Curriculum Exits and Corresponding Exits

ASSESSMENT(Formal and Alternative

Learning

System)

CURRICULUM(Formal and Alternative

Learning System)

Essential Skills connect curriculum and assessment in both Formal and

Alternative Learning Systems.30

Essential Skills

1. Monitoring Team (Reflecting)

2. Communicating for a range of purposes

3. Can identify needed information

4. Ability to use information (critical

thinking, oral and written expression)

Learning and Innovation and Communication

Skills

1. Analyzing perspectives

2. Reflecting based on feedback from others

3. Implement alternative procedure/solutions to a

problem

4. Adapting or modifying plans and output

Learning and Innovation, Communication Skills

and Life and Career Skills

1. Adapting or modifying

2. Evaluate and implement alternative solutions to a

problem

3. Decision making (reflecting on choices based on

feedback from others)

4. Using types or forms of comm (using written media)

1. Make inferences from gathered data

2. Decision making (gathering info to inform

decisions, using evidence or applying

knowledge and info to make choices,

identifying sources to support, justify and

generate explanation)

3. Ability to manage info (can organize info in

logical manner for easy retrieval)

1. Design an investigation to solve

the problem

2. Execute strategy or method

3. Interpreting and analyzing

outcomes (C&E)

4. Relating principles to global

problems

5. Verifying solutions

6. Decision making (exploring

options)

1. Interacting with others 1. Perspective taking (understanding and

respecting views of others, valuing individual

communication, tailoring of communication

2. Working with diverse teams (shared

responsibility)

3. Can use information for collaboration

4. Apply basic understanding of legal and ethical

practices, etc.

5. Ability to manage info (can communicate info)

6. Ability to obtain info from ICT media (can

interpret massages from various media)

7. Can identify types of info

1. Ability to discriminate data and information sources

(can discriminate info according to context, relevance,

reliability of source [integrity], accuracy)

2. Can use information for evidence

3. Listening to others (deciphering meaning, interpret

messages from various media

4. Responding to others (asking for clarification)

5. Asking for clarification (formulate and identify

questions to establish further info)

6. Using types or forms of comm (create written works)

7. Monitoring self and team (reflect on the team process

8. Working creatively (individually or with others)

[creating for expression]

9. Creating using a variety of tools (create written works,

creating videos)

10. Formulate and identify questions to establish further

info

11. Can identify types of info

12. can use info for evidence

13. Can create videos, songs, application, designs,

models

14. Can write blogs, illustrate designs

1. Listening to others (can interpret messages

from various media)

2. Using types or forms of comm (using oral

comm, using technology)

3. Interacting with others (sharing

responsibility)

4. Monitoring self and team (can use info for

collaboration)

5. Can communicate info

6. Apply basic understanding of legal and

ethical practices (cite sources, secure

permission, sensitivity to cultural practices,

etc.

7. Can use technology for comm and collab

1. Responding to others (responding to questions, responding with non-verbal cues)

2. Tailoring communication to your audience (being aware of the context, being able to adapt

3. Interacting with others (responding to others, negotiating)

4. Working within a team (participating, generating new ideas)

5. Planning and coordination (identifying common goal, generating plan)

6. Taking another perspective (understanding the views of others, valuing individual contribution, adjusting comm to context)

1. Civic Literacy and

Citizenship (human

rights and

responsibilities,

cultural diversity,

national identity)

2. Leadership and

Management

(flexibility and

adaptability,

leadership and

responsibility)

3. Personal and Social

Development

(initiative and

direction, stress

management,

interpersonal skills

[planning and

coordination])

4. Entrepreneurship

(productivity and

accountability)

1. Thinking creatively (visualizing)

2. Working creatively (individually or with others) [creating for specific

purpose, using creativity to improve existing materials]

3. Creating using a variety of methods (modeling)

4. Awareness of local invention, creativity and innovation from the past

5. Categorizing and classifying info

6. Exploring

7. Making a hypothesis

8. Execute investigation to solve a problem

9. Analyzing outcomes (cause and effect)

1. Creating using a variety of tools (create drawings,

paintings, sculptures, etc.

2. Creating using a variety of methods (constructing,

designing)

3. Implementing innovations (innovate with technology)

4. Use technology to gather info

5. Interpret messages from various media

6. Judge relevance of info

7. Refine ill-defined questions

8. Use technology to organize info

9. Identifying sources to support, justify and generate

explanation

10. Make inferences from gathered info

11. Can identify possible sources

12. Can gather or retrieve info

13. Can discriminate info according to context, relevance,

reliability of source (integrity, accuracy)

14. Can organize info in logical manner for easy retrieval

15. Can use technology for innovation

1. Can conduct

basic searches

and queries

using search

engines (e.g.

Google)

2. Can interpret

messages from

various media

3. Can identify

appropriate ICT

medium (e.g.

applications) for

a given task/topic

4. Can use

technology to

store and

organize info for

retrieval and use

5. Can use social

media

6. Can understand

basic concepts

on use of ICT

equipment

7. Can operate a

computer and

basic office

software

8. Can operate

various

multimedia

equipment

9. Can open basic

applications for

search and

navigate

Information,

Media and

Technology

Learning and

Innovation

Life and

Career

Communication

Essential Skills

31

Information, Media and Technology Skills
















32

Assessment Cube

Transition Mechanisms

33

1. Instruction and Pedagogies

2. DepEd Computerization Package

3. Databases

a. Curriculum

b. Tools and equipment

4. Senior High School Planning




cohesive nation

Outcome:



Learners are in

school and

learning

centers

Learners access

programs responsive

to their needs and




Education leaders

and managers


and inclusive mgt

processes.

Learners actively

participate in a

learner-friendly

environment

Learners

attain learning

standards

Key stakeholders

actively

collaborate to

serve learners

better


Education provides

learners with ideal



and processes serve



efforts



Goal:

Learning Action Cells

(LACs)

Community practice with collaborative

planning, problem-solving,

and action-implementation

Improved teacher’s content

knowledge, pedagogical

skills, assessment

strategies, and professional

ethics

Student learning and

holistic development

35

Daily Lesson Log (DLL)

36

Daily Lesson Log (DLL)

37

DepEd Computerization

Package (DCP)

38

Databases make things easier

39

Honda

Cars

Ford

Philippines

Asia Brewery

Light Industry Science

Park 2

Laguna International

Industrial Park 1

ToyotaNestle Philippines

Light Industry Science

Park 1Silangan Industrial

Park

Universal Robina

Corp

Nissan

Types of Secondary SchoolsSample Process in Identifying Potential Senior

High Schools (Laguna)

40

41

Sample DepEd SHS Maps: Albay Division

41

Narratives that tell

us that the reforms

really taking place.

42

Story 1

43

A Filipino Teacher in an

Urban Community

Jacqueline Ladera

Master Teacher

Marikina High School

44

The Learning Environment

45

The Use of ICT

46

Story 2

47

Inclusion Programs

Muslim Education1.2 Muslim Learners

353,932 Learners in ALIVE

classes

48

Indigenous Peoples

Education2.4 Million Learners

A Filipino Teacher in an

Indigenous Community

Randy Halasan

Principal

Pegalongan

Elementary School

49

Going to the Matigsalog Tribe

Story 3

52

SHS Enrolment Breakdown*

• 1,537,606 SHS Enrollees

• 801,622 Public School

• 683,074 Private School

• 52,910 SUC

Student classification:

1,485,891 Grade 10 Completers

48,530 Balik-aral students

3,185 A&E Passers

*Data as of October 14, 2016 53

Learning Action Cell Session

Maritess San Agustin, principal of Marciano C.

Rivera Elementary School in Bulacan, took the

initiative to hold a LAC session on how to prepare

science instructional materials using the science

equipment that had just been delivered to her

school.

54

One School and their

SHS Teachers’ Story“Hi Teach, when I visited a school in Camiguin (Yumbing National School) at

the foot of Mt. Hibuk Hibuk, there are 2 SHS classes being held on what

used to be a school bodega(old unfinished building). The construction of

SHS building was still on-going. But I noticed how attentive and participative

the learners were in the 1st class because of very good facilitating skills of

the teacher.

The class was interactive even the way the chairs were arranged

encourages interaction. The teacher is Magna Cum Laude from Liceo

Cagayan University. His name is Mark Palad.The second class was having a

Pre-Calculus class but the learners were all smiling and enjoying. The

teacher is Engr. Asis Cadalina, an ECE Board Exam Topnotcher (no. 10).

In spite of poor and bare facilities, these 2 teachers chose to teach in SHS.

They have proven that teachers are the single most important agent of

successful learning.”

In Iligan City, the principal of Maria Cristina

National High School (MCNHS) had extra arm

chairs. She gave these to Dalipuga National

High School (DNHS) to augment their shortage.

Because of MCNHS’s help, DNHS now has

excess chairs as well.

Dalipuga National High School is 17.8 km away

from Maria Cristina National High School.

Sharing and Caring

56




cohesive nation

Outcome:



Learners are in

school and

learning

centers

Learners access

programs responsive

to their needs and




Education leaders

and managers


and inclusive mgt

processes.

Learners actively

participate in a

learner-friendly

environment

Learners

attain learning

standards

Key stakeholders

actively

collaborate to

serve learners

better


Education provides

learners with ideal



and processes serve



efforts



Goal:

58

Maraming

Salamat po!

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