DEPARTMENT OF EDUCATION

BUREAU OF SECONDARY EDUCATION

SPECIAL CURRICULAR
PROGRAM IN SCIENCE,
TECHNOLOGY &
ENGINEERING
(formerly ESEP)

PROGRAM DESCRIPTION AND OBJECTIVES

The Special Curricular Program in Science, Technology
and Engineering (formerly ESEP) envisions highly
responsible, morally upright, globally competitive, and
work-ready learners from schools offering relevant and
innovative Science, Technology and Engineering
education.
Committed to this vision, the STE High Schools shall be
the centers of excellence in Science, Technology and
Engineering education in the schools divisions that shall
develop the full potential of students along these areas.
DEPARTMENT OF EDUCATION

PROGRAM DESCRIPTION AND OBJECTIVES

With the vision and mission in mind,

the Program aims to widen access
to quality secondary education
with the view to develop learners
with the interest and aptitude
for careers in or for higher learning in Science,
Technology and Engineering.

DEPARTMENT OF EDUCATION

PROGRAM DESCRIPTION AND OBJECTIVES

The STE Program is a special program which shall lay
the foundation for a career and/or support to a career
for learners with interest and aptitude in Science,
Technology and Engineering.
The Program consists of the following components:
1.
2.
3.
4.

Curriculum and Instruction;

Learning Environment;
Leadership and Governance; and
Administration and Finance.

DEPARTMENT OF EDUCATION

SPECIAL PROGRAM IN SCIENCE,

TECHNOLOGY AND ENGINEERING
(Formerly ESEP)
Number of Implementing Schools by Region - SY 2014-2015

Region
I
II
III
IV-A
IV-B
V
VI
VII
VIII

Number of Implementing
Schools
13
13
17
15
7
17
18
10
12

Region
IX
X
XI
XII
CARAGA
CAR
NCR
ARMM
Total

DEPARTMENT OF EDUCATION

Number of Implementing
Schools
10
15
9
8
8
8
18
2
200

Accomplishments
2011

2012
Finalization of the Curriculum
Framework and Standards for
Environmental Science

Curriculum and
Instructional
Materials
Development

Finalization of the Curriculum Framework

and Standards for Biotechnology

Conduct of the Expert Validation of the

STE Curriculum
Conduct of the Workshop on the
Development of Admission Tests
Conduct of the Training of Science
Teachers in Environmental Science

CapacityBuilding

Conduct of the Training of Science

Teachers in Biotechnology

Annual Conference of School Heads of Annual Conference of School Heads of

Implementing Schools
Implementing Schools
Monitoring and Evaluation of Program
Implementation

Annual Assessment of the

Implementation of the STE Program

Provision of program support

funds/subsidy to 198
implementing schools

Provision of program support

funds/subsidy to 198 implementing
schools

Provision of program support

funds/subsidy to 198 implementing
schools

Preparation of guidelines on
the utilization of the program
support fund

Preparation of guidelines on the

utilization of the program support
fund

Preparation of guidelines on the

utilization of the program support fund

Monitoring and
Evaluation

Provision of
Support Fund

2013

Development of Implementing
Guidelines

DEPARTMENT OF EDUCATION

Highlights of Implementation

Curriculum
The core subjects offered in the Secondary Education
Curriculum (SEC) and under the K to 12 BEC were enhanced
by additional subjects identified in the Revised Curriculum of
the Engineering and Science Education Program (ESEP) of the
S & T-Oriented High Schools. The subject offerings, time
allotment and unit credits stipulated in DepED Order No. 41,
S. 2004 and DepED Order no. 31, S. 2012 were strictly
implemented. In many schools offering the Program, add-on
subjects in Science and Mathematics were offered on top of
the requirements of the core curriculum and the special
curricular program in science and technology.
DEPARTMENT OF EDUCATION

Highlights of Implementation

Instruction
While it is clear as to the kind of self-directed learner the
schools desire to produce under the Program, the strategies
being employed is usually textbook-based and learning is
reproductive. Many teachers still derive lessons from course
syllabi and competency lists and not from the felt needs of the
learners. However, it was observed that in many science
classes problem-solving, inquiry or discovery approaches were
being employed.

DEPARTMENT OF EDUCATION

Highlights of Implementation
Instruction
Supervision of learning is usually done through direct
instructional assistance which is performed by department
heads and supervisors. However, promising supervisory
approaches were observed such as collaborative and selfdirected supervision in many schools implementing the
program.

DEPARTMENT OF EDUCATION

10

Highlights of Implementation

Capacity-Building
Many schools conducted school-based trainings which
merely echoed what were discussed at the national/regional
trainings, thus leaving many teachers with inadequate knowledge
about key concepts and approaches. Likewise, seldom were
training conducted beyond the curriculum to include aspects like
class management and assessment of learning outcomes.

DEPARTMENT OF EDUCATION

11

Highlights of Implementation

Capacity-Building
Similarly, there were unnoticed efforts to train school heads on
managing for excellence including setting school context for
curriculum reform, transforming the school into a learning
community and assessing the quality of school outcomes.
Instructional supervision, curriculum development and capacitybuilding were the foci of the functions of the Education
Supervisors. However, it was observed that the supervisors were
weak on progress monitoring which is a major term of reference
for their position.
DEPARTMENT OF EDUCATION

12

Highlights of Implementation

Physical Facilities
The schools have basic instructional spaces including
classrooms, science laboratories, computer room and library.
However, the laboratories which are in need of major repair and
renovation do not comply with the minimum standards as
required in the Physical Facilities Guidelines and do not
incorporate multi-hazard mitigation measures. Likewise, most
schools have the basic administrative and service spaces like an
administrative office and guidance room except a
medical/dental clinic.

DEPARTMENT OF EDUCATION

13

Highlights of Implementation

Physical Facilities
In many schools, classroom furniture is adequate to the ideal
class size for the Special Science Classes. Likewise, other
furniture like teacher tables and office furniture are available
but there were very little provisions for the storage and display
of supplies and materials including chemicals in the science
laboratories.

DEPARTMENT OF EDUCATION

14

Highlights of Implementation

Equipment
The schools have instructional tools and devices which
include science apparatuses and mathematics gadgets which
are inadequate and improperly planned, selected and utilized.
Likewise, other instructional devices such as audio-visual
equipment and teaching aids are available but are not properly
classified and stored.

DEPARTMENT OF EDUCATION

15

Highlights of Implementation

Administration
The Program is managed by a School Head who is rarely a
degree holder in Science or Mathematics and delivered by
teachers whose qualifications do not include a degree in
his/her area of specialization. Likewise, most school heads are
not assisted by a complete support staff consisting of by a
bookkeeper, guidance counselor, librarian and school nurse.

DEPARTMENT OF EDUCATION

16

Highlights of Implementation

Finance
The schools implementing the Program receive on top of the
Personal Services (PS) and regular Maintenance and Other
Operating Expenses (MOOE), subsidy in the form of a
nationwide lump-sum from DepEDs annual appropriations.
Each school is granted an additional annual subsidy based on a
fixed allocation and a variable allocation per student based on
the average enrollment of the last four (4) years to augment
their regular allocation for MOOE. In many cases, the subsidy
is used for the purchase of equipment which is not included as
an object of expenditure supported by the subsidy.
DEPARTMENT OF EDUCATION

17

Draft Work Plan with Cost Parameters

2014 Activities

Quarter

Budget
Estimate

Workshops on the Finalization of Admission Tests

P 515,600.00

P 670,000.00

P 670,000.00

P 1,275,000.00

P 670,000.00

Workshop on the Development and Finatization of

the Curriculum Framework and Standards for Grade 7
Science
Workshop on the Development and Finatization of
the Curriculum Framework and Standards for Grade 8
Science
Annual Conference of School Heads of the Science,
Technology and Engineering Program (formerly ESEP)
Implementing Schools
Workshop on the Development and Finalization of the
Curriculum Framework and Standards for Grade 9
Science

DEPARTMENT OF EDUCATION

18

Draft Work Plan with Cost Parameters

2014 Activities
Workshop on the Development and Finatization of
the Curriculum Framework and Standards for Grade
10 Science
Program Accreditation: Conduct of System Readiness
Evaluation
Annual Assessment of the Implementation of the
Science, Technology and Engineering Program
(formerly ESEP)
Workshops on the Development and Finalization of
the Curriculum Framework and Standards for
Research I
Workshops on the Development and Finalization of
the Curriculum Framework and Standards for
Research 11

Quarter

Budget
Estimate

P 670,000.00

P 670,000.00

1,539,000.00

P 670,000.00

P 670,000.00

DEPARTMENT OF EDUCATION

19

Implementation Arrangements

Program Institutionalization
Phase 1
Provision of program support fund to implementing
schools (P53,870,000.00 allocation shall be directly
released by DBM to the regions)
Conduct of curriculum and instructional workshops,
annual assessment of program implementation and
annual conference of School Heads (P8,019,600.00 as
Operational Funds shall be administered by the CO)

DEPARTMENT OF EDUCATION

20

Draft Guidelines

Aspect

Major Modification

Developmental Support Fund

Fixed allocation of P130,000.00

Variable allocation of P140,000.00
Total allocation per school P270,000.00

Number of classes to be created

Number of students per class

Two (2) classes per year level at 35 students per class

but not to exceed 280 students

Number of implementing schools

From 198 to 200 implementing schools with the

addition of two (2) schools in ARMM

Objects of Expenditures

Subscription expenses for print and non-print

instructional materials in Science and Mathematics such
as reference materials, professional books,
and library and other reading materials shall not be
allowed under the subsidy

DEPARTMENT OF EDUCATION

21

Draft Guidelines

Aspect

Major Modifications

Implementation
arrangement on the
release of allotment

Upon release of the regional allotment by the

Department of Budget and Management (DBM), the
Regional Offices shall issue the Sub-Allotment
Release Orders (Sub-AROs) to the schools with
financial autonomy, and through the Schools Division
Offices for schools without fiscal autonomy. Upon
receipt of the Sub-AROs, the Implementing Units (IUs)
and the Division Offices shall request from the
concerned DBM Regional Office the corresponding
cash requirements or Notice of Cash Allocation (NCA).

DEPARTMENT OF EDUCATION

22

Draft Guidelines
Aspect

Major Modification

Implementation
arrangement

Management and disbursement of the funds, subject to the

usual government accounting and auditing rules and
procedures shall be the responsibility of the School Heads of
the implementing schools. On the other hand, the Division
Offices shall conduct progress monitoring of the
implementation of the different activities of the Program. The
submission of physical accomplishments and fund utilization
report (See Enclosure No. 3 for the template) by the school
on the use of the 2014 developmental fund shall be
submitted three (3) months after the receipt of the Sub-ARO
to the Regional Offices, copy furnished the Budget DivisionFMS, OPS and the Bureau. Failure to submit said report shall
render the school ineligible for subsequent fund releases,
if any.

DEPARTMENT OF EDUCATION

23