SBM & K TO 12: THE POINT OF CONVERGENCE

Yolanda S. Quijano, Ed.D. Undersecretary Dept. of Education Pasig City

Education reform is a movement from darkness to light. Its whole purpose is to create change and promote progress for better quality life.

OUTLINE
Convergence

No. 1: SBM & K to 12 Address MDG and EFA Convergence No. 2: Vision, Mission, Goal and Objectives are Complimentary Convergence No. 3: Six Dimensions of SBM Ensure Effective Implementation of K to 12

 K to 12 BEP SCHOOL-BASED MANAGEMENT

ACCESS TO EDUCATION

QUALITY EDUCATION

PHILIPPINE COMMITMENTS TO WORLD DECLARATIONS Millennium Development Goal (2015)

Achieve universal primary education

EFA Goal and Objectives (2015)

GOAL: Basic Competencies for Everyone to Achieve Literacy for All

EFA OBJECTIVES
Component I: Universal Coverage of Out-ofSchool Youth and Adults in the Provision of Basic Learning Needs. Component 2: Universal school participation and total elimination of drop-out and repetition in Grades 1 to 3. Component 3: Universal completion of full cycle of basic education schooling with satisfactory achievement by all. Component 4: Total community commitment to attainment of basic education competencies for all.

CONVERGENCE NO. 2: VISION, MISSION, GOAL AND OBJECTIVES ARE COMPLIMENTARY

Graduates of K to 12 will be holisticallydeveloped Filipinos with 21st Century Skills and are prepared for higher education, middlelevel skills development, employment and entrepreneurship
o
o

Acquire mastery of basic competencies

Be emotionally mature and socially aware, pro-active, involved in public and civic affairs
Be adequately prepared for higher education, the world of work or entrepreneurship

K TO 12 IS KINDERGARTEN AND 12 YEARS OF BASIC EDUCATION.

2 years of Senior High School Grade 12 (17 years old) New HS Year 6 Grade 11 (16 years old) New HS Year 5 Grade 10 (15 years old) New HS Year 4 4 years of Junior High School Grade 9 (14 years old) Grade 8 (13 years old) Grade 7 (12 years old) Grade 6 (11 years old) Grade 5 (10 years old) 6 years of Elementary Grade 4 (9 years old) Grade 3 (8 years old) Grade 2 (7 years old) Kindergarten Grade 1 (6 years old) Kindergarten (5 years old)
New HS Year 3 New HS Year 2

New HS Year 1

All schools must adhere to the following standards:

1. 2. 3.

Age requirement Duration Curriculum

SCHEMATIC IMPLEMENTATION PLAN OF K TO 12

20112012 Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Kinder 20122013 20132014 20142015 20152016 20162017 20172018 20182019 20192020 20202021 20212022 20222023 20232024

Implementation of Grade 7 (HS Year 1) in K to 12 curriculum Grade 11 (HS Year 5) implementation

First batch of senior high school graduates

First batch of K to 12 graduates

K to 12 Modeling for Senior High will begin in SY 20122013 for select schools that are ready and willing
Implementation of Grade 1 in K to 12 curriculum

o Two years of in-depth specialization for students depending on the occupation/ career track they wish to pursue

o Skills and competencies relevant to the job market

CONVERGENCE NO. 2: VISION, MISSION, GOAL AND OBJECTIVES ARE COMPLIMENTARY

SBMs vision, mission, goal and objectives compliment the K to 12 BEP SBM is the strategy to run schools efficiently and effectively.

CONVERGENCE NO. 3: SIX DIMENSIONS OF SBM ENSURE EFFECTIVE IMPLEMENTATION OF K TO 12

School Leadership Internal Stakeholders External Stakeholders School Improvement Process Resource Management Performance Accountability

K TO 12 BASIC EDUCATION PROGRAM TWG ON CURRICULUM

Steering Committee Program Management Office

TWG on Communicatio n

TWG on Curriculum

TWG on Transition Management

TWG on Legislation

TWG on Research

Teacher

Gr. 1-10

Gr. 11& 12 (SHS)

Assessme nt

Instructiona l Materials

Education

and Developme nt

ICT

Alternativ e Learning Systems

PHASED IMPLEMENTATION OF K TO 12
Phase 1: Laying the Foundatio ns
Oct 2010-May 2012

Phase 2: Modeling and Initial Migration

June 2012-May 2016

Phase 3: SHS Rollout

June 2016 May 2018

Phase 4: Completion of Reform

June 2018-May 2023

Universal Kinder Implementation Enactment of Universal Kindergarten Law

Migration of Grade 1 and Grade 7 (roll forward) SHS Modeling Enactment of K to 12 Basic Education Law

Grades 11 and 12 implementation in public schools

Complete migration of K to 12 basic education curriculum

Complete migration to new elementary curriculum including Grades 5 and 6

LEGISLATION

RA 10157, An Act Institutionalizing the Kindergarten Education Into Basic Education System and Appropriating Funds Therefore. HBN 4219, Enhanced Basic Education Act of 2011, introduced by House Speaker Belmonte Jr. et al. on Feb 16 Nationwide consultative meetings held by House Committee on Basic Education; favorable results from all consultations Scheduled deliberation on 2nd regular session of the 15th Congress

OVER-ALL BUDGET REQUIREMENTS, FY 2012-2017 IN PHP B

450.00 400.00 350.00 300.00 250.00 200.00 150.00 100.00 50.00 0.00

Low Growth High Growth

FY 2012 223.44 223.44

FY 2013 296.30 321.91

FY 2014 313.65 329.92

FY 2015 316.54 344.78

FY 2016 355.65 388.88

FY 2017 366.35 406.28

Low Growth

High Growth

Kinder

Elementar y

Junior High School

Senior High School

KINDER BUDGET ESTIMATES (IN PHP B)

25.0

9.0% 22.4

9.0%

9.0%

10.0% 9.0%

20.0

8.0%

Budget (in billions)

17.9
15.0

7.0%

16.8

16.0

6.0% 5.0%

10.0

3.2% 1.3% 4.5 1.3%

4.0% 3.0%

5.0

2.0% 1.0% 0.0%

0.0

2012

2013

2014

2015

2016

2017

Growth Rate in Enrolment

19.2

SENIOR HIGH SCHOOL BUDGET ESTIMATES LOW ENROLMENT GROWTH SCENARIO

60,000

50,000

2.06 51,029 38,793 1.08

2.18

2.24

2.27

2.50

2.00 Total Enrolment in Millions

Budget (in millions)

40,000 1.50

30,000

34,750

37,010

38,186
1.00

20,000 0.50

10,000

0
2016 2017 2018 2019 2020

SENIOR HIGH SCHOOL BUDGET ESTIMATES HIGH ENROLMENT GROWTH SCENARIO

60,000 3

57,073 2.324 42,715 38,719 1.201 2.47

2.602

2.729

50,000 Budget (in millions)

2.5 Total Enrolment in Millions

40,000

30,000

42,326

45,679
1.5

20,000

10,000

0.5

2016

2017

2018

2019

2020

DepED Budget as Percent of GDP

3.5 3 2.5 2 1.5 1 0.5 0
1

3.2

3 2.9 2.8 2.7

2.5 2.2 2 2

2.2 2.1 2.3 2.2 2.2 2.2

3 2.8 2.7 2.8 2.7 2.7 2.7 2.5 2.5 2.6

Low Growth

High Growth

THE BENEFITS OF THE K TO 12 PROGRAM FAR OUTWEIGHS THE ADDITIONAL COST.

Graduates will: Be holistically developed and have 21st century skills Be prepared for higher education Possess competencies and skills relevant to the job market Better prepared to start their own businesses

IN MONETARY TERMS, THIS TRANSLATES TO:

Savings in cost of education

Higher potential wages

P 15,404

P 39,332 P 6,148 P 57,776

P 18,444 P 12,296

P 19,876

P 35,280

Ave Ave Annual salary HH HH of expenditur expenditur 4-year HS e e graduate (6 years (4 years HS) HS) * Based on APIS 2008 Survey. Does not factor in opportunity cost and present values.

Ave HH expenditure (4 years HS and 2 years college)

Annual salary of 6-year HS graduate

THE SENIOR HIGH SCHOOL PROGRAM BENEFITS DIFFERENT STUDENTS IN DIFFERENT WAYS.
Students who finish high school then work Better income opportunities; higher income streams Cost due to delayed employment offset by higher income streams Students who complete 2 years of college or postsecondary Reduction in cost of schooling with additional 2 years of free education Students who complete college

Reduction in college years offsets additional years of schooling

Higher productivity (about 9% income premium) Higher college completion rates

CURRICULUM
1 2 Performance Standards for All Learning Areas 3 Competenci es for All Learning Areas To be finalized 4

General Conceptual Framework

DONE

DONE

Teaching and Learning Guides

Being developed

Consultations with experts and practitioners from public and private schools Results of curriculum comparison studies by the Univ. of Melbourne and SEAMEO Innotech inform the processes Curriculum development done in close coordination with education institutions, TESDA, CHED; curriculum standards also submitted to CHED and TESDA

As of April 4, 2011

PHILOSOPHICAL and LEGAL BASES

. The 1987 Phil. Constitution . B.P. 232, Education Act of 1982 . R.A. 9155, Governance of Basic Education Act of 2001 . The vision- mission statements of DepEd . SOUTELE, 1976 . The EDCOM Report of 1991 . Basic Education Sector Reform Agenda (BESRA) . The 4 pillars of education ( UNESCO )

NATURE OF THE LEARNER

. Has a body and spirit, intellect, free will, emotions, multiple intelligences, learning styles . Constructor of knowledge and active maker of meaning not a passive recipient of information

NEEDS OF NATIONAL and GLOBAL COMMUNITY

. Poverty reduction and human development . Strengthening the moral fiber of the Filipino people . Development of a strong sense of nationalism . Development of productive and responsible citizens who contribute to the building of a progressive, just and humane society . Ensuring environmental sustainability . Global partnership for development and global competence

NEEDS OF THE LEARNER

. Life skills . Self-actualization . Preparation for the world of the work, entrepreneurship, higher education

CURRICULUM SUPPORT SYSTEM

FAMILY SUPPORT INTERNAL AND EXTERNAL STAKEHOLDERS SUPPORT

SOCIETAL SUPPORT Public-Private Partnership Media GO, NGOs

INSTRUCTIONAL SUPPORT Teachers CPD Textbooks and other I M s

ADMINISTRATIVE SUPPORT CO, RO, DO, School

FIGURE 1. THE PROPOSED K TO 12 PHILIPPINE BASIC EDUCATION CURRICULUM FRAMEWORK

K to 12 Curriculum Model
Grades 11-12
(New HS Years 5-6)

Science, Math, English, Contemporary Issues and Specializations

Academic Specialization TechnicalVocational Specialization Sports and Arts Specialization

Grades 9-10
(New HS Years 3-4)

Core Learning Areas plus TLE of the students choice

Grades 7-8
(New HS Years 1-2)

Core Learning Areas and TLE

Grades 1-6

Core Learning Areas plus Mother Tongue until Grade 3; Science starting Grade 3; EPP starting Grade 4

Kindergarten

Learning Domains

Offers tracks that lead to specializations in Academics, TechEdu. and Sports & Arts

LEARNING AREAS IN THE K TO 12 BASIC EDUCATION CURRICULUM

ELEMENTARY Learning Areas Mother Tongue English Filipino Mathematics Grade Levels 1-3 1 (2nd sem) 6 1-6 1-6 SECONDARY

English
Filipino Mathematics Science

Araling Panlipunan
Edukasyon sa Pagpapakatao Science

1-6
1-6 3-6 1-6 4-5

Araling Panlipunan
Edukasyon sa Pagpapakatao Music, Arts, Physical Education and Health (MAPEH) Technology and Livelihood Education (TLE)

Music, Arts, Physical Education and Health (MAPEH)

Edukasyong Pantahanan at Pangkabuhayan (EPP)

NEW FEATURES OF THE K TO 12 BASIC EDUCATION CURRICULUM

Continuum of competencies Kindergarten uses thematic approach Mother Tongue as a learning area and medium of instruction MAPEH begins in Grade 1 Spiral progression in Science and Math Horizontal articulation of competencies

MOTHER TONGUE-BASED MULTILINGUAL EDUCATION

Mother tongue is taught as a learning area and is used as language of instruction from Kindergarten to Grade 3 Oral fluency in Filipino starts in the first semester of Grade 1 Oral fluency in English is introduced in the second semester and will continue until grade

ON-GOING ACTIVITIES
Development of Learning Resources +++
Matrix of Grades 1 & 7 Competencies matched with existing learning resources Interventions Addressing Learning Gaps in Grade 7

= Production of Mother Tongue Learning Resources in 11 major languages for K and Gr. 1 = Preparation of Implementing Guidelines

Designing the Training of Trainers, Teachers Administrators & Supervisors

TWO PROGRAMS FOR TRANSITION MANAGEMENT

1 SHS System Readiness Assessment 2 K to 12 Modeling
To develop K to 12 model schools per region and by specialization tracks by introducing Senior High School ahead of its planned nationwide implementation on SY 2016-2017, in parallel with the phased introduction of new curricula elementary and high school year levels

To (1) determine current absorptive capacity per region of all educational institutions (i.e. supply), (2) ascertain current industry & employment demand and anticipate future opportunities (i.e. demand), (3) and ensure the SHS system will be instrumental in adequately addressing both.

>> match supply with demand

WHAT NEEDS TO BE STRENGTHENED IN SBM TO ENSURE THE SUCCESS OF K TO 12 IMPLEMENTATION

Effective school leadership propels schools to succeed and fulfill their mandate to serve the youth of the nation.
School-Community Partnerships in all schools are now in place. Engage all stakeholders in promoting and sustaining K to 12 program.

WHAT NEEDS TO BE STRENGTHENED IN SBM TO ENSURE THE SUCCESS OF K TO 12 IMPLEMENTATION

Review SIP/AIP and make certain that ultimate objective of improving desired learning outcomes is achieved by: - enhancing the way the curriculum is delivered by competent, committed and caring teachers; - creating a safe and nurturing environment for learning; and - increasing stakeholders participation in the entire school improvement process.

WHAT NEEDS TO BE STRENGTHENED IN SBM TO ENSURE THE SUCCESS OF K TO 12 IMPLEMENTATION

With so much to do and with very limited resources, the need for resource generation, its judicious allocation and utilization in imperative. All stakeholders acknowledge that each has a role and a corresponding responsibility in fulfilling that role. Each level of implementation has accountability in accordance with its role.

WHAT NEEDS TO BE STRENGTHENED IN SBM TO ENSURE THE SUCCESS OF K TO 12 IMPLEMENTATION

The Three-Scale Practice in SBM (Level 1: Standard, II: Progressive, III: Mature) of the six dimensions in terms of inputs, appropriate structures, improving processes that affect instruction and student achievement has to be pursued by all.

MESSAGE TO DEPED LEADERS

Each of us has responsibilities and corresponding accountability. Responsibility minus accountability equals a very dangerous situation. As leaders, lets inspire others to work together as a team to stretch for a common objective. People who prefer to play it safe will never know the thrill of victory. John C. Maxwell (2010)