Challenges of k12 to Ee Education

7/25/2019 Challenges of k12 to Ee Education

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CHALLENGES OF K12 TO

EE EDUCATION

1

RAUL C. ALVAREZ, JR. REE, Ed.D, CESO IIIDirector IVCHEDRO XI


2/68

K-12: AHistoryofPostponements

ConcernsonthescopeandlengthofbasiceducationraisedasearlyastheMonroeSurveyof12!"theProsser

Survey#1$%&andthe1'()*SC+MissionSurvey#introduced,rade&

Prior

to

the

1940s,

seven-four

model(7yearselementary,4years

secondary&or 11yearsofbasiceducation;


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K-12: AHistoryofPostponements

(ndertheCommon.ealth,overnment"theAmericansystemprescribedashifttoasi/-three-threemodel#0yearselementary"$

yearsunior

high

school"

and

$

years

senior

highschool& Grade7waspromptlyremovedutthehi!h

school

e"pansion

was

never

reali#ed;

Reductionof schoolingyearsfrom11yearsbeforeWorldWarII,toonly10 years after the

Commonwealth

, WAS


4/68

K-12: AHistoryofPostponeents

Sectoralrevie.sonpubliceducationfromthe

1949 ()*SC+ Mission Survey" the 10%

S.anson Survey and the 1% PresidentialCommission to Survey Philippine *ducation

#1%&" were unanimous in recommending a

revert to previous practice but len!thenin!

the

school

year

was

shadowed

y

douts

that

the

state

can

finance

it

*4C+M 11 retained 1% ears to


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K-12: AHistoryofPostponeents

1998PhilippineEducationSectorStudy(PESS)compulsorypre-schoolandGrade7butAsianfinancialcrisis

preentedpursuitofthepolicy

2001

Philippine

Commission

for

Education

Reform

(PCER)compulsoryone-yearpre-baccalaureate


6/68

Senior High School (SHS)Curriculum and Program

Requirements


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SKILLSInformation, Media, and Technology Skills

Learning and Innovation SkillsCommunication Skills

Life and Career Skills

LEARNING AREASLanguage

Technology and Livelihood Education (TLE)Mathematics and Science

Arts and Humanities

Materials,Facilities,

and

Equipment

ICT

EnvironmentAssessment

SchoolLeadership

and

Management

SchoolsDivisions

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 21stCentury Skills


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Senior High School Curriculum

*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic;

Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).


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Grades 11 and 12 will have 31

80-hour subjects, totalling 2,480 hours.

15CoreSubjects

16TrackSubjects

7Applied Track

Subjects

9Specializedsubjects

31 TOTAL SUBJECTS

Each subject will have 80 hours per semester

P.E. and Health will have 20 hours per semester for 4 semesters

DEPARTMENT OF EDUCATION


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Senior High School Core Subjects

Core Learning Areas and Subjectshours per

semester

Language

Oral Communication 80

Reading & Writing 80

Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80

Pagbasa at Pagsusuri ng Ibat Ibang Teksto Tungo sa Pananaliksik 80

Humanities21stCentury Literature from the Philippines and the World 80

Contemporary Philippine Arts from the Regions 80

Communicationedia & !nformation Literacy 80

Mathematics"eneral athematics 80

#tatistics & Pro$a$ility 80

Science%arth and Life #cience Lecture and La$oratory' 80

Physical #cience Lecture and La$oratory' 80

Social SciencePersonal (e)elopment * Pansariling Kaunlaran 80

+nderstanding Culture, #ociety and Politics 80

Philosophy!ntroduction to the Philosophy of the -uman Person * Pambungad sa Pilosopiyang Tao

80

PE and Health Physical %ducation and -ealth 80

CORE Total Number of Hours 1,200

TRACK Total Number of Hours 1,280

Total Number of Hours (CORE TRACK! 2,"80Total Hours (CORE TRACK! #$%$#e# b& Number of ')ool *a&s $+ 'H' ("00! a%era-e

6/2


11/68


Applied Track Subjects


Academic, Technical-Vocational-Livelihood,Sports, Arts & Design Tracks

1 %nglish for Academic and Professional Purposes

2 Practical Research 1

3 Practical Research 2

4 Filipino sa Piling Larangan (Akademik, Isports, Sining at Tec!"oc#

5 %mpo.erment /echnologies for the #trand'

6 %ntrepreneurship

7 !nuiries, !n)estigations and !mmersion


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Academic Track

Specialized Subjects

Science, Technology, Engineering and Mathematics Strand8 #/% #trand 1 PreCalculus

9 #/% #trand 2 asic Calculus

10 #/% #trand 3 "eneral iology 1

11 #/% #trand 4 "eneral iology 2

12 #/% #trand 5 "eneral Physics 1

13 #/% #trand 6 "eneral Physics 2

14 #/% #trand 7 "eneral Chemistry 1

15 #/% #trand 8 "eneral Chemistry 2

16 #/% #trand Wor9 !mmersion*Research*Career Ad)ocacy*Culminating

Acti)ity




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Academic Track STEM StrandFacilities, Materials and Equipment Requirements

Esse+t$alro-ram $ll +ot ru+.+ot be $mleme+te#$t)out t)ese

'uleme+tal$ll e+)a+e.e+r$)$mleme+tat$o+

:acilities aterials, %uipment 1 Life #cience

La$oratoryincluding sin9,storage,sho.er'1 Chemistryla$oratoryincluding sin9,storage,sho.er'$ Pysical ScienceLa$oratoryincluding sin9,storage,sho.er'

1 Computerla$oratory

1< asic #cience

euipment#tand $ase assem$ly#tand supportRing .ith stemulticlamp assem$ly+ni)ersal $ossheadassem$ly2< echanics #cienceeuipment

Cartrail system

:ree fall apparatus-oo9e=s la. apparatus


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Academic Track STEM StrandDraft Assessment Requirements

E+tr&

Assessme+t

Classroom3ase#

Assessme+t E4$t Assessme+t

1


15/68

IMPACT OF K-! O" HI#HEREDUCATIO"


16/68

he Philippine Education System

K

ElementarySecondary

Tertiary

Six (6) Years

Four (4) Years Junior HS +

Two (2) Years Senior HS +

TESD Specialization (N !

an" N !!) + #rts $ Sports

Tec%nical

E"ucationan" S&ills

De'elopent

accalaureate* ost,

accalaureate* ost,Doctoral-

Specialization

.ne (/)

Year


17/68

6he P78:

P$i%i&&i'e()*%i+ic*tio'Fr*eor/

()*%i+ic*tio' Le0e%

Decri&tor

Re1iter

2or/i'1 #ro)&

P*t$*3 4E5)i0*%e'cie

()*%it3 A)r*'ce

I'+or*tio' 4#)ide%i'e

I'ter'*tio'*%A%i1'e't

I'd)tr3 'eed

"eed +or 1%o6*%reco1'itio' o+co&ete'cie

C)rre't 5)*%i+ic*tio'i)e *t *%% %e0e%

()*%i+ic*tio' i)ei' reco1'itio' o+ &rior

%e*r'i'1

Ree*rc$ *'d &o%ic3&*&er o' "(F

"(F o+ ot$erco)'trie

Co')%t*tio' *'d Ad0oc*c32it$ St*/e$o%der

I"PUTS OUTPUTS


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TESD HIGHE!EDUCATION

O'T

3ACCAAREATE

*OCTORA AN*O'T *OCTORA

3ACCAAREATE

NC

G12G1"-

THE H A:CATON' :RA;E


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9**9 0 4escriptors

K"O2LED#E, SKILLSA"D VALUES

Graduates at this leel can

demonstrate broad and coherent

.no/led&e and s.ills in theirrespectie 0elds of study for

professionalcreatie /or.

innoations and lifelon& learnin&

APPLICATIO" Application in professionalcreatie/or. research and innoation in a

speciali2ed 0eld of discipline andor

further study

DE#REE OFI"DEPE"DE"CE

Some #Substantial& degree ofindependence and;or in teams of related

fields .ith minimal supervision

(UALIFICATIO" T7PE


20/68

=hat .ere the CHA99*),*S>

+eie/ and reision of the PoliciesStandards and Guidelines (PSGs) totransform the current PSGs into anoutcomes-based format3

he echnical Panels4ommittees for eachdiscipline /ill prescribe the competenciesre5uired for each pro&ram3

+eie/ and reision of the rainin&+e&ulations to reali&n them /ith the ne/descriptors in technical s.ills deelopment


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6armoni2ation of the pertinent

- 1! curriculum /ith the ne/descriptors3 Ali&nment of licensure eaminations

4ontinuin& consultations /ithindustry3 and

Adocacy and public hearin&s to

be conducted at the re&ionalleels


22/68

K! IMPACT8 C)rric)%*r *'d Pro1r* C$*'1e

Current General Education Curriculum

0$ units of courses from various disciplines for students

maoring in non-science #including mathematics and

science-related& programs"

!1 units for mathematics-" science- and science-relatedmaors?

Remedial Courses have been moved to Senior HighSchool

GE in 20182' units of core courses units of elective courses and

$ units on the life and .or@s of i5al #as mandated by

la.&?


23/68

Curriculum and Academic Programs

College eadiness Standards: already developed bythe CH*4 ,* 6as@ 8orce

CH*4 6echnical panels involved in the development

of Senior High School courses

Possibly shortened curriculum:

evision of Policies" Standards and ,uidelines

--PS,s for 2%1!-2%1 Bshift to learning

competency-based standards CM+ '0 s 2%12 --PS,s for 2%1D on.ards

--PS,s for ladderi5ed and associate programs


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*

I+PE!ATI,ESFO!

!EFO!+

tisI+PE!ATI,EforENGINEERING PROGRAMStobecomeco&ni2antofthecon:uenceofcurrentneedsanddemandsthatshapethenatureand

impactof

our

discipline (%SEE)

P!OG!A+I+PE!ATI,ES

LOCALI+PE!ATI,ES

!EGIONALI+PE!ATI

,ES

GLO#ALI+PE!ATI

,ES


26/68

* THE>LOGIC?OF

O#E"Say/hatyou/antstudentstobeabletodoteachthemtodoitandthenseeiftheycaninfactdoit;;%i&&s

?

4;

an&

Teaching

for

uality

!earning

at"ni#ersity$*rd Edp;177;@penniersity

!""7;B


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C6EDAGAGE@F@%E

Kno.e/0e

information

that

one

has

storedthrou&heperience

Si..sdemonstrableabilities

(abilitiesarepotential)Attit/esealuatieco&nitionsre&ardin&thin&s

actiities(CorHud&ment)o&etheraclusterofrelatedSAsma.eupacom#etency;


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KNO


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KNO


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*

ACHIE,ING


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O%AL!">%( ?%R#!O> O:

/-% P#" for #%%

Engr. CESAR CORONADO

TPET Member, TCEE Chairman


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P+,AM SP*CE8ECA6E+)S

I. Pro1r* Decri&tio'

De1ree "*e

6he degree program herein shall be called9ACHELOR OF SCIE"CE I" ELECTRICALE"#I"EERI"# :9SEE;?


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)ature of the 8ield of Study6he fields of speciali5ation may include" among others" the follo.ing:

Po.er System +peration and Protection

Po.er Plant +peration and Maintenance

Advanced *lectrical Systems 4esign and Enspection

Sales and *ntrepreneurship

*ngineering *ducation and esearch

Enstrumentation and Control Systems

Construction and Proect Management

Soft.are 4evelopmentConsultancy

*lectricity Mar@et


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Sample Program */pected +utcome

6he


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Specific Professions;Careers;+ccupations for

,raduates6he graduates of the


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Allied Programs

6he follo.ing programs may be considered as allied

to *lectrical *ngineering:

Computer *ngineering

*lectronics *ngineering

Computer ScienceEnformation 6echnology

Mechanical *ngineering

Endustrial *ngineeringAudio *ngineering

Chemical *ngineering

Marine *ngineering


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2?1 G 2?$ euired Minimum Set of

Student;Program +utcomes for


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f' Apply 9no.ledge of mathematics and

sciences to sol)e engineering

pro$lems

g' (esign and conduct e;periments, as

.ell as to analyDe and interpret data

h' (esign

a system, component, or

process to meet desired needs .ithin

realistic constraints, in accordance .ith

standards

i' !dentify, formulate and sol)eengineering pro$lems

E' +nderstand the impact of engineering

solutions in a glo$al, economic,


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9'RecogniDe the need for and engage in lifelonglearning

l' Apply techniues, s9ills, and modern engineering

tools necessary for engineering practice

m' Fno. and understand engineering and

management principles as a mem$er and*orleader in a team to manage proEects in

multidisciplinary en)ironments

n' Assess and e)aluate po.er systems operations

under normal and a$normal conditions ando' AnalyDe the operating principles related to po.er

generation from noncon)entional sources of

energy


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Class$f$at$o+. :$el#Total No/ of

+$tseture ab

/ Te)+$al Courses

A< athematics 26 0 26

< >atural #ciences 12

C< asic %ngineering #ciences 17 12 21

(< Allied Courses 36 24 44

%< Professional Courses 37 3 53

:< %lecti)es 12 0 12

TOTA (TECHNCA! 1B7 B2" 168

/ No+Te)+$al Courses

A< #ocial #ciences 12 0 12

< -umanities 0

C< Language 15 0 15(< andated Course 3 0 3

Physical %ducation 8

>#/P 6

TOTA (NONTECHNCA! 5B

@RAN* TOTA 176 B2" 221


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IMPACT OF K! TO HEIS

A"D LA9OR


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THEI+PACTOFK-12ON

HEIsANDTHEI!PE!SONNEL

Note:he $gures herein aremo%ing estimates based on

&'(submission rate and will bere$ned iterati%ely by "ecember

)01* when the data retrie%alrate would ha%e reached 100(

+EP@+@F6EE+-AGE4IJG($@DE$EPE$46E$ES$A

4ommittee

on

6i&her

and

echnical

Education

4ommissionon6i&herEducation!8@ctober!"1#

I&*ct o' HEI8 P$i%i&&i'e Hi1$er


44/68

Distri3tion of Hi04erE/56tion Instittions

7HEIs8 Public K !19 (1!L)

(e%cluding ''2 satellite

campuses)

Distri3tion of

St/ents Public K 1;#!'(#*L)

Priate K 1M,!

(88L)

Priate K 1;89'(,7L)

Public K !19(1!L)

Priate K 1M,!(88L)

Tot6. 9 1$%1

(e%cluding ''2 "Cs satellitecampuses)

Public K 1;#!'

(#*L) Priate K 1;89'(,7L)

Tot6. 9 );)+

I&*ct o' HEI8 P$i%i&&i'e Hi1$erEd)c*tio' L*'dc*&e


45/68

4istributionofH*Esby

egionalCluster

M1L

1ML

!*L

Du2

onNisayas

'indanao


46/68

4istributionofH*Esby6ype

19L

7"L

ML

,L

1L

sectariannon-

sectarian

S4

D4

@GS4S

4istribution of Private )on sectarian


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4istributionofPrivate)on-sectarian

H*Esby6ype

Stoc.19L

on-stoc.

81L


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Distri3tionofHEIs3ySi


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Percent4istributionofH*EsAcross

College*nrollmentSi5es

11;97

**;**

17;#8 1,;8

M

18;77

!;,9

lessthan1""

1""-#99

,""-999 1"""-1999

!"""-9999

morethan

1""""

Percent 4istribution of 8aculty According to


50/68

Percent4istributionof8acultyAccordingto*mploymentStatusbyH*ESi5eBCollege

enrollmentonly

#,;9

#

,!;19

,#;7,

M1;"1

M,;M* M";8

*,#;"M #7;8

1 #,;!

, *8;99 *#;*

7

*9;17

"

1"

!"

*"

,"

7"

lessthan

1""

1""-#99

,""-999

1"""-1999!"""-9999

morethan

1""""Enro..ent

Full-

tme

Part-time

Percent 4istrib tion of 8ac lt b 6en re


51/68

Percent4istributionof8acultyby6enure

of*mploymentandH*E6ype

,!;

8"

*;;

87

17;,

*M;*

!#;*

#;"

,;*

1M;"

!;*

7!;,

*#;

1

1*;M

,;, 11;

*

"L

!"L

1"L

*"L

#"L

,"L

M"L

7"L

8"L

9"L

1""L

SUC

LUC

Pri@6te

onformaon4ontractu

al4asual

Probaona

ry

Permanen

t

Percent 4istribution of 8aculty According to


52/68

Percent4istributionof8acultyAccordingto

6enureby*nrollmentSi5eBCollegeenrolmentonly

#";97

*9;!

!

#";*M

#!;MM

,";",

,!;*,

1!;9#

1M;!8

1#;9

#

1M;"*

1#;M

MM;"9*;#

*!;!7

#;*, 1;7

,

#;9M 1;!

8

#!;MM

#!;!*

#";*,

*9;,

M*";**

#";!7

"

1"

!"

*"

#

"

,"

M"

lessthan1""

1""-#99

,""-999 1"""-1999

!"""-9999

morethan

1""""

Perman

ent

Probatio

n

4asual

4ontrac

t

Per5ent Distri3tion of Non-


53/68

Per5ent Distri3tion of NonTe654in0 St6ff 3y Tenre ofEp.oyent 6n/ HEI Type

5o..e0eenro..enton.yB

77

**

78

7*

#1

,"

1! 1

1

8! 1

,1

18

M

!

"L

1"L

!"L

*"L

#"L

,"L

M"L

7"L

8"L

9"L

1""L

S

4

D

4

PS P

SHEI

4ontractu

al4asual

Probation

ary

Permanen

t

Per5ent Distri3tion of Non-


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Per5entDistri3tionofNonTe654in0St6ffA55or/in0to

Tenre

3y

HEI

Si


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Esti6tesofAffe5te/Te654in06n/Non-

Te654in0Personne.hefollo/in&estimatesofpotentialdisplacementsare onlyforpermanentfacultyandnon-teachin&personnel/ho

haele&alentitlements HOE,E!estimatesoftheprobationary

andcontractualstaOarepresentedinthis

ppt/ithoutanyassumptionof/hoamon&them/illbeaOected;

Estimatesof/ho/illbeaOectedandthe

possibleoptions/illbeproidedinthe


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Preliminary*stimates:Permanent8aculty

TypeofF65.ty

Tot6. P3.i5 Pri@6te

eachesonlyGE

#8#, !#!# *,MM

eachessomeGE

#199* !*#!, !8M88

$oesnoteachGE

!"18 #*1 1M"#

Still

unclassified

#!1# #1#8 1779

otalPermanent

,*"7" *"#!8 *,M*7

otalFaculty 1*"8"M ,8M!7 99M,8

P+6*)6EA9 4ESP9AC*M*)6:


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P+6*)6EA94ESP9AC*M*)6:

P*MA)*)68AC(96I

+aculty

eaching

nly

-!

courses Permanent *aculty Teaching +nly

,E courses'$'.('/oftotal/

of

permanent)S4

D

4

!#!, (!Loftotal)#M(;"#Lof

total)

(1Loftotal)

(!Loftotal)

PriateSectarian7*,Priateon-

Sectarian!81# Permanent *ull-time *aculty

Teaching

+nly

,E

'$11

(/

of

total)

Potentia9 4isplacement


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Potentia94isplacement

andCost:P*MA)*)6

8AC(96I.ermanent+acultyeachingSome-!/*1, Permanent*ull-time*aculty

Teachingome,E3$43

4ost of +etrenchment (Permanent Full-

time) PhP9;8%Assumptions P*""""permonthfor!#months

AllGEonlypermanentfull-timeteachers/illberetrenched

!,Lofsomepermanentfull-timeteachersteachin&someGEcourses/illberetrenched

=by!"18B;ote this

Potenti6. Disp.65eent 6n/ Cost


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Potenti6.Disp.65eent6n/CostNon-

Te654in0Personne.7NTP8:PE!+ANENTNTPPer6nentF..-tieNon-

Te654in0Personne.!M87!

4ostof+etrenchment!,L+etrenchmentP!;#%

,"L+etrenchment

P#;8%AssumptionsP1,"""for!#

months

Esti6tes of Contr65t6.


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Esti6tesofContr65t6.F65.ty Esti6teofPro36tion6ry6n/Contr65t6.F65.ty76s

ofO5to3er2"1(8

Esti6teofPro36tion6ry6n/Contr65t6.to 3eAffe5te/6n/Potenti6.Optionsfor+iti06tin0t4eIp65tto3e0i@eninDe5e3er2"1(B

Tenre SUCs LUCs Pri@6teNon-se5t6ri6n

Pri@6teSe5t6ri6n

TOTAL

Pro36tion6ry

!!*, #! 1"!#M !8", 1,*!8

Contr65t

6.

1"#", !#97 !"87, 7*,1 #11!

8TOTAL !78*, !*1, #1"*! 1*#M" 8#M#

!

Esti6tes of Contr65t6. Non-


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Esti6tesofContr65t6.Non-Te654in0St6ff

Esti6teofPro36tion6ry6n/Contr65t6.Non-Te654in0St6ff76sofO5to3er2"1(8

Esti6teofPro36tion6ry6n/Contr65t6.to3e Affe5te/6n/Potenti6.Optionsfor+iti06tin0t4eIp65tto3e0i@enin

De5e3er2"1(B

Tenre SUCs LUCs Pri@6teNon-

se5t6ri6n

Pri@6te

Se5t6r

i6n

TOTAL

Pro36tion6ry

1M" * !!,! 7#, *1M"

Contr65t6.

#*8, ,!* !!17 #*9 7,M#

TOTAL

#,#, ,!M ##M9 118# 1"7!#


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*S6EMA6*ofthe6*S68

henter-A&ency

eam

/ill

/or./ithintheP!9%estimatein>uly!"1#forno/

)*J6 S6*PS: Management of the


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)*J6S6*PS:Managementofthe

6ransition to K12

8inali5einconsultation.ithPAS(Cre:thepolicyon

theofferingofKto12byS(Cs

+rgani5eamentoringsystem.heremorestableH*Es

thathaveadustmentplansassistsmallerinstitutions =or@onthemechanicsofCH*4sassistanceto4ep*d

inthemanagementofthetransitiontoKto12of

highereducationsthat.illofferKto12#academic

trac@&upto2%1? =or@onthemechanicsandtrainingoftrainersforthe

retoolingofabout'0"%%%publicschoolteachersforK

to12byH*Esinthetransitionyears


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IMPACT OF K-! TO EE EDUCATIO"

9etter ()*%it3, #%o6*%%3 Co&*r*6%e 6)t FeerSt)de't i' EE Ed)c*tio' d)ri'1 i' t$e i'iti*%&$*e

i!h school !raduates etter prepared for hi!her education


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CHALLE"#ES OF K-! TO EE EDUCATIO"C)rric)%*r *'d Pro1r* C$*'1e

1. Revised General Education Curriculum

2. Implementation o !"E curriculum or"SEE

#. $ossibl% shorter EE &cademic $rograms

'. (ore )adderi*ed+&ssociate programs

Eco'oic*%%3 C$*%%e'1ed E'1i'eeri'1Ed)c*tio' I'tit)tio' *'d I'ter'*%St*/e$o%der i' t$e tr*'itio'

i -% f d i h


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G orn into po)erty, -% .as faced .ith

defeat throughout his life

Challenges of k12 to Ee Education

Documents

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