k to 12 and higher education

rationale for the paradigm shift: k to 12 and higher education (innovations/differentiated methodologies) Maria Cynthia Rose Banzon BautistaCommission On Higher Education

14th Conference of the Philippine Schools OverseasDiamond Hotel17 May 2016

OUTLINE OF THE PRESENTATION

Historical and Discursive Context in Broad Strokes --Globalization and Regionalization--Lifelong Learning: 21st Century Education Paradigm

Mutual Recognition Agreements, Qualifications Frameworks, Regional Qualifications Frameworks, World Referencing Levels

The K to 12 Transition ChallengeK to 12 Curriculum K to 12 and Higher Education

Why K to 12 and Related Reforms?

HISTORICAL AND DISCURSIVE CONTEXT IN BROAD STROKES

GLOBALIZATION AND REGIONALIZATION

Globalization: the paradigm shiftFrom development (economic nationalism) to globalization (world

market participation)From catching up with the West to finding ones niche in the

market;Globalization: the breakdown of national borders and emergence of regional economies (e.g. EU, ASEAN EC)Mobility, the demand for comparability, National Qualifications Frameworks and Regional Referencing Frameworks

PARADIGM SHIFT IN EDUCATION

PARADIGM SHIFT in EducationFrom education to learningFrom learning to Lifelong Learning : the key for individuals

in the 21st century

TO HELP individuals adapt to the evolving requirements of the labor market and better master the changing time-frames and rhythms of individual existence.

Changing realities spurred by globalization: Profound reorganization of work and social life in the 21st century;Goal of education: to enable individuals to cope with these changes

by developing needed competencies (e.g. generic thinking and life skills);

Demands of democracy and living together in a complex world; transversal of universal and multicultural values Goal of education: to integrate the values reflecting a humanist

orientation (e.g. moral/ethical/spiritual moorings, fundamental respect for others as human beings with intrinsic rights, cultural rootedness, an avocation to serve, and imaginative sympathy)

WHY THE PARADIGM SHIFT?

Some 21st Century Skills

DEPARTMENT OF EDUCATION

1. Visual and information literacies

2. Media literacy

3. Basic, scientific, economic and technological literaciesand multicultural literacy

4. Global awareness

1. Creativity and curiosity2. Critical thinking problem

solving skills3. Risk taking

1. Collaboration and interpersonal skills

1. Flexibility and adaptability2. Initiative and self-direction3. Social and cross-cultural

skills4. Productivity and

accountability5. Leadership and responsibility6. Ethical, moral and spiritual

values

COMPETENCIES FOR GLOBAL CITIZENSHIP (UNESCO GLOBAL EDUCATION FIRST INITIATIVE)

an attitude supported by an understanding of multiple levels of identity, and the potential for a collective identity that transcends individual cultural, religious, ethnic or other differences (such as a sense of belongingness to common humanity, and respect for diversity);

deep knowledge of global issues and universal values such as justice, equality, dignity and respect (such as understanding of the process of globalization, interdependence/ interconnectedness, the global challenges which cannot be adequately or uniquely addressed by nation states, sustainability as the main concept of the future);

COMPETENCIES FOR GLOBAL CITIZENSHIP (UNESCO GLOBAL EDUCATION FIRST INITIATIVE)

cognitive skills to think critically, systemically and creatively, including adopting a multi-perspective approach that recognizes different dimensions, perspectives and angles of issues (such as reasoning and problem-solvingskills supported by a multi-perspective approach);

non-cognitive skills, including social skills such as empathy and conflict resolution, and communication skills and aptitudes for networking and interacting with people of different backgrounds, origins, cultures and

perspectives (such as global empathy, sense of solidarity); and behavioural capacities to act collaboratively and responsibly to find globalsolutions to global challenges, and to strive for the collective good

FEATURES OF THE PARADIGM SHIFT From teacher/expert-centered to learner-centered education; From knowledge as input to learning competencies as outcomes; From institutional inputs to institutional outcomes (e.g., efficiency;

effectiveness) From inputs- to learner outcomes-based evaluationChanging Standards: Learning Outcomes-basedBlurring of formal/informal/non-formal learning Learner outcomes as basis for qualifications in NQFs Increasing salience of alternative modes of delivery/arrangements

and certifications of competencies

CHALLENGES TO THE PARADIGM SHIFT

In Basic Education: Strong legacy of a teacher-centered paradigm In Higher Education:More ingrained professor-centeredness in higher education;Different philosophies of educationMore attuned and affected by conceptual Issues: Example 1: learner outcomes and competencesExample 2: competence and competency

learning outcomes:. describe what learners know, understand and are able and ready to do upon completion of a learning process

Competence: ability and readiness of the individual to use knowledge, skills and personal, social and methodological competences and to behave in a considered, individual and socially responsible manner. Comprehensive action skills

Competence: learning outcomes applied in context [competencies broadly defined to include the competencies of scholars and lifelong learners]

CONCEPTUAL ISSUE1: INTERRELATIONSHIP BETWEEN LEARNING OUTCOMES AND COMPETENCES

MUTUAL RECOGNITION AGREEMENTS, QUALIFICATIONS FRAMEWORKS, REGIONAL QUALIFICATIONS FRAMEWORKS, WORLD REFERENCING LEVELS

REGIONALIZATION

Globalization, the breakdown of barriers, labor and student mobility and the need for comparability of qualifications and programs;

The emergence and significance of Mutual Recognition Agreements and National Qualifications Frameworks;

Referencing with Regional Qualifications Frameworks

MUTUAL RECOGNITION AGREEMENTS (MRAS)

ASEAN MUTUAL RECOGNITION AGREEMENTS (MRAs) FOR accounting services, dental practitioners, medication practitioners, engineering services, nursing services, surveying qualifications, architectural services, tourism services

Ongoing work: comparison of policies and regulations; registration, temporary licensing or registration for limited practice, expert visits, education and training, humanitarian missions and research

THE PHILIPPINE QUALIFICATIONS FRAMEWORK

LEVEL

GRADE 12

GRADE 10

TECHNICAL EDUCATION AND

SKILLS DEVELOPMENTHIGHER EDUCATION

DOCTORAL AND POST DOCTORAL

BACCALAUREATE

BASIC EDUCATION

L1

L2

L3

L4

L5

L6

L7

L8

NC I

NC II

NC IV

NC III

NC IV

DIPLOMA

BACCALAUREATE

POST BACCALAUREATE

Philippine Qualifications Framework


BACCALAUREATE


PQF ARTICULATION FOR GRADES 10 & 12Level Knowledge, Skills and Values Application Degree of Independence

I(G10)

Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies.

Have an understanding of right and wrong; ones history and cultural heritage; and deep respect for self, others and their culture, and the environment.

Apply foundationalknowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.

Apply skills in limited situations with closesupervision.

II(G12)

Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies.

Have an understanding of right and wrong; ones history and cultural heritage; and deep respect for self, others and their culture, and the environment.

Apply functional knowledge, technical skills and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.

Apply skills in varied situations with minimal supervision.

THE CHALLENGE: HOW TO FULLY DEVELOP AND QUALITY ASSURE NON-FORMAL AND INFORMAL EDUCATION?

Lifelong Learning is the international education paradigm

The Philippines has yet to articulate a system of pathways and equivalencies

How to quality assure the system of equivalencies and pathways

ASEAN QUALIFICATIONS REFERENCE FRAMEWORK

8 level framework. Like the NQF, it is based on learner outcomesReferencing of NQFs done by 2018Referencing assumes that the PQF is quality assuredPQF that is quality assured presupposes well-established program and institutional QA

ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF)

8

1

2

3

4

5

6

7

1

2

3

4

5

6

7

8

9

1

2

3

4

5

6

7

Qualifications(A)

Qualifications(B)

Country(A)

Country(B)

AQRF

8

PQF LEVEL 6: BACCALAUREATE

Dimension AQRF Level 4: Technical AQRF Level 6: Baccalaureate

Knowledge and Skills (KS) Is technical and theoretical with general coverage of a field

Involves adapting processes

Is specialised, technical and theoretical within a specific field;

involves critical and analytical thinking

Application and Responsibility KS applied to contexts that are generally predictable but subject to change

involve broad guidance requiring some self direction, and coordination to resolve unfamiliar issues

are complex and changing

require initiative andadaptability as well asstrategies to improveactivities and to solvecomplex and abstractissues

Three engineering occupational groups within the wider engineering profession: professional engineers, engineering technologists, and engineering technicians.

Before specifying or employing engineering expertise, it is important to gauge the level of engineering expertise needed.

For complex engineering problems use a professional engineer (Level 6).

For broadly-defined engineering problems use an engineering technologist (Level 5)

For well-defined engineering problems use an engineering technician. (Level 4?)

ENGINEERING OCCUPATIONAL GROUPS and Levels (Vea, 2014)

THE K TO 12 TRANSITION CHALLENGE

Before World War II

After full K12 implementation (2016 onwards)

Incomplete transition during the Commonwealth (1945 - 2015)

A HISTORY OF POSTPONEMENTS

Grades 1-7 High School 1-4 College

Grades 1-6 High School 1-4 College

K Grades 1-6 Junior High 7-10Senior High 11-

12 College

WE NEED TO APPROACH K12 AS A REFORM FOR THE EDUCATION SECTOR AS A WHOLE.

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).

K to 12 Basic Education CurriculumNew General Education

Curriculum (CHED)Grades 7-10 SHS Core Subjects SHS Contextualized Subjects

Edukasyon saPagpapakatao

Health

Personal Development Understanding the Self / Pag-uunawa sa Sarili

Araling Panlipunan Filipino

Readings in Philippine History / MgaBabasahin hinggil sa Kasaysayan ngPilipinas

English / Filipino Araling Panlipunan

21st Century Literature from the Philippines and the World

The Contemporary World / Ang Kasalukuyang Daigdig

Math General Math Statistics and Probability

Mathematics in the World / Matematika sa Makabagong Daigdig

English Filipino

Oral Communication Reading and Writing Komunikasyon at Pananaliksik sa Wika

at Kulturang Filipino Pagbasa at Pagsusuri ng Iba't-Ibang

Teksto Tungo sa Pananaliksik Media and Information Literacy

English for Academic and Professional Purposes

Pagsulat sa Filipino sa Piling Larangan (Akademik, Arts, Isports at Tech-Voc)

Purposive Communication / Malayuning Komunikasyon

K TO 12 AND CHED GE COURSE COMPARISON


K TO 12 AND CHED GE COURSE COMPARISONK to 12 Basic Education Curriculum New General Education

Curriculum (CHED)Grades 7-10 SHS Core Subjects SHS Contextualized Subjects Music and Arts Physical Education

Contemporary Philippine Arts from the Regions

Art Appreciation / Pagpapahalaga saSining

Physical Education Health

Physical Education and Health

Science Araling Panlipunan English Filipino Health

Understanding Culture, Politics and Society

Physical Science Earth and Life Science

Empowerment Technologies: ICT for Professional Tracks

Science, Technology and Society / Agham, Teknolohiya, at Lipunan

Edukasyon sa Pagpapakatao Araling Panlipunan

Introduction to Philosophy of the Human Person

Ethics / Etika

Edukasyong Pantahanan at Pangkabuhayan

Technology Livelihood Education

Entrepreneurship

English Filipino Araling Panlipunan Science Math

Research in Daily Life 1 and 2

All learning areas Research Project/Career Advocacy/Work Immersion/Culminating Activity

Senior High School Core SubjectsCore Learning Areas and Subjects hours per semester

Language

Oral Communication 80Reading & Writing 80Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80Pagbasa at Pagsusuri ng Ibat Ibang Teksto Tungo sa Pananaliksik 80

Humanities 21st Century Literature from the Philippines and the World 80The Contemporary Arts from the Regions 80

Communication Media & Information Literacy 80

MathematicsGeneral Mathematics 80Statistics & Probability 80

ScienceEarth and Life Science (Lecture and Laboratory) 80Physical Science (Lecture and Laboratory) 80

Social SciencePersonal Development 80Understanding Society & Culture 80

Philosophy Intro to Philosophy of the Human Person 80PE and Health Physical Education and Health 80

CORE Total Number of Hours 1,200TRACK Total Number of Hours 1,280

Total Number of Hours (CORE + TRACK) 2,480Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day 6.2 hours/day


Each subject will have 80 hours per semester*For Finalization

Contextualized Track Subjects


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

1 English for Academic and Professional Purposes

2 Research 1: Qualitative Research in Daily Life

3 Research 2: Quantitative Research in Daily Life

4 Pagsulat sa Filipino sa Piling Larangan (Akademik, Isports, Sining at Tech-Voc)

5 Empowerment Technologies (E-Tech): ICT for Professional Tracks

6 Entrepreneurship

7 Research Project / Culminating Activity*

ACADEMIC TRACK

Accountancy, Business and Management Strand

8 ABM Strand 1 Applied Economics

9 ABM Strand 2 Business Ethics and Social Responsibility

10 ABM Strand 3 Fundamentals of Accountancy, Business and Management 1

11 ABM Strand 4 Fundamentals of Accountancy, Business and Management 2

12 ABM Strand 5 Business Math

13 ABM Strand 6 Business Finance

14 ABM Strand 7 Organization and Management

15 ABM Strand 8 Principles of Marketing

16 ABM Strand 9Work Immersion/Research/Career Advocacy/Culminating Activityi.e. Business Enterprise Simulation

Each subject will have 80 hours per semester


ACADEMIC TRACK

Proposed Humanities and Social Science Strand*

8 HUMSS Strand 1 Creative Writing

9 HUMSS Strand 2 Creative Nonfiction: The Literary Essay

10 HUMSS Strand 3 World Religions and Belief Systems

11 HUMSS Strand 4 Megatrends and Critical Thinking in the 21st Century Culture

12 HUMSS Strand 5 Philippine Politics and Governance

13 HUMSS Strand 6 Community Involvement and Social Issues

14 HUMSS Strand 7Introducing the Social Sciences (Anthropology, Economics, History, Psychology, Sociology, Political Science)

15 HUMSS Strand 8Introducing the Applied Social Sciences(Communication, Journalism, Guidance and Counseling, Social Work)

16 HUMSS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity


DEPARTMENT OF EDUCATION AS OF DECEMBER 18, 2013

Senior High School Core Subjects for the STEM Strand


Core Learning Areas and Subjects hours per semester

Language

Oral Communication 80Reading & Writing 80Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80Pagbasa at Pagsusuri ng Ibat Ibang Teksto Tungo sa Pananaliksik 80

Humanities 21st Century Literature from the Philippines and the World 80The Contemporary Arts from the Regions 80

Communication Media & Information Literacy 80

MathematicsGeneral Mathematics 80Statistics & Probability 80

ScienceEarth Science 80Disaster Readiness and Risk Reduction 80

Social SciencePersonal Development 80Understanding Society & Culture 80

Philosophy Intro to Philosophy of the Human Person 80PE and Health Physical Education and Health 80

CORE Total Number of Hours 1,200TRACK Total Number of Hours 1,280

Total Number of Hours (CORE + TRACK) 2,480Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day 6.2 hours/day


Academic Track

Science, Technology, Engineering and Mathematics Strand

8 STEM Strand 1 Pre-Calculus

9 STEM Strand 2 Basic Calculus

10 STEM Strand 3 General Biology 1

11 STEM Strand 4 General Biology 2

12 STEM Strand 5 General Physics 1

13 STEM Strand 6 General Physics 2

14 STEM Strand 7 General Chemistry 1

15 STEM Strand 8 General Chemistry 2

16 STEM Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity



ACADEMIC TRACK

Proposed General Academic Strand*

8 Strand 1 Humanities 1

9 Strand 2 Humanities 2

10 Strand 3 Social Science 1

11 Strand 4 Applied Economics

12 Strand 5 Organization and Management

13 Strand 6 Disaster Readiness and Risk Reduction

14 Strand 7 Elective 1 (from any Track/Strand)

15 Strand 8 Elective 2 (from any Track/Strand)

16 Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity



SPORTS TRACK SUBJECTS



Sports Track8 Sports Track 1 Safety and First Aid

9 Sports Track 2 Human Movement

10 Sports Track 3 Fundamentals of Coaching

11 Sports Track 4 Sports Officiating and Activity Management

12 Sports Track 5 Fitness, Sports and Recreation Leadership

13 Sports Track 6 Psychosocial Aspects of Sports and Exercise

14 Sports Track 7 Fitness Testing and Exercise Programming

15 Sports Track 8 Practicum (in-campus)

16 Sports Track 9Work Immersion/Research/Career Advocacy/Culminating Activityi.e. Apprenticeship (off-campus)

ARTS AND DESIGN TRACK SUBJECTS

Each subject will have 80 hours per semester except Apprenticeship and Exploration of Different Arts Fields which will have 160 hours


Arts and Design Track8 Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production

9 Arts Track 2 Creative Industries II: Performing Arts

10 Arts Track 3 Physical and Personal Development in the Arts

11 Arts Track 4 Developing Filipino Identity in the Arts

12 Arts Track 5 Integrating the Elements and Principles of Organization in the Arts

13 Arts Track 6 Leadership and Management in Different Arts Fields

14 Arts Track 7Apprenticeship and Exploration of Different Arts Fields

15 Arts Track 8

16 Arts Track 9Work Immersion/Research/Career Advocacy/Culminating ActivityExhibit for Arts Production/ Performing Arts Production

TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK (TABLE 1) ANDTESDA TRAINING REGULATIONS-BASED SPECIALIZATIONS* (TABLE 2)

HE ICT Agri-Fishery Arts Industrial Arts

1. Hairdressing2. Tailoring3. Caregiving4. Food and Beverage

Services5. Bread and Pastry

Production6. Housekeeping7. Tour Guiding Services8. Travel Services9. Attractions and Theme

Parks Tourism10.Handicraft

a. Fashion Accessories

b. Paper Craftc. Woodcraftd. Leathercraft

1. Computer Programming

2. Medical Transcription

3. Animation

AGRICROP PRODUCTION1.Horticulture2.Landscape Installation and Maintenance3.Organic Agriculture Production4.Pest Management5.Rice Machinery Operation

1. Automotive Servicing

2. Refrigeration and Air-Conditioning

3. Consumer Electronics Servicing

4. Electrical Installation and Maintenance

5. Shielded Metal-Arc Welding

6. Carpentry7. Plumbing8. Masonry9. Tile Setting

ANIMAL PRODUCTION1.Artifical Insemmination2.Raising Large Ruminants (Dairy Cattle and Buffaloes)3.Raising Swine4.Slaughtering

FISH PRODUCTION1.Fish Nursery Operation2.Fish or Shrimp Grow Out Operation3.Fishport/Wharf Operation

Tech-Voc Track TESDA Training Regulations-Based SpecializationsTVL Track SubjectsSubjects Example

8 Tech-Voc Track 1 Beauty Care / Nail Care9 Tech-Voc Track 2

10 Tech-Voc Track 3

Hairdressing

11 Tech-Voc Track 412 Tech-Voc Track 513 Tech-Voc Track 614 Tech-Voc Track 715 Tech-Voc Track 816 Tech-Voc Track 9


Each subject will have 80 hours per semester.

*Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10.

40

FULL K TO 12 CURRICULUM

PresenterPresentation NotesStructure/architecture of the K to 12 curriculumElementary: K-6Junior High: 7-10SHS: 11-12SHS curriculum has 4 tracks:AcademicTechnical-Vocational-LivelihoodSportsArts and Design

K to 12 Curriculum addresses the requirements of RA 10533 and covers a wide range of important areas and topics


Learner-Centered

Culture-Appropriate

Standards-Based

Global

41

Features of the Enhanced Curriculum (RA 10533 Sec. 5)

Childrens Rights Peace Education

Disaster Readiness Citizenship Education Reproductive Health

Gender Awareness and Development

Climate Change Financial LiteracySpecial Education

Various Areas and Topics covered in the K to 12 Curriculum

SportsArts

Entrepreneurship

PresenterPresentation NotesTop-half are from the law [discuss each quadrant]BALANCE between the ideal, the meaningful, the logistically feasibleAllows for varied ways of deliveryONE STOP SHOP and inclusive Standards- and competence-basedBuilt around the needs of the learner and the communityBottom half are topics/areas covered by other law and/or commonly asked by legislators

In Kindergarten to Gr 3, the childs dominant language is used as the language of learning.

Improving ease of understanding through the use of Mother Tongue in Kindergarten to Gr 3


The learners retain their ethnic identity, culture, heritage and values.

Children learn better, are more active in class and learn a second language even faster when they are first taught in a language they understand.

Mother Tongue is used in instruction and learning materials of other learning areas.

42

PresenterPresentation NotesMother tongue = childs dominant languageField must be able to determine the real language of the child, not the ideal languageNot the same as bilingual education. During Kinder to Gr 3, the child is taught in his/her dominant languageLearners materials written in 19 languages currentlyChildren retain their ethnic identity, culture, heritage and values (Madrasah/ALIVE as an example)

Basic concepts/general concepts are first learned.

Spiralling of Content


This also allows learners to understand topics and master skills appropriate to their developmental and cognitive stages.

More complex and sophisticated versions of the basic/general concepts are then rediscovered in the succeeding grades.

This strengthens retention and enhances mastery of topics and skills as they are revisited and consolidated time and again.

43

PresenterPresentation NotesSpiraling of content and competenciesBasic Complex not the other way aroundIterate content over timeSpiral Disciplinal

STRENGTHENING SCIENCE AND TECHNOLOGY LITERACY

44

Explore their natural and physical environment

Establish connection between science and real life

Address real world problems especially issues confronting learners

Innovate and/or create products that have impact on community or country

Choose a track according to interest and needs of society

K to Gr 3

Gr 4 to 6

Gr 7 to 10

Gr 11 to 12

Application

Knowledge & Skills

Healthful habits Curiosity Basic Process Skills

Application

Knowledge & Skills

Essential skills of scientific inquiry (e.g. designing simple investigations)

Communicating ideas

Application

Knowledge & Skills

Scientific, technological, environmental literacy

Investigating relationships of variables in real life contexts and measuring them

Application

Knowledge & Skills

Scientific research on global issues that have impact on the country

Process information to get relevant data for a problem at hand

PresenterPresentation NotesProgression of standards and competencies under Science from Kinder to Grade 12From healthful habits, curiosity and basic process skills essential skills of scientific inquiry and communicating ideas scientific/technological/environmental literacy scientific research on global issues

Technology and Livelihood Education (TLE) and the Technical-Vocational-Livelihood (TVL) Track


Given the opportunity to explore from a maximum of four TLE mini courses for each level

Taught five basic competencies common to all TLE courses

Learners may earn a Certificate of Competency (COC) and/or a National Certificate I or II (NC I / NC II) in or after Gr 9 and Gr 10.

Learners may opt to take the Technical-Vocational-Livelihood track in Gr 11 and Gr 12 to continue the TLE specialization taken in Gr 9 and Gr 10.

This enables him/her to get a higher qualification.

45

Exploratory TLE at Gr 7 and Gr 8

PresenterPresentation Notes5 common competencies in Grades 7 to 8:Use of ToolsPerform Mensuration and CalculationPractice Occupational Health and Safety ProecduresUse and Maintain Hand Tools, Equipment and ParaphernaliaRead and Interpret Manuals/SpecificationsHopefully they will find their inclinations and will have decided by Gr 9 if they will go for the Academic track

THE K TO 12 CHALLENGE IN HIGHER ED

THE CHALLENGES: Foregone Enrollment 2016-17 2017-18 2018-19 2019-20 2020-21

College 1 - -

College 2 - -

College 3 - -

College 4 - -

FOR DISPLACED PERSONNEL

(ESTIMATED 23,738 TEACHING AND NON-TEACHING

STAFF)

DepEdGreen Lane

DOLEAdjustment Measures Program

At least 30,000 new teachers and 6,000 new non-teaching staff will be needed for SHS per year in 2016 and 2017.

DepEd will establish a Green Lane to prioritize and fast-track the hiring of displaced HEI personnel, matching them in terms of location and salary.

DOLE will offer the following to displaced employees who do not or cannot transfer to SHS: Income support Employment facilitation Training and livelihood

CHEDDevelopment GrantsFor RETAINED Personnel

CHED to provide opportunities for upgrading qualifications and income support to personnel and HEIs (as a result of lower salaries because of reduced enrolment), inclusive of: Scholarships for Grad Studies Faculty and Staff Development Grants SHS Training Packages Innovation Grants for Institutions

CHED has designed packages to support HEIs, as well as their faculty and staff, who while not displaced, will have lighter workloads during the K12 transition period (from 2016 to 2021).

CHED DEVELOPMENT PACKAGES

Scholarships for Graduate Studies

Development Grants for Faculty and Staff

Innovation Grants for Institutions

DEVELOPMENTAL GRANTS FOR HEIS AND PERSONNEL

49

2

Scholarships for Graduate Studies and Professional Advancement

Development Grants for Faculty and Staff

Innovation Grants for Institutions

Masters (app 7900)

Partial Support for Foreign Masters

PhD

PhD Sandwich

Training for Updated Outcomes-Based Curriculum

Research & Development

Community Service and Extension

Industry Immersion

SHS Training

International Linkages

Academe-Industry Linkages

Research

Development of Niche and Priority Programs

Special Package for Small HEIsShort-Term Programs

24 unitsUpdating on teaching strategies and on

the revised curriculum (OBE, K12, Rev GE)

24 unitsTraining relevant to their work

12 units

24 units(1 Semester)

Research & Development

REQ

UIR

ED

PAC

KAG

ES

12 units

Community Service & Extension


12 units


Industry Immersion

For HEI Faculty For HEI Staff

CU

STO

M

PAC

KAG

ES

Faculty and staff who remain in HEI/SHS are allocated a maximum of96 usable credits each, depending on HEI faculty plan and assessment.

CHED DEVELOPMENT PACKAGESDEVELOPMENT GRANTS FOR FACULTY AND STAFF

WHY K TO 12 AND RELATED EDUCATION REFORMS?

WHAT IS THE MISSION CALL FOR EDUCATION REFORMERS?

To move our people out of poverty by providing access to quality education at all levels and honing competencies through formal, non-formal and informal means [with equivalent credits]

To hew competencies (including the competency to learn throughout life) more closely to the needs of our nation for greater employability, entrepreneurial provision of JOBS, and more meaningful lives

To deepen the learners cultural and historical roots while developing their wings to fly in a global world;

To keep the Philippines at par with its ASEAN neighbors by leveraging their enhanced capabilities for regional, national development and global competitiveness (within ASEAN and beyond)

ASEAN ASPIRATION

ASEAN Economic Community : single market and production base for better economic opportunities; Vibrant market of 600 million people

Combined GDP of nearly $3M USD by 2025 and

Closer integration could lift aggregate output by 7% and generate 14M additional jobs

Goal: to continuously build complementary physical and human infrastructure that will enhance the competitiveness of AEC

ASEAN ASPIRATION

Requisite: freer flow of labor, particularly skilled workers in line with the demographic, economic and social changes in the region 90% of ASEAN workers in ASEAN are not skilled but very small percentage are skilled 70% of 9.5 ASEAN migrants migrated to other ASEAN countrie;s; migration of skilled

workers to the US, Europeskilled workers for ASEAN Demographic transitions, other countriese.g. BRICs with Turkey, Mexico and Morocco

will be fishing from the same talent pool as high income countries do now ASEAN will have to compete for the same workersmore destinations for citizens of

ASEAN countries Student mobilityvalue in itself but from the AEC, a precursor of skilled mobility

Requisite: strong regional identity and consciousness

COMPARATIVE HIGHER EDUCATION IN ASIA (AS OF 2012 *2010; **2011)

Country Spending for Higher Education

Per Capita Spending (in USD)

Participation (% of College Age Population in Higher Education)

Brunei 3.3 15,714.8 24.3

Cambodia 2.6* 593.1 15.8**

Indonesia 3.6 1,181.4 31.5

Lao PDR 2.8 nd 16.7

Malaysia 5.9 9.752.9 36.0

Myanmar .8 nd 13.8**

Philippines 2.7 548.25 28.0

Singapore 3.2 16,246.9 nd

Thailand 7.6 1,882.7 51.4

Vietnam 6.3* 1,326.8* 24.6

Gross Expenditure on R&D (GERD)

Building intellectual capital is the single most important investment to become globally competitive.

UNESCO recommends a GERD that is 1% of GDP. Philippine GERD was less than 0.2%, Indonesia .8%,Vietnam .5%, Malaysia,

2.10 of GDP in 2007.UP 2015 BUDGET

Source: Thomson Reuters, Academic Research in the Philippines

Research Output: Comparison of ASEAN countries

PH, ID, VN, MY, TH

UP 2015 BUDGET 57

EDUCATIONAL ATTAINMENT OF HIGHER EDUCATION FACULTY

HIGHESTEDUCATIONAL ATTAINMENT

PHILIPPINES MALAYSIA VIETNAM INDONESIA

Bachelors 50% 31% 40% 53%

Masters 39% 49% 46% 40%

PhD 11% 20% 14% 7%

SITUATION WITH RESPECT TO EDUCATION ATTAINMENT

SITUATION WITH RESPECT TO PER CAPITA GDP GROWTH (2005 PPP$) SITUATION LOSING

MOMENTUM MOVING AHEAD

FALLING FURTHER BEHIND

CATCHING UP

LOSING MOMENTUM

United States New Zealand Canada

Australia Philippines

MOVING AHEAD Japan Korea Taiwan


CATCHING UP Singapore Hong Kong

Mexico China Indonesia Malaysia Thailand Vietnam

ECONOMIC GROWTH AND EDUCATION ATTAINMENT(% OF COMPLETE TERTIARY SCHOOLING ATTAINED IN A POPULATIO YAP, 2012

SITUATION

WITH

RESPECT

TO

EDUCATION

ATTAINMENT

SITUATION WITH RESPECT TO PER CAPITA GDP GROWTH (2005 PPP$)

SITUATION

LOSING MOMENTUM

MOVING AHEAD


CATCHING UP

LOSING MOMENTUM

United States

New Zealand

Canada

Australia

Philippines

MOVING AHEAD

Japan

Korea

Taiwan


CATCHING UP

Singapore

Hong Kong

Mexico

China

Indonesia

Malaysia

Thailand

Vietnam

( INNOVATION AND KNOWLEDGE INDICES (NORMAN LAROQUE, PBED SUMMIT ON HIGHER EDUCATION, 24-25 JANUARY 2014)

INDEX PHILIPPINESRANKING

MALAYSIARANKING

THAILANDRANKING

INDONESIARANKING

GLOBAL INNOVATION INDEX (2013)

90 32 57 85

KNOWLEDGEECONOMYINDEX (2012)

92 48 66 108

KNOWLEDGEINDEX (2012)

97 52 66 110

GLOBAL COMPETITIVENESS INDEX

59 24 37 38

THANK YOU

rationale for the paradigm shift: k to 12 and higher education (innovations/differentiated methodologies) Outline of the Presentationhistorical and discursive context in broad strokesglobalization and regionalizationParadigm Shift in educationWhy the Paradigm Shift? Slide Number 7competencies for global citizenship (UNESCO Global Education First Initiative)competencies for global citizenship (UNESCO Global Education First Initiative)Features of the paradigm shiftChallenges to the paradigm shiftConceptual Issue1: Interrelationship between learning outcomes and competencesMutual Recognition Agreements, Qualifications Frameworks, Regional Qualifications Frameworks, World Referencing LevelsregionalizationMutual Recognition Agreements (MRAs)Slide Number 16Slide Number 17PQF Articulation for Grades 10 & 12The Challenge: How to fully develop and quality assure non-formal and informal education?ASEAN Qualifications Reference FrameworkASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF)PQF LEVEL 6: BaccalaureateSlide Number 23The K to 12 Transition ChallengeA History of PostponementsWe need to approach K12 as a reform for the education sector AS a WHOLE.Senior High School CurriculumK to 12 and CHED GE Course ComparisonK to 12 and CHED GE Course ComparisonSlide Number 30Slide Number 31Academic TrackAcademic TrackSlide Number 34Slide Number 35Academic TrackSports Track SubjectsArts and Design Track SubjectsTechnical-Vocational-Livelihood Track (Table 1) andTESDA Training Regulations-Based Specializations* (Table 2)Slide Number 40Slide Number 41Slide Number 42Slide Number 43Strengthening Science and Technology LiteracySlide Number 45 the K to 12 challenge in higher edFor DISPLACED Personnel(Estimated 23,738 teaching and non-teaching staff)CHED Development Packages Developmental Grants for HEIs and PersonnelCHED Development PackagesDevelopment Grants for Faculty and StaffWHY K to 12 and RELATED EDUCATION REFORMS? What is the mission call for education reformers? ASEAN aspirationASEAN ASPIRATIONCOMPARATIVE HIGHER EDUCATION IN ASIA (AS OF 2012 *2010; **2011)Slide Number 56Slide Number 57Slide Number 58educational attainment of higher education facultyEconomic Growth and Education Attainment(% of complete tertiary schooling attained in a population), Yap, 2012 ( INNOVATION AND KNOWLEDGE INDICES (Norman LaRoque, PBED Summit on Higher Education, 24-25 January 2014)Slide Number 62Thank you

k to 12 and higher education

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