Philippines

Department of Education
Republic of the Philippines

Introduction
Overview of Education System
The Department of Education (DepEd) is mandated by the Philippine government, by virtue of
the Republic Act 9155, otherwise known as the Governance of Basic Education Act of 2001. It is
responsible for achieving quality, equitable, and accessible formal and nonformal education in the
country and is mainly tasked with supervising basic education—from kindergarten to Grade 12—
at elementary and secondary levels in both public and private schools.
The levels of governance consist of national levels and field offices in regions, divisions,
schools, and learning centers. The policy making body of the Department lies at the national level,
while the field offices implement the education policies, programs, and projects. The highest
ranking official in DepEd is the Secretary, who is appointed by the President of the Philippines and
assisted by Undersecretaries and Assistant Secretaries.
In 2013, DepEd implemented the K to 12 Basic Education Program, in response to the creation
of a functional basic education system of holistic citizens who are competent, skilled, and values-
driven lifelong learners and future employees. This curriculum centers on learners and is anchored
by standards of responsiveness, developmental appropriateness, relevance, research, cultural
sensitivity, contextualization, and globalization. Further, it employs the principles of teaching and
learning and adapts Mother Tongue Based Multilingual Education (MTB-MLE) and a spiral
progression (Republic Act 10533, Enhanced Basic Education Act of 2013).
Grades K to 12 include kindergarten and 12 years of basic education (Exhibit 1).

Exhibit 1: Structure of Basic Education

Level Years Grades

Kindergarten 1 K
Primary education 6 Grades 1–6
Junior high school 4 Grades 7–10
Senior high school 2 Grades 11–12
Total 13 Grades K–12

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The objectives of K to 12 education in the Philippines are as follows:
• Strengthening early childhood education (universal kindergarten)
• Making the curriculum relevant to learners (contextualized and enhanced)
• Ensuring integrated and seamless learning (spiral progression)
• Building proficiency through language (MTB-ME)
• Gearing up for the future (senior high school)
• Nurturing the holistically developed Filipino (college and livelihood readiness, 21st
century skills)
DepEd is continuously addressing the challenges of basic education in the Philippines by
making access to basic education a key priority of the government. Access to education is the initial
avenue for helping Filipino learners achieve a promising future. At present, the Department is
responding to the challenge to of improving students’ learning performance. This goal is part of
the 10-Point Education Agenda of the Secretary of DepEd, which seeks to harness cooperation
with the private sector, communities, and bilateral and multilateral institutions to upgrade the
Department's communication strategy, so that it can reach out to local, national, and global
communities.
Sulong EduKalidad is a national effort initiated by DepEd to address the challenge of providing
quality basic education.1 As a rallying call, DepEd aims to align all of its programs and projects
toward EduKalidad and is mobilizing field offices and schools to address gaps, improve student
performance, and prepare students with essential global and 21st century skills.
With the Filipino learner as its core, Sulong EduKalidad has four pillars (designated with the
acronym KITE):
• K to 12 Curriculum, Delivery, and Instruction—This pillar ensures that the core business
articulated in the curriculum is responsive to the overall goal of the Philippine society and
economy. It employs the following core strategies:
o Implement a relevant, responsive, and inclusive curriculum
o Ensure every child is a reader by Grade 3
o Ensure senior high school graduates are employable

• Improvement of Learning Environment—This pillar ensures that every Filipino child is

provided with a child-friendly, safe, and motivating learning environment that enables
them to acquire the necessary skills envisioned in the curriculum. It employs the
following core strategies:
o Ensure child-friendly, gender-sensitive, safe, and motivating learning space
for students
o Provide appropriate technology for learning and administrative use
o Address dental health, mental health, and overall well-being of learners

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• Teachers’ Upskilling and Reskilling—This pillar ensures that every learner gets quality
education from competent and well-skilled learners. It employs the following core
strategies:
o Integrate, align, and harmonize training and development initiatives
o Develop and implement fair and reasonable career development initiatives
o Ensure welfare and well-being of teachers and other employees
• Engagement of Stakeholders for Support and Collaboration—This pillar ensures that the
entire society is engaged in making sure that every school gets the necessary support. It
employs the following core strategies:
o Institutionalize an inclusive, multisectoral education group for better engagement
o Strengthen existing mechanism for Brigada Eskwela and Adopt-a-School
o Advocate and localize Sustainable Development Goals 2030

Use and Impact of TIMSS

In 2003, the Philippines participated in TIMSS for students in Grade 8 (age 13). The participation
of the Philippines was carried out by the Department of Science and Technology—Science
Education Institute (DOST-SEI), DepEd, and the University of the Philippines—College of
Education and National Institute for Science and Mathematics Education Development.
The results of the 2003 TIMSS study, which were significantly higher than the results in TIMSS
1999, were attributed to the Grade 8 sample.2 The major findings from this study were the basis for
recommendations for various education stakeholders, including science teachers, educators and
teacher trainers, curriculum developers, principals and supervisors, other education officials, and
policymakers. Similarly, a national report discussed policy recommendations to focus on school
resources, class size, curriculum reforms, licensure examinations for teachers, teacher training,
teacher recruitment, student assessment, and supervision of instruction.
Based on Republic Act 10533, Section 15, Commitment to International Benchmarks and
DepEd Order No. 29, s. 2017 on Policy Guidelines on System Assessment in the K to 12 Basic
Education Program, the Department of Education’s participation in TIMSS 2019 will provide the
Department with an additional tool to measure the effectiveness of the enhanced basic education
curriculum and its delivery systems. Further, the results of TIMSS will inform and support
education policy decision making; identify weaknesses in the education system; and serve as
benchmark to measure school effectiveness and determine the alignment of national standards
with international standards.3,4
The Philippines can also gain several perspectives through the TIMSS results by analyzing the
information gathered in implementing reforms for quality through KITE (the acronym
designating the four pillars of Sulong EduKalidad, which addresses challenges in basic education
by shifting the focus from access to quality).

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The Mathematics Curriculum in Primary and Lower Secondary Grades
The framework of the mathematics curriculum aims to develop critical thinking and problem
solving skills. As a skills subject, mathematics provides a solid foundation for necessary concepts
and life skills Filipino learners develop in basic education.
The mathematics curriculum in the K to 12 Basic Education Curriculum5 has two objectives:
critical thinking and problem solving. These two goals are embedded in the curriculum with skills,
processes, values, and attitudes of Filipino learners, which were given a great deal of consideration
during its inception.
There are five content areas in the mathematics curriculum; Numbers and Number Sense,
Measurement, Geometry, Patterns and Algebra, and Probability and Statistics. The mathematics
curriculum aims to develop the following skills and processes: knowing and understanding,
estimating, computing and solving, visualizing and modeling, representing and communicating,
conjecturing, reasoning, proving and decision making, and applying and connecting. Further, it
emphasizes the following attitudes and values: accuracy, creativity, objectivity, perseverance, and
productivity. The curriculum encourages the use of technology aids as appropriate in the teaching
of mathematics.
The education theories embodied in the mathematics curriculum are based on experiential and
situated learning, reflective learning, constructivism, cooperative learning, and discovery and
inquiry-based learning.
Mathematics learners must demonstrate understanding and appreciation of key concepts and
principles of mathematics as applied using appropriate technology in problem solving; critical
thinking; communicating; reasoning; and making connections, representations, and decisions in
real life.
Key stage standards are elaborated in the following stages: K to Grade 3, Grades 4 to 6, and
Grades 7 to 10.

Kindergarten to Grade 3
At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts
and skills involving numbers and number sense (whole numbers up to 10,000 and the four
fundamental operations including money, ordinal numbers up to 100, basic concepts of fractions);
measurement (time, length, mass, capacity, area of square and rectangle); geometry (two-
dimensional and three-dimensional objects, lines, symmetry, and tessellation); patterns and
algebra (continuous and repeating patterns and number sentences); statistics and probability (data
collection and representation in tables, pictographs and bar graphs, and outcomes).

Grades 4 to 6
At the end of Grade 6, the learner demonstrates understanding and appreciation of key concepts
and skills involving numbers and number sense (whole numbers, number theory, fractions,
decimals, ratio and proportion, percentages, and integers); measurement (time, speed, perimeter,

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circumference and area of plane figures, volume and surface area of solid/space figures,
temperature and meter reading); geometry (parallel and perpendicular lines, angles, triangles,
quadrilaterals, polygons, circles, and solid figures); patterns and algebra (continuous and repeating
patterns, number sentences, sequences, and simple equations); statistics and probability (bar
graphs, line graphs and pie graphs, simple experiments, and experimental probability).

Grades 7 to 10
At the end of Grade 10, the learner demonstrates understanding and appreciation of key concepts
and skills involving numbers and number sense (sets and real numbers); measurement (conversion
of units); patterns and algebra (linear equations and inequalities in one and two variables, linear
functions, systems of linear equations, and inequalities in two variables, exponents and radicals,
quadratic equations, inequalities, functions, polynomials, and polynomial equations and
functions); geometry (polygons, axiomatic structure of geometry, triangle congruence, inequality
and similarity, and basic trigonometry); statistics and probability (measures of central tendency,
variability and position; combinatorics and probability).
Exhibit 2 shows the standards for each grade level.

Exhibit 2: Grade Level Standards

Grade Standards
K Understanding and appreciation of key concepts and skills involving numbers and
number sense (whole numbers up to 20, basic concepts on addition and subtraction);
geometry (basic attributes of objects), patterns and algebra (basic concept of
sequence and number pairs); measurement (time, location, nonstandard measures of
length, mass, and capacity); and statistics and probability (data collection and tables).
Grade 1 Understanding and appreciation of key concepts and skills involving numbers and
number sense (whole numbers up to 100, ordinal numbers up to 10, money up to
PhP100, addition and subtraction of whole numbers, one-half, and one-quarter);
geometry (two- and three-dimensional objects); patterns and algebra (continuous and
repeating patterns and number sentences); measurement (time, nonstandard
measures of length, mass, and capacity); and statistics and probability (tables,
pictographs, and outcomes).
Grade 2 Understanding and appreciation of key concepts and skills involving numbers and
number sense (whole numbers up to 1,000, ordinal numbers up to 20, money up to
PhP100, the four fundamental operations of whole numbers, and unit fractions);
geometry (basic shapes, symmetry, and tessellations); patterns and algebra
(continuous and repeating patterns and number sentences); measurement (time,
length, mass, and capacity); and statistics and probability (tables, pictographs, and
outcomes).
Grade 3 Understanding and appreciation of key concepts and skills involving numbers and
number sense (whole numbers up to 10,000; ordinal numbers up to 100; money up
to PhP1,000; the four fundamental operations of whole numbers; proper and
improper fractions; and similar, dissimilar, and equivalent fractions); geometry (lines,
symmetry, and tessellations); patterns and algebra (continuous and repeating
patterns and number sentences); measurement (conversion of time, length, mass and
capacity, area of square and rectangle); and statistics and probability (tables, bar
graphs, and outcomes).

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Grade Standards
Grade 4 Understanding and appreciation of key concepts and skills involving numbers and
(grade level tested in number sense (whole numbers up to 100,000, multiplication and division of whole
TIMSS 2019) numbers, order of operations, factors and multiples, addition and subtraction of
fractions, and basic concepts of decimals including money); geometry (lines, angles,
triangles, and quadrilaterals); patterns and algebra (continuous and repeating
patterns and number sentences); measurement (time, perimeter, area, and volume);
and statistics and probability (tables, bar graphs, and simple experiments).
Grade 5 Understanding and appreciation of key concepts and skills involving numbers and
number sense (whole numbers up to 10,000,000, order of operations, factors and
multiples, fractions and decimals including money, ratio and proportion,
percentages); geometry (polygons, circles, solid figures); patterns and algebra
(sequence and number sentences); measurement (time, circumference, area,
volume, and temperature); and statistics and probability (tables, line graphs, and
experimental probability).
Grade 6 Understanding and appreciation of key concepts and skills involving numbers and
number sense (divisibility, order of operations, fractions and decimals including
money, ratio and proportion, percentage, integers); geometry (plane and solid
figures); patterns and algebra (sequence, expression, and equation); measurement
(rate, speed, area, surface area, volume, and meter reading); and statistics and
probability (tables, pie graphs, and experimental and theoretical probability).
Grade 7 Understanding of key concepts and principles of numbers and number sense (sets
and real number system); measurement (conversion of units of measurement);
patterns and algebra (algebraic expressions and properties of real numbers as
applied in linear equations and inequalities in one variable); geometry (sides and
angles of polygons); and statistics and probability (data collection and presentation,
measures of central tendency and variability).
Grade 8 Understanding of key concepts and principles of patterns and algebra (factors of
polynomials, rational algebraic expressions, linear equations and inequalities in two
variables, systems of linear equations and inequalities in two variables); geometry
(axiomatic structure of geometry, triangle congruence, inequalities in a triangle, and
parallel and perpendicular lines); and statistics and probability (probability of simple
events).
Grade 9 Understanding of key concepts and principles of patterns and algebra (quadratic
equations and inequalities, quadratic functions, rational algebraic equations,
variations, and radicals) and geometry (parallelograms and triangle similarities and
basic concepts of trigonometry).
Grade 10 Understanding of key concepts and principles of patterns and algebra (sequences,
series, polynomials, polynomial equations, and polynomial functions); geometry
(circles and coordinate geometry); and statistics and probability (combinatorics and
probability, and measures of position).

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The Science Curriculum in Primary and Lower Secondary Grades
The K to 12 science curriculum is anchored by the three domains: Understanding and Applying
Scientific Knowledge in a Local and Global Setting; Performing Scientific Processes and Skills; and
Developing and Demonstrating Scientific Attitudes and Values.6 The objective of the science
curriculum is to integrate content and processes with appropriate consideration of contexts for
learner-centered and inquiry-based instruction.
In the science curriculum, learners are expected to demonstrate understanding of basic science
concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to
solve problems critically, innovate beneficial products, protect the environment and conserve
resources, enhance the integrity and wellness of people, make informed decisions, and engage in
discussions of relevant issues that involve science, technology, and environment.

Exhibit 3: Key Stage Standards in Science

Key Stage Standards

K–3 At the end of Grade 3, students should have acquired healthy habits and have
developed curiosity about their selves and their environment using basic process
skills of observing, communicating, comparing, classifying, measuring, inferring, and
predicting. This curiosity will help learners value science as an important tool in
helping them continue to explore their natural and physical environment. This stage
should also include developing scientific knowledge or concepts.
Grades 4–6 At the end of Grade 6, students should have developed the essential skills of
scientific inquiry—designing simple investigations, using appropriate procedure,
materials and tools to gather evidence, observing patterns, determining relationships,
drawing conclusions based on evidence, and communicating ideas in varied ways to
make meaning of observations and/or changes that occur in the environment. The
content and skills learned will be applied to maintain good health, ensure the
protection and improvement of the environment, and practice safety measures.
Grades 7–10 At the end of Grade 10, students should have developed scientific, technological, and
environmental literacy and can make rational choices on issues confronting them.
Having been exposed to scientific investigations related to real life, they should
recognize that the central feature of an investigation is that if one variable is changed
(while controlling all others), the effect of the change on another variable can be
measured. The context of the investigation can be problems at the local or national
level to enable them to communicate with students in other parts of the Philippines or
even from other countries using appropriate technology. Students should
demonstrate an understanding of science concepts and apply science inquiry skills in
addressing real-world problems through scientific investigations.
Grades 11–12 At the end of Grade 12, students should have gained skills in obtaining scientific and
technological information from varied sources about global issues that impact the
country. They should have acquired scientific attitudes that enable them to innovate
and/or create products useful to the community or country. They should be able to
process information to obtain relevant data for a problem. In addition, students should
have made plans related to their interests and expertise, with consideration for the
needs of their community and the country, to pursue employment, entrepreneurship,
or higher education.

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Exhibit 4: Grade Level Standards in Science

Grade Standards
K Demonstrate an emerging understanding of the parts of their body and their general
functions; plants, animals, and varied materials in their environment and their
observable characteristics; general weather conditions and how they influence what
you wear; and other aspects of the environment. Understand their bodies and their
surroundings through exploration, questioning, and careful observation, inferring
patterns, similarities, and differences that enable them to make sound conclusions.
Grade 1 Use their senses to locate and describe the external parts of their body; identify,
external parts of animals and plants; tell the shape, color, texture, taste, and size of
things around them; describe similarities and differences given two objects;
differentiate sounds produced by animals, vehicles, cars, and musical instruments;
illustrate how things move; describe the weather and what to do in different situations;
use appropriate terms or vocabulary to describe these features; collect, sort, count,
draw, take things apart, or make something out of the things; practice healthy habits
(e.g., washing hands, choosing nutritious food) and safety measures (e.g., helping to
clean or pack away toys, asking questions, and giving simple answers/descriptions to
probing questions).
Grade 2 Use their senses to explore and describe the functions of their senses; compare two or
more objects and using two or more properties; sort things in different ways and give a
reason for doing so; describe the kind of weather or certain events at home or in
school and express how they are affecting them; do simple measurements of length;
tell why some things around them are important; decide whether what they do is safe
or dangerous; give suggestions on how to prevent accidents at home; practice
electricity, water, and paper conservation; help take care of pets or of plants, and tell
short stories about what they do, what they have seen, or what they feel.
Grade 3 Describe the functions of the different parts of the body and things that make up their
surroundings—rocks and soil; plants and animals; the Sun, Moon, and stars; classify
these things as solid, liquid, or gas; describe how objects move and what makes them
move; identify sources and describe uses of light, heat, sound, and electricity; describe
changes in the conditions of their surroundings. Content leads learners to become
more curious about their surroundings, appreciate nature, and practice health and
safety measures.
Grade 4 Investigate changes in some observable properties of materials when mixed with other
(grade level tested in materials or when force is applied to them; identify materials that do not decay and use
TIMSS 2019) this knowledge to help minimize waste at home, school, and in the community;
describe the functions of the different internal parts of the body to practice ways to
maintain good health; classify plants and animals according to their habitat and
observe interactions among living things and their environment; infer that plants and
animals have traits that help them survive in their environment; investigate the effects
of pushing or pulling on the size, shape, and movement of an object; investigate which
type of soil is best for certain plants and infer the importance of water in daily activities;
learn about what makes up weather and apply knowledge of weather conditions to
make decisions for the day; infer the importance of the Sun to life on Earth.
Grade 5 Decide whether materials are safe and useful by investigating about some of their
properties; infer that new materials may form when there are changes in properties
due to certain conditions; develop healthful and hygienic practices related to the
reproductive system after describing changes that accompany puberty; compare
modes of reproduction among plant and animal groups and conduct an investigation
on pollination; become aware of the importance of estuaries and intertidal zones and
help in their preservation; describe the movement of objects in terms of distance and
time traveled; recognize that different materials react differently with heat, light, and
sound; relate the abilities of materials to their specific uses; describe the changes that
earth materials undergo; make emergency plans with their families in preparation for
typhoons; observe patterns in natural events by observing the appearance of the
Moon.

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Grade Standards
Grade 6 Recognize that when mixed together, materials may not form new ones, thus they may
be recovered using separation techniques; prepare useful mixtures, such as food,
drinks, and herbal medicines; understand how the different organ systems of the
human body work together; classify plants based on reproductive structures and
animals based on the presence or lack of backbone; design and conduct an
investigation on plant propagation; describe larger ecosystems such as rainforests,
coral reefs, and mangrove swamps; infer that friction and gravity affect how people
and objects move; know that heat, light, sound, electricity, and motion are forms of
energy and undergo transformation; describe what happens during earthquakes and
volcanic eruptions and demonstrate what to do when they occur; infer that the weather
follows a pattern in the course of a year; learn about the Solar System, with emphasis
on the motions of the Earth as prerequisite to the study of seasons in a later grade.
Grade 7 Distinguish mixtures from substances through semiguided investigations; realize the
importance of air testing when conducting investigations; after studying how organ
systems work together in plants and animals in the lower grade levels, use a
microscope when observing very small organisms and structures; recognize that living
things are organized into different levels: cells, tissues, organs, organ systems, and
organisms; recognize that organisms comprise populations and communities that
interact with nonliving things in ecosystems; describe the motion of objects in terms of
distance and speed and present this information in tables, graphs, charts, and
equations; describe how various forms of energy travel through different mediums;
describe what makes up the Philippines as a whole and the resources found in the
archipelago; explain the occurrence of breezes, monsoons, and Intertropical
Convergence Zone, and how these weather systems affect people; explain why
seasons change and demonstrate how eclipses occur.
Grade 8 Describe the factors that affect the motion of an object based on the Laws of Motion;
differentiate the concept of work as used in science and in layman’s language; know
the factors that affect the transfer of energy, such as temperature difference, and the
type (solid, liquid, or gas) of the medium; explain how active faults generate
earthquakes and how tropical cyclones originate from warm ocean waters; recognize
other members of the Solar System; explain the behavior of matter in terms of the
particles it is made of; recognize that ingredients in food and medical products are
made up of these particles and are absorbed by the body in the form of ions;
recognize reproduction as a process of cell division resulting in growth of organisms
delve deeper into the process of digestion as studied in the lower grades, giving
emphasis on proper nutrition for overall wellness; participate in activities that protect
and conserve economically important species used for food.
Grade 9 Gain a deeper understanding of the digestive, respiratory, and circulatory systems to
promote overall health; gain familiarity with technologies that introduce desired traits in
economically important plants and animals; explain how new materials are formed
when atoms are rearranged; recognize that a variety of useful compounds may arise
from such rearrangements; identify volcanoes and distinguish between active and
inactive ones; explain how energy from volcanoes may be tapped for human use; gain
familiarity with climatic phenomena that occur on a global scale; explain why certain
constellations can be seen only at certain times of the year; predict the outcomes of
interactions among objects in real life applying the laws of conservation of energy and
momentum.
Grade 10 Realize that volcanoes and earthquakes occur in the same places in the world and that
they are related to plate boundaries; demonstrate ways to ensure safety and reduce
damage during earthquakes, tsunamis, and volcanic eruptions; explain the factors
affecting the balance and stability of an object to help them practice appropriate
positions and movements to achieve efficiency and safety such as in sports and
dancing; analyze situations in which energy is harnessed for human use whereby heat
is released, affecting the physical and biological components of the environment;
complete the study of the entire organism with their deeper study of the excretory and
reproductive systems explain in greater detail how genetic information is passed from

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Grade Standards
parents to offspring, and how diversity of species increases the probability of
adaptation and survival in changing environments; explain the importance of
controlling the conditions under which a chemical reaction occurs; recognize that cells
and tissues of the human body are made up of water, a few kinds of ions, and
biomolecules and that these biomolecules may also be found in the food they eat.

Professional Development Requirements and Programs

From the start of this year, the professional development program of the Department of Education
for teachers and school teachers will be fully integrated in terms of development, design, and
delivery, to include the Teacher Induction Program (for new teachers), career progression
programs, and special programs. All levels of governance will coordinate with the National
Educators Academy of the Philippines, the training arm of the Department, for alignment of
programs based on the standards and guidelines in the implementation of any professional
development activities for teachers and school leaders.
The main anchor of the program for teacher professional development will be the Philippine
Professional Standards for Teachers, which consists of 37 teaching areas, or strands, organized in
seven domains: (1) Content Knowledge and Pedagogy, (2) Learning Environment, (3) Diversity of
Learners, (4) Curriculum and Planning, (5) Assessment and Reporting, (6) Community Linkages
and Professional Engagement, and (7) Personal Growth and Professional Development.7
DepEd emphasizes that the quality of learning is greatly influenced by the quality of teaching.
Professional learning communities are important avenues for teachers to align their teaching with
new education trends and practices, update their knowledge with recent teaching approaches and
strategies, and revise traditional beliefs and assumptions to develop new mindsets for the profession.
Teachers’ continuing professional development is anchored on the framework of the School-Based
Management and further elaborated in School Improvement Plans. Knowledge and discussion
spaces are crucial for tackling teaching and learning issues and challenges that arise within and across
the frame of pedagogy. As such, Learning Action Cells (LAC) encourage teachers to engage in
collaborative learning opportunities in their respective schools and are headed by the school head or
a designated LAC Leader.8 These school-based communities foster positive, caring, and safe spaces.
The objectives of LACs are the improvement of the teaching-learning process, which will result
in improved learning outcomes; nurturing successful teachers; creating a support system for
teachers to continuously improve their content and pedagogical knowledge, practice, skills, and
attitudes; and providing a professional collaborative spirit among school heads, teachers, and the
school community. The agenda of LACs focuses on the diversity of learners and student inclusion;
content and pedagogy of the K to 12 Basic Education Program; assessment and reporting; 21st
century skills and the integration of Information and Communications Technology into
instruction and assessment; curriculum contextualization; and localization and indigenization.
In-Service Training (INSET) is a school-based seminar-workshop that focuses on the teaching
needs of teachers to enhance their knowledge and skills, teaching methodologies, classroom

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management, and professional growth and development for the improvement of learning
outcomes and creation of a student-centered environment. INSET is another venue to update
teachers’ knowledge and mastery and boost their teaching morale as they discuss important issues
within their contexts.

Monitoring Student Progress in Mathematics and Science

National assessment results are based on internal and external assessments used for different
education, governance, and planning purposes—specifically for planning, monitoring, and
evaluating mandates from the Department of Education. Data utilization is needed as a basis for
system-level assessment to generate decision making and policy recommendations.
The Department of Education emphasizes that data utilization and generation within the
agency is ultimately for the benefit of the Filipino learners. This belief is reflected in the different
functions across levels of governance to align results for planning and program delivery, utilize
data to provide appropriate technical assistance to schools, and prepare and adapt school-level
programs for the improvement of learning outcomes and teaching-learning delivery.
The following agencies operate within the Curriculum and Instruction strand, under the
Department of Education’s Central Office, which supports regional, school division, and school
field offices in employing national and system-level assessment results:
• The Bureau of Curriculum Development employs national and system-level assessment
results to deliver a basic education curriculum that contains clear content and learning
competencies in the different learning areas. Results of national assessments are used for
planning and development of the curriculum.
• The Bureau of Learning Delivery develops pedagogical approaches and strategies based
on the national assessment results to improve teaching quality and learning outcomes.
• The Bureau of Education Assessment is the assessment arm of the Department of
Education and facilitates the implementation of national and system-level assessments to
provide other curriculum and instruction bureaus with education and research-based
data to improve learning outcomes.
• The Bureau of Learning Resources designs learning resources and materials for the
learning needs of Filipino learners. National assessment results are employed for the
development of these learning materials.
• The National Educators Academy of the Philippines—the training arm of the
Department of Education—uses national assessment results for evaluation and design of
training programs, school-based management practices according to their
appropriateness with the Department’s mandates, alignment with recent education
practices and trends, and teacher hiring and qualifications for the improvement of
instructional and supervisory functions of educational managers.
• Related functional offices employ national assessment results for the wider education
spectrum in terms of educational planning; policy development and formulation;

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program and project development and evaluation; expenditure tracking, monitoring and
evaluation, pre-/in-service teacher assessment performance review and updating,
bureau/office performance evaluation, and research directives and undertaking.

Special Initiatives in Mathematics and Science Education

Special Science Elementary Schools (SSES) is an education intervention designed for children who
have keen interest and exceptional abilities in science and mathematics. The activities conducted
in SSES are as follows: investigatory projects and student research relative to the program; student
participation in development activities, such as leadership training workshops, seminars, and
conferences related to the program; professional training and development of teachers and school
heads including participation in program-related seminars, conferences, and workshops; purchase
of assessment materials and payment for services of psychologists and psychometricians in the
screening and identification of entrants; and minor repairs and maintenance of facilities and
devices, such as science model apparatuses, scientific tools, and equipment.9,10,11,12,13,14,15,16
The Science, Technology, and Engineering Program is designed to strengthen science and
mathematics education delivered through special science classes in selected public secondary
schools nationwide. The activities involved in this program are investigatory projects; student
research relative to the program, including payment for supplies, laboratory tests, rentals of
equipment, spaces, and transport; student participation in development activities, such as science
and mathematics competitions, training, workshops, and other related seminars and conferences;
professional training and development of science and mathematics teachers and school heads,
including participation in related seminars, conferences and workshops; and minor repairs and
maintenance of science laboratories and existing science equipment.
The National Science and Technology Fair (NSTF) aims to promote science and technology
awareness and a culture of innovation among the youth.17 The NSTF also aims to identify the most
creative and innovative student researchers from junior and senior high school who represent the
country in the international science research fairs.
The National Science Innovation Expo is designed to showcase products and innovation of
learners. It aims to crowd-source and display science and technology innovations and solutions to
everyday challenges. Furthermore, it aims at developing appropriate technologies—in particular,
by taking advantage of patent information to identify suitable solutions to technical problems.
Research competitions are conducted among junior and senior high school students from both
public and private schools. The first place winners in each of the categories at the regional level
represent the region at the NSTF competition as approved by the national Scientific Review
Committee. Competitions are clustered into three categories: Life Science; Physical Science; and
Robotics, Intelligent Machines, and Science Innovation Expo.
The Metrobank-Mathematics Teachers Association of the Philippines (MTAP)-DepEd Math
Challenge is conducted by the Metrobank Foundation and MTAP in cooperation with DepEd regional
and school division offices. The overall objective of the competition is to ensure maximum

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participation in improving quality of Mathematics Education in the Philippines. Specifically, the
challenge aims to awaken greater interest in Mathematics among elementary and junior high school
learners in the country; challenge them to strive for mathematical excellence; and reward mathematical
talent with awards and recognition so high achievers may serve as models for the youth.18
Republic Act No. 10612 aims to strengthen the country’s science and technology education by
fast-tracking graduates in science, mathematics, and engineering who will teach science and
mathematics in secondary schools throughout the country.

Junior Level Science Scholarships

Republic Act No. 7687, also known as the Science and Technology Scholarship Act of 1994, provides
scholarships to talented and deserving students whose families’ socioeconomic status does not
exceed the set cutoff values of certain indicators. Qualifiers must pursue priority fields of study in the
basic sciences, engineering, other applied sciences, and science and mathematics teaching.
The DOST-SEI Merit Scholarship Program, formerly known as the National Science
Development Board (NSDB) or National Science Technology Authority (NSTA) Scholarship
under Republic Act No. 2067, is awarded to students with high aptitude in science and
mathematics who are willing to pursue careers in science and technology.

Industry-Based Projects to Improve STEM Career Engagement

The Science, Technology, Engineering, and Mathematics (STEM) Leadership Alliance brings
industry and education leaders together to strengthen STEM education in the Philippines. With
the theme Creating and Nurturing Innovators for Nation-Building through STEM, a recent
Roundtable for Taking Action aimed to establish industry-education initiatives related to
innovation, strengthen linkages to develop a pipeline of future-ready innovators and workforce,
and enable participants to explore and agree on specific areas of collaboration. Representatives
from education and industry shared their insights on how technology-driven and human-centered
innovation and creativity contribute to inclusive national development and workforce readiness,
and how government, industry, and education can ensure value and impact.
STEM education for girls is a matter of community—of people working together in
empowering girls to start down the path of choosing STEM careers. By addressing the beginning
of the pipeline, the #STEMpower Our Girls project invests in a future where more young girls are
given opportunities to shape our world and achieve job stability in a tech-focused society.
The Department of Education is providing more opportunities for Filipino learners in far-
flung areas to access education through the provision of adequate education facilities, teaching and
nonteaching personnel, and learning resources. To address gaps in education, the Department
of Education is prioritizing the development of the Last Mile School Project for the 2020–2021
school year.19

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References

1
Department of Education. (2020). Sulong EduKalidad. NEDA Technical Board Meeting.
2
Department of Education, Department of Science and Technology Science Education Institute, University of
the Philippines College of Education, and National Institute for Science and Mathematics Education
Development. (2007). Trends in International Mathematics and Science Study (TIMSS) 2003 Philippine reports.
3
DepEd Order No. 55, s. 2016 - Policy guidelines on the national assessment of student learning for the K to 12
Basic Education Program. Retrieved from https://www.deped.gov.ph/2016/06/30/do-55-s-2016-policy-
guidelines-on-the-national-assessment-of-student-learning-for-the-k-to-12-basic-education-program
4
DepEd Order No. 29, s. 2017 - Policy Guidelines on system assessment in the K to 12 Basic Education Program.
Retrieved from https://www.deped.gov.ph/2017/06/05/do-29-s-2017-policy-guidelines-on-system-assessment-
in-the-k-to-12-basic-education-program/
5
Department of Education. (2016). K to 12 curriculum guide mathematics (Grade 1 to Grade 10). Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2019/01/Math-CG_with-tagged-math-equipment.pdf
6
Department of Education. (2016). K to 12 curriculum guide science (Grade 3 to Grade 10). Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf
7
DepEd Order 011, s. 2019 - Implementation of the NEAP transformation. Retrieved from
https://www.deped.gov.ph/2019/05/30/may-30-2019-do-011-s-2019-implementation-of-the-neap-
transformation/
8
DepEd Order 35, s. 2016 - The LEARNING ACTION CELL as a K to 12 Basic Education Program School-Based
Continuing Professional Development Strategy for the Improvement of Teaching and Learning. Retrieved from
https://www.deped.gov.ph/2016/06/07/do-35-s-2016-the-learning-action-cell-as-a-k-to-12-basic-education-
program-school-based-continuing-professional-development-strategy-for-the-improvement-of-teaching-and-
learning/
9
DECS Order No. 69, s. 1993 - Science High Schools. Retrieved from https://www.deped.gov.ph/wp-
content/uploads/2018/10/DO_s1993_69-1.pdf
10
DECS Order No. 37, s. 1998 - The Establishment of the Pilot Provincial Science and Technology High Schools.
Retrieved from https://www.deped.gov.ph/1998/04/15/do-37-s-1998-the-establisment-of-pilot-provincial-
science-and-technology-high-schools/
11
DepEd Order No. 41, s. 2004 - Revised Curriculum of the 110 S & T Oriented (ESEP) High Schools. Retrieved
from https://www.deped.gov.ph/2004/06/15/do-41-s-2004-revised-curriculum-of-the-110-s-t-oriented-esep-
high-school/
12
DepEd Order No. 41, s. 2004 - Revised Curriculum of the 110 S & T Oriented (ESEP) High Schools. Retrieved
from https://www.deped.gov.ph/2004/06/15/do-41-s-2004-revised-curriculum-of-the-110-s-t-oriented-esep-
high-school/
13
DepEd Order No. 40, s. 2010 - Expansion of S & T (ESEP) High Schools Effective SY 2010-2011. Retrieved from
https://www.deped.gov.ph/2010/04/29/do-40-s-2010-expansion-of-s-t-oriented-esep-high-schools-effective-
school-year-2010-2011/
14
DepEd Order No. 55, s. 2010 - Policies and Guidelines on Strengthening Science and Mathematics Education at
the Secondary Level. Retrieved from https://www.deped.gov.ph/2010/05/17/do-55-s-2010-policies-and-
guidelines-on-strengthening-science-and-matematics-education-at-the-secondary-level/

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15
DepEd Order No. 57, s. 2011 - Policy Guidelines in the Implementation of Special Curricular Programs at the
Secondary Level. Retrieved from https://www.deped.gov.ph/2011/07/20/do-57-s-2011-policy-guidelines-in-the-
implementation-of-the-special-science-elementary-schools-sses-project/
16
DepEd Order No. 15, s. 2014 - FY 2014 Guidelines on the Utilization of Financial Assistance to Schools
Implementing Special Curricular Programs. Retrieved from https://www.deped.gov.ph/2014/03/14/do-15-s-
2014-fy-2014-guidelines-on-the-utilization-of-financial-assistance-to-schools-implementing-special-curricular-
programs/
17
DepEd Memo No. 113, s. 2019 - National Science and Technology Fair for School Year 2019-2020. Retrieved
from https://www.deped.gov.ph/2019/09/05/september-5-2019-dm-113-s-2019-national-science-and-
technology-fair-for-school-year-2019-2020/
18
DepEd Memo No. 144, s. 2019 - 2020 Metrobank-MTAP-DepEd Math Challenge. Retrieved from
https://www.deped.gov.ph/2019/10/18/october-18-2019-dm-144-s-2019-2020-metrobank-mtap-deped-math-
challenge/
19
DepEd Memorandum No. 059, s. 2019 - Prioritizing the Development of the Last Mile Schools in 2020- 2021:
Reading Out and Closing the Gap. Retrieved from https://www.deped.gov.ph/2019/05/22/may-22-2019-dm-
059-s-2019-prioritizing-the-development-of-the-last-mile-schools-in-2020-2021-reaching-out-and-closing-the-
gap/

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