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The philippine educational system

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Ryan Michael Oducado
Ryan Michael Oducado

This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.

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The Philippine Education System Ryan Michael F. Oducado PhD in Education (Psychology and Guidance) ODUCADO © 2015 Then and Now CDV 610: Comparative Education Graduate School
Objectives After the discussion, we will be able to: 1. Trace the history of Philippine Education System and identify, describe, and critique the significant changes implemented during each period; 2. Differentiate the roles, responsibilities and accountabilities of each section of education structure; 3. Discuss the different curriculum models in the Philippines; 4. Compare the 2002 BEC and the K to 12 Curriculum. Oducado. (c) 2015
Pre-Colonial Period The existence of alibata is one of the evidences of civilization. Oducado. (c) 2015
Pre-Colonial Period • Writing implements included barks of trees and sharpened pieces of iron, palm leaves, and bamboo nodes. • Schools existed where children are taught reading, writing, religion and incantation and self-defense. • Most schools offered learning the Sanskrit and arithmetic. • Instruction was also done at home where parents and other elders in the household taught children obedience to elders, and loyalty to tribal laws and traditions. Oducado. (c) 2015
Spanish Period • The alibata was replaced by Romanized script. • Castilian language was mandated as the medium of instruction. • Education was put under the control of religious orders, the friars. “Brutalized the masses” that led to the establishment of Frailocracy Oducado. (c) 2015
Spanish Period • Schools opened separately. • The objectives of opening schools were to popularize education and to train “religious, obedient, and instructed teachers”. • Courses included Christian doctrine, morality, and history, reading and writing in Spanish, arithmetic, and practical agriculture, rules of courtesy, and Spanish history. Oducado. (c) 2015
Spanish Period • Girls in the elementary level had special courses on sewing, mending, and cutting and those in high school had instrumental music (piano), painting, and sketching, sewing and embroidery, and domestic science. • UST was the only institution of higher learning offering courses such as medicine, pharmacy, midwifery and law. Oducado. (c) 2015
Spanish Period • Problems that persisted that time  Lack of equipments  Students were often absent  Corporal punishment were also given • During the brief period after the success of the Philippine revolutionaries against Spain, the leaders of the Republic tried to infuse nationalism in the education system. • The Malolos constitution stipulated Tagalog was the national language but Spanish still dominated the curriculum. Oducado. (c) 2015
American Period Oducado. (c) 2015 • Thomasites heralding the institution of English as the new medium of instruction. • Public school system was instituted making it obligatory for all children. • Education was given for free. • English and Mathematics dominated the curriculum and the teaching of religion was prohibited.
American Period Oducado. (c) 2015 • In high school, Latin and Spanish classics were replaced by the study of the English language and Anglo-American Literature. • Required courses included:  General science  Alegbra  Geometry  Physics  US history and government • The UP curriculum was patterned after some American universities.
Japanese Period Oducado. (c) 2015 • Basic policy: Greater East Asia Co-Prosperity Sphere • The military administration outlined the basic principles of education in the Philippines. Some of these included:  Cut dependence on Western nations  Foster a new Filipino culture  Spread the Japanese language and end use of English  Focus of basic education and promote vocational education  Inspire people with love of labor • Social sciences and literature were de-emphasized while vocational education and service to the country were given focus.
Japanese Period Oducado. (c) 2015 • The use of Tagalog was encouraged, especially in literature. • Jose P. Laurel Administration  Created the National Education Board to look into curriculum changes and develop a more relevant education program  Advocated for the use of the national language and the teaching of Asian history and culture.  Mandated that only Filipinos should teach Filipino history.
Governing Bodies Oducado. (c) 2015 • Prior to 1990 when the Congressional Commission on Education (EDCOM) was organized, the Philippine education system was highly centralized. The EDCOM was tasked to investigate the problems of the Philippine education and implement the provisions of the 1987 constitution. • All programs, personnel and financing from the elementary to the tertiary level were under the supervision of the Department of Education.
Governing Bodies Oducado. (c) 2015 • In 1972, the department was renamed Department of Education and Culture through Proc. 1081. • Education Act of 1982 created Ministry of Education, Culture and Sports (later renamed Department of Education, Culture and Sports [DECS]). • The EDCOM lead to the creation of:
At a glance Oducado. (c) 2015
Curricular Programs Oducado. (c) 2015 Early Childhood Education Formal Basic Education Vocation-Technical Education Tertiary or Higher Education ALS High school Elementary Graduate Programs College Basic Literacy Program A&E Program IP Education Program Two General Categories 1. Public 2. Private
Early Childhood Care and Development Oducado. (c) 2015 • Republic Act 8980 promulgated a comprehensive policy and a national system for ECCD Act. • The ECCD system includes health, nutrition, early education and social services programs that should provide for the basic holistic needs of young children from 0 to 6 years old. • One of the programs to be institutionalized is the Day Care Service.
Early Childhood Care and Development Oducado. (c) 2015 • Objectives:  To achieve improved infant and children survival rates  To enhance the physical, social, cognitive, psychological, spiritual and language development of young children  To enhance the role of parents and other caregivers as the primary caregivers and educators of their children • The ECCD curriculum has the following basic policies:  It shall provide the delivery of complementary and integrative services for health care, nutrition, early childhood education, sanitation and cultural activities.  It shall use the child’s first language as the medium of instruction.
Early Childhood Care and Development Oducado. (c) 2015 • Objectives:  To achieve improved infant and children survival rates  To enhance the physical, social, cognitive, psychological, spiritual and language development of young children  To enhance the role of parents and other caregivers as the primary caregivers and educators of their children • The ECCD curriculum has the following basic policies:  It shall provide the delivery of complementary and integrative services for health care, nutrition, early childhood education, sanitation and cultural activities.  It shall use the child’s first language as the medium of instruction.
Basic Education Oducado. (c) 2015 • DECS now Department of Education (DepEd) • EDCOM recommended to “decongest” the DECS. • The sports functions, programs and activities were transferred to the Philippines Sports Commission (PSC). • Functions related to culture were assumed by the National Commission for Culture and the Arts(NCCA). • Republic Act 9155 “Governance of the Basic Education Act of 2001” spells out the framework of basic education and renames the institution as Department of Education. States that quality basic education is the right of all citizens and therefore should be accessible to all “by providing all Filipino children free and compulsory education. It also underscores the inclusion of ALS for out-of-school youth and adult learners.
Basic Education Oducado. (c) 2015 • Despite the legal provisions, reports on students’ performance on the basic subjects as Math, Science and English has not been anything but dismal. • Experts point out that one reason for this problem is the overload curriculum and the short duration cycle. • DepEd implemented the Revised Basic Education Curriculum (RBEC) to decongest the curriculum and give more time to English, Math and Science.
Basic Education Oducado. (c) 2015 • DepEd prepared the The Education National Development Plan for Children (ENDP), 2000-2025 Aims to provide the focus for setting local as well as national priorities in education. Considered key goals set forth at the Jontien Conference in 1990 to attain the goal of Education for All (EFA).
Alternative Learning System Oducado. (c) 2015 • ALS is the component that bridges the gap between Formal Basic Education and Vocational-Technical Education. • Designed to be a parallel learning system that provides a viable alternative to the existing nonformal and informal sources of knowledge and skills. • Executive Order 356 was released renaming the Bureau of Nonformal Education to Bureau of Alternative Learning System
Alternative Learning System Oducado. (c) 2015 • This system has three (3) major nonformal programs: 1. Basic Literacy Programs: community based program for non- literates 2. Accreditation and Equivalency Program: certification of learning for out-of-school youths and adults, 15 years old and above, who are unable to avail of the formal school system, or who have dropped out of formal elementary and secondary education, therefore have not completed ten years of basic education. 3. Indigenous People (IP) Education Program: a program that aims to develop an IP culture-sensitive core curriculum, learning materials and assessment tools and instruments.
Vocational-Technical Education Oducado. (c) 2015 • Polytechnic Education System/Voc-Tech education is under the supervision of TESDA. • TESDA was created through Republic Act 7796 in 1994. • Envisioned to offer non-degree programs that will prepare middle-level personnel and para- professionals for national industries.
Vocational-Technical Education Oducado. (c) 2015 • Two important components of TESDA-recognized programs are the following: 1. Apprenticeship: training within employment with compulsory instruction. 2. Dual System Training: delivery system of quality technical and vocational education which requires training carried out alternately in two venues. The school provided theoretical foundation and basic training. Production plant develops skills and proficiency in actual working conditions.
Tertiary and Higher Education Oducado. (c) 2015 • Includes all post secondary courses ranging from one-or two-year course to the four-year degree and professional programs, including graduate education offered by colleges and universities. • Mission statement: Higher education shall be geared toward the pursuit of better quality of life for all Filipinos by emphasizing the acquisition of knowledge and formation of those skills necessary to make the individual a productive member of society. It shall accelerate the development of high level professionals who will search for new knowledge, provide leadership in various disciplines required by a dynamic and self-sustaining economy. Higher education shall likewise be used to harness the productive capacity of the country’s human resource base towards international competitiveness.
Tertiary and Higher Education Oducado. (c) 2015 • Public Higher Education Institutions (HEIs) are classified by CHED as follows: 1. State Universities and Colleges (SUCs): chartered public higher education institutions established by law, administered and financially subsidized by the government; a few have fiscal autonomy while other don’t. 2. Local Universities and Colleges (LUCs): established by the local government through resolutions or ordinance; financially supported by the LGU concerned. 3. CHED Supervised Higher Education Institutions (CSIs): non- chartered government post-secondary education institutions established by law, administered, supervised and financially supported by the government.
Tertiary and Higher Education Oducado. (c) 2015 • Private higher education institutions are established under the Corporation Code and are governed by the special laws and general provisions of this Code. 1. Non-sectarian institutions are duly incorporated, owned and operated by private entities that are not affiliated with any religious organization. 2. Sectarian institutions are usually non-stock, non-profit but duly incorporated, owned and operated by a religious organization. • CHED requires offering of subjects that cover the General Education Program. T The minimum requirements for the mandatory general education curriculum (GEC) leading to initial bachelor’s degree covering four (4) curriculum years shall be sixty-three (63) units.
The Philippine Basic Education Curriculum  1984 – 2002: National Elementary School Curriculum  1991 – 2002: New Secondary Education Curriculum  2002: Revised Basic Education Curriculum  2010: Secondary Education Curriculum UbD  2012: present: K to 12 Enhanced Basic Education Curriculum
Oducado. (c) 2015
Oducado. (c) 2015 The Imperative for K to 12 • Streamline the curriculum to improve mastery of basic competencies • •Ensure seamlessness of primary, secondary, and post- secondary competencies • •Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math) and medium of instruction • •Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning
Oducado. (c) 2015 K to 12 and Further Education THE PHL QUALIFICATIONS FRAMEWORK
Oducado. (c) 2015 Phased Introduction of Enhanced Curriculum in Public Schools
Oducado. (c) 2015 The K to 12 Curriculum Model
Oducado. (c) 2015 Salient features of the K to 12 • It focuses on the holistic development of the learner. • It is outcome-based as it prepares learners for: Higher education  Middle level skills  Employment and  Entrepreneurship • It is anchored on the principles of:  Inclusive education  Learners’ growth and development  Teaching and learning and  Assessment
Oducado. (c) 2015 Key Features of the K to 12
Oducado. (c) 2015 Comparison of 2002 BEC & K to 12 Education Structure
Oducado. (c) 2015 Comparison of the Curriculum of the Old education and K to 12 Education
Oducado. (c) 2015 2002 BEC K-12 Learning Areas 5 Learning Areas: MAKABAYAN (AP, TLE, MAPEH, EsP), Math, Science, English, Filipino AP, TLE, MAPEH, EsP, Math, Science, English, Filipino Pedagogical Approaches Integrative, and interactive teaching-learning approaches Reflective, collaborative, constructivist, inquiry-based Grading System Numerical using the cumulative method Levels of Proficiency: Beginning – 74% & below Developing -75-79% Approaching Proficiency- 80-84% Proficient- 85-89% Advanced- 90% & above Promotion and Retention Promotions shall be by subject and by number of units. A student who fails in 3 units or less is promoted to the next curriculum level. On the other hand, a student who fails in more than three units is retained in the year level Promotion and retention shall be by subject. Students whose proficiency level is Beginning(B) at the end of the quarter or grading period shall be required to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period. If by the end of the year, the students are still at the beginning (B) level, then they shall be required to take summer classes. Over all Goal Empower Filipino learners for lifelong learning Functionally-literate and holistically developed Filipinos
Oducado. (c) 2015 2002 BEC and K to 12 Education
Oducado. (c) 2015
References Oducado. (c) 2015 De Villa, M. T. (2006). EDUC 101 Philippine education system. UP Open University Andaya, J. The k to 12 enhanced education program. Barnachea, A. A. Philippines public school curriculum.

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The philippine educational system

  • 1. The Philippine Education System Ryan Michael F. Oducado PhD in Education (Psychology and Guidance) ODUCADO © 2015 Then and Now CDV 610: Comparative Education Graduate School
  • 2. Objectives After the discussion, we will be able to: 1. Trace the history of Philippine Education System and identify, describe, and critique the significant changes implemented during each period; 2. Differentiate the roles, responsibilities and accountabilities of each section of education structure; 3. Discuss the different curriculum models in the Philippines; 4. Compare the 2002 BEC and the K to 12 Curriculum. Oducado. (c) 2015
  • 3. Pre-Colonial Period The existence of alibata is one of the evidences of civilization. Oducado. (c) 2015
  • 4. Pre-Colonial Period • Writing implements included barks of trees and sharpened pieces of iron, palm leaves, and bamboo nodes. • Schools existed where children are taught reading, writing, religion and incantation and self-defense. • Most schools offered learning the Sanskrit and arithmetic. • Instruction was also done at home where parents and other elders in the household taught children obedience to elders, and loyalty to tribal laws and traditions. Oducado. (c) 2015
  • 5. Spanish Period • The alibata was replaced by Romanized script. • Castilian language was mandated as the medium of instruction. • Education was put under the control of religious orders, the friars. “Brutalized the masses” that led to the establishment of Frailocracy Oducado. (c) 2015
  • 6. Spanish Period • Schools opened separately. • The objectives of opening schools were to popularize education and to train “religious, obedient, and instructed teachers”. • Courses included Christian doctrine, morality, and history, reading and writing in Spanish, arithmetic, and practical agriculture, rules of courtesy, and Spanish history. Oducado. (c) 2015
  • 7. Spanish Period • Girls in the elementary level had special courses on sewing, mending, and cutting and those in high school had instrumental music (piano), painting, and sketching, sewing and embroidery, and domestic science. • UST was the only institution of higher learning offering courses such as medicine, pharmacy, midwifery and law. Oducado. (c) 2015
  • 8. Spanish Period • Problems that persisted that time  Lack of equipments  Students were often absent  Corporal punishment were also given • During the brief period after the success of the Philippine revolutionaries against Spain, the leaders of the Republic tried to infuse nationalism in the education system. • The Malolos constitution stipulated Tagalog was the national language but Spanish still dominated the curriculum. Oducado. (c) 2015
  • 9. American Period Oducado. (c) 2015 • Thomasites heralding the institution of English as the new medium of instruction. • Public school system was instituted making it obligatory for all children. • Education was given for free. • English and Mathematics dominated the curriculum and the teaching of religion was prohibited.
  • 10. American Period Oducado. (c) 2015 • In high school, Latin and Spanish classics were replaced by the study of the English language and Anglo-American Literature. • Required courses included:  General science  Alegbra  Geometry  Physics  US history and government • The UP curriculum was patterned after some American universities.
  • 11. Japanese Period Oducado. (c) 2015 • Basic policy: Greater East Asia Co-Prosperity Sphere • The military administration outlined the basic principles of education in the Philippines. Some of these included:  Cut dependence on Western nations  Foster a new Filipino culture  Spread the Japanese language and end use of English  Focus of basic education and promote vocational education  Inspire people with love of labor • Social sciences and literature were de-emphasized while vocational education and service to the country were given focus.
  • 12. Japanese Period Oducado. (c) 2015 • The use of Tagalog was encouraged, especially in literature. • Jose P. Laurel Administration  Created the National Education Board to look into curriculum changes and develop a more relevant education program  Advocated for the use of the national language and the teaching of Asian history and culture.  Mandated that only Filipinos should teach Filipino history.
  • 13. Governing Bodies Oducado. (c) 2015 • Prior to 1990 when the Congressional Commission on Education (EDCOM) was organized, the Philippine education system was highly centralized. The EDCOM was tasked to investigate the problems of the Philippine education and implement the provisions of the 1987 constitution. • All programs, personnel and financing from the elementary to the tertiary level were under the supervision of the Department of Education.
  • 14. Governing Bodies Oducado. (c) 2015 • In 1972, the department was renamed Department of Education and Culture through Proc. 1081. • Education Act of 1982 created Ministry of Education, Culture and Sports (later renamed Department of Education, Culture and Sports [DECS]). • The EDCOM lead to the creation of:
  • 16. Curricular Programs Oducado. (c) 2015 Early Childhood Education Formal Basic Education Vocation-Technical Education Tertiary or Higher Education ALS High school Elementary Graduate Programs College Basic Literacy Program A&E Program IP Education Program Two General Categories 1. Public 2. Private
  • 17. Early Childhood Care and Development Oducado. (c) 2015 • Republic Act 8980 promulgated a comprehensive policy and a national system for ECCD Act. • The ECCD system includes health, nutrition, early education and social services programs that should provide for the basic holistic needs of young children from 0 to 6 years old. • One of the programs to be institutionalized is the Day Care Service.
  • 18. Early Childhood Care and Development Oducado. (c) 2015 • Objectives:  To achieve improved infant and children survival rates  To enhance the physical, social, cognitive, psychological, spiritual and language development of young children  To enhance the role of parents and other caregivers as the primary caregivers and educators of their children • The ECCD curriculum has the following basic policies:  It shall provide the delivery of complementary and integrative services for health care, nutrition, early childhood education, sanitation and cultural activities.  It shall use the child’s first language as the medium of instruction.
  • 19. Early Childhood Care and Development Oducado. (c) 2015 • Objectives:  To achieve improved infant and children survival rates  To enhance the physical, social, cognitive, psychological, spiritual and language development of young children  To enhance the role of parents and other caregivers as the primary caregivers and educators of their children • The ECCD curriculum has the following basic policies:  It shall provide the delivery of complementary and integrative services for health care, nutrition, early childhood education, sanitation and cultural activities.  It shall use the child’s first language as the medium of instruction.
  • 20. Basic Education Oducado. (c) 2015 • DECS now Department of Education (DepEd) • EDCOM recommended to “decongest” the DECS. • The sports functions, programs and activities were transferred to the Philippines Sports Commission (PSC). • Functions related to culture were assumed by the National Commission for Culture and the Arts(NCCA). • Republic Act 9155 “Governance of the Basic Education Act of 2001” spells out the framework of basic education and renames the institution as Department of Education. States that quality basic education is the right of all citizens and therefore should be accessible to all “by providing all Filipino children free and compulsory education. It also underscores the inclusion of ALS for out-of-school youth and adult learners.
  • 21. Basic Education Oducado. (c) 2015 • Despite the legal provisions, reports on students’ performance on the basic subjects as Math, Science and English has not been anything but dismal. • Experts point out that one reason for this problem is the overload curriculum and the short duration cycle. • DepEd implemented the Revised Basic Education Curriculum (RBEC) to decongest the curriculum and give more time to English, Math and Science.
  • 22. Basic Education Oducado. (c) 2015 • DepEd prepared the The Education National Development Plan for Children (ENDP), 2000-2025 Aims to provide the focus for setting local as well as national priorities in education. Considered key goals set forth at the Jontien Conference in 1990 to attain the goal of Education for All (EFA).
  • 23. Alternative Learning System Oducado. (c) 2015 • ALS is the component that bridges the gap between Formal Basic Education and Vocational-Technical Education. • Designed to be a parallel learning system that provides a viable alternative to the existing nonformal and informal sources of knowledge and skills. • Executive Order 356 was released renaming the Bureau of Nonformal Education to Bureau of Alternative Learning System
  • 24. Alternative Learning System Oducado. (c) 2015 • This system has three (3) major nonformal programs: 1. Basic Literacy Programs: community based program for non- literates 2. Accreditation and Equivalency Program: certification of learning for out-of-school youths and adults, 15 years old and above, who are unable to avail of the formal school system, or who have dropped out of formal elementary and secondary education, therefore have not completed ten years of basic education. 3. Indigenous People (IP) Education Program: a program that aims to develop an IP culture-sensitive core curriculum, learning materials and assessment tools and instruments.
  • 25. Vocational-Technical Education Oducado. (c) 2015 • Polytechnic Education System/Voc-Tech education is under the supervision of TESDA. • TESDA was created through Republic Act 7796 in 1994. • Envisioned to offer non-degree programs that will prepare middle-level personnel and para- professionals for national industries.
  • 26. Vocational-Technical Education Oducado. (c) 2015 • Two important components of TESDA-recognized programs are the following: 1. Apprenticeship: training within employment with compulsory instruction. 2. Dual System Training: delivery system of quality technical and vocational education which requires training carried out alternately in two venues. The school provided theoretical foundation and basic training. Production plant develops skills and proficiency in actual working conditions.
  • 27. Tertiary and Higher Education Oducado. (c) 2015 • Includes all post secondary courses ranging from one-or two-year course to the four-year degree and professional programs, including graduate education offered by colleges and universities. • Mission statement: Higher education shall be geared toward the pursuit of better quality of life for all Filipinos by emphasizing the acquisition of knowledge and formation of those skills necessary to make the individual a productive member of society. It shall accelerate the development of high level professionals who will search for new knowledge, provide leadership in various disciplines required by a dynamic and self-sustaining economy. Higher education shall likewise be used to harness the productive capacity of the country’s human resource base towards international competitiveness.
  • 28. Tertiary and Higher Education Oducado. (c) 2015 • Public Higher Education Institutions (HEIs) are classified by CHED as follows: 1. State Universities and Colleges (SUCs): chartered public higher education institutions established by law, administered and financially subsidized by the government; a few have fiscal autonomy while other don’t. 2. Local Universities and Colleges (LUCs): established by the local government through resolutions or ordinance; financially supported by the LGU concerned. 3. CHED Supervised Higher Education Institutions (CSIs): non- chartered government post-secondary education institutions established by law, administered, supervised and financially supported by the government.
  • 29. Tertiary and Higher Education Oducado. (c) 2015 • Private higher education institutions are established under the Corporation Code and are governed by the special laws and general provisions of this Code. 1. Non-sectarian institutions are duly incorporated, owned and operated by private entities that are not affiliated with any religious organization. 2. Sectarian institutions are usually non-stock, non-profit but duly incorporated, owned and operated by a religious organization. • CHED requires offering of subjects that cover the General Education Program. T The minimum requirements for the mandatory general education curriculum (GEC) leading to initial bachelor’s degree covering four (4) curriculum years shall be sixty-three (63) units.
  • 30. The Philippine Basic Education Curriculum  1984 – 2002: National Elementary School Curriculum  1991 – 2002: New Secondary Education Curriculum  2002: Revised Basic Education Curriculum  2010: Secondary Education Curriculum UbD  2012: present: K to 12 Enhanced Basic Education Curriculum
  • 32. Oducado. (c) 2015 The Imperative for K to 12 • Streamline the curriculum to improve mastery of basic competencies • •Ensure seamlessness of primary, secondary, and post- secondary competencies • •Improve teaching through the use of enhanced pedagogies (e.g. spiral progression in Science & Math) and medium of instruction • •Expand job opportunities (by reducing jobs-skills mismatch) and provide better preparation for higher learning
  • 33. Oducado. (c) 2015 K to 12 and Further Education THE PHL QUALIFICATIONS FRAMEWORK
  • 34. Oducado. (c) 2015 Phased Introduction of Enhanced Curriculum in Public Schools
  • 35. Oducado. (c) 2015 The K to 12 Curriculum Model
  • 36. Oducado. (c) 2015 Salient features of the K to 12 • It focuses on the holistic development of the learner. • It is outcome-based as it prepares learners for: Higher education  Middle level skills  Employment and  Entrepreneurship • It is anchored on the principles of:  Inclusive education  Learners’ growth and development  Teaching and learning and  Assessment
  • 37. Oducado. (c) 2015 Key Features of the K to 12
  • 38. Oducado. (c) 2015 Comparison of 2002 BEC & K to 12 Education Structure
  • 39. Oducado. (c) 2015 Comparison of the Curriculum of the Old education and K to 12 Education
  • 40. Oducado. (c) 2015 2002 BEC K-12 Learning Areas 5 Learning Areas: MAKABAYAN (AP, TLE, MAPEH, EsP), Math, Science, English, Filipino AP, TLE, MAPEH, EsP, Math, Science, English, Filipino Pedagogical Approaches Integrative, and interactive teaching-learning approaches Reflective, collaborative, constructivist, inquiry-based Grading System Numerical using the cumulative method Levels of Proficiency: Beginning – 74% & below Developing -75-79% Approaching Proficiency- 80-84% Proficient- 85-89% Advanced- 90% & above Promotion and Retention Promotions shall be by subject and by number of units. A student who fails in 3 units or less is promoted to the next curriculum level. On the other hand, a student who fails in more than three units is retained in the year level Promotion and retention shall be by subject. Students whose proficiency level is Beginning(B) at the end of the quarter or grading period shall be required to undergo remediation after class hours so that they can immediately catch up as they move to the next grading period. If by the end of the year, the students are still at the beginning (B) level, then they shall be required to take summer classes. Over all Goal Empower Filipino learners for lifelong learning Functionally-literate and holistically developed Filipinos
  • 41. Oducado. (c) 2015 2002 BEC and K to 12 Education
  • 43. References Oducado. (c) 2015 De Villa, M. T. (2006). EDUC 101 Philippine education system. UP Open University Andaya, J. The k to 12 enhanced education program. Barnachea, A. A. Philippines public school curriculum.

Editor's Notes

  1. There was a shift in the focus of education.
  2. There was a shift in the focus of education.
  3. There was a shift in the focus of education.
  4. There was a shift in the focus of education.
  5. There was a shift in the focus of education.
  6. Japanese officials set out to “remold” the Filipino
  7. Japanese officials set out to “remold” the Filipino
  8. Japanese officials set out to “remold” the Filipino
  9. Japanese officials set out to “remold” the Filipino
  10. Japanese officials set out to “remold” the Filipino
  11. Japanese officials set out to “remold” the Filipino
  12. Japanese officials set out to “remold” the Filipino
  13. Japanese officials set out to “remold” the Filipino
  14. Japanese officials set out to “remold” the Filipino
  15. Japanese officials set out to “remold” the Filipino
  16. Japanese officials set out to “remold” the Filipino
  17. Japanese officials set out to “remold” the Filipino
  18. Japanese officials set out to “remold” the Filipino
  19. Japanese officials set out to “remold” the Filipino
  20. Republic Act 7722 called “Higher Education Act of 1994”
  21. Makabayan Curriculum