Readiness of Teacher Education Institutions in the Philippines for the

Implementation of the MTB-MLE Program in Elementary Schools

Mary Sylvette T. Gunigundo, Ph.D. Specialist, Research Studies Unit

SEAMEO INNOTECH

4th International Conference on Language and Education:

Multilingual Education for ALL in Asia and the Pacific – Policies, Practices and Processes

6-8 November, 2013, Imperial Queen’s Park Hotel, Bangkok, Thailand

Outline of Presentation

• Governance of the Educational System in the Philippines • Recent Educational Reforms in the Philippines • Higher Education Statistics • Readiness Framework • Initial Findings on Readiness Survey • Recommendations

Governance of Educational System in the Philippines

Trifocalization of the Education Sector (1994)

Department of Education (DepEd)

Commission on Higher Education

(CHED)

Technical Education and Skills

Development Authority (TESDA)

Basic Education

Tertiary and Graduate Education

Technical-Vocational and Middle Level Education

Educational System in the Philippines

Basic Education Tertiary & Graduate Education Technical Vocational Education

Department of Education (DepEd)

Commission on Higher Education

(CHED)

Technical Education and Skills Development Authority (TESDA)

Public Institutions Private Institutions

State Universities and Colleges (SUCs)

Local Universities and Colleges (LUCs)

Autonomous Deregulated Regulated

Policies, Standards, and Guidelines (PSGs) (Minimum Requirements) - Developed by CHED Appointed Technical Panel (per degree program) -

Recent Educational Reforms in the Philippines Basic Education

Source: Adapted from The K to 12 Basic Education Program (http://www.deped.gov.ph)

Universalization of Kindergarten

(2012) MTB MLE (2009)

Additional 2 years of high school

(2016)

Basic Education: K to 12 Education Program

K to 12 Implementation or Roll-Out Plan Source: The K to 12 Basic Education Program (http://www.deped.gov.ph)

Recent Educational Reforms in the Philippines Tertiary Education (Teacher Education)

Teacher Education Curriculum Reforms CHED Memo Order (CMO) Curriculum (Professional Education) Professional Education Faculty

CMO No. 11, series of 1999 (Revised Policies and Standards for Teacher Education) •Bachelor of Elementary Education (BEEd) – 149 units •Bachelor of Secondary Education (BSEd) – 152 units

• BEEd & BSED - 57 units • Licensed professional teachers • With Master’s Degree to teach their

major field and/or allied subjects for undergraduate

• 3 years of very satisfactory teaching experience in either the elementary, secondary or tertiary level

CMO No. 30, series of 2004 (Revised Policies and Standards for Undergraduate Teacher Education Curriculum) •BEEd (Generalists, Special Education, Pre-School Education) – 174 units •BSEd – 174 units

• BEEd – 54 units Theory/Concept Courses – 12 Methods/Strategies Courses – 27 Field Study Courses – 12 Special Topics Courses – 3 • BSEd – 51 units

• Adopts CMO 11, s. 1999

CMO 11, s. 1999

Master of Arts in Education major in MTB MLE

• Started in SY 2012-2013 • Being offered by the Department of Linguistics, Bilingual Education and

Literature, College of Languages, Linguistics and Literature, Philippine Normal University

• Objectives: • To equip the teacher with:

• Knowledge of theories and principles in MLE • Sufficient repertoire of methods and techniques in teaching language from the MLE classroom • Various means of adapting and developing materials for MLE • Techniques for designing and implementing MLE lessons • The capability to do classroom research in the MLE classroom • Varied means of assessing learning in the MLE classroom

• Applicants: • AB/BS English/History Degree Holder or BSE/BSESE major in English/Filipino/Reading

graduate with GPA of 2.0/85% or better

REGION PUBLIC Private Total SUCs LUCs Others Total

Main Satellite Campuses Sub Total

I 6 21 27 4 - 31 83 114 II 5 18 23 1 - 24 49 73 III 12 37 49 11 1 61 165 226 IVA 5 55 60 13 1 74 229 303 IVB 6 42 48 1 - 49 41 90 V 8 24 32 16 - 48 106 154 VI 11 53 64 9 1 74 77 151 VII 5 24 29 10 - 39 123 162 VIII 10 28 38 3 - 41 54 95 IX 6 46 52 - - 52 54 106 X 6 33 39 6 - 45 67 112 XI 4 8 12 4 - 16 84 100 XII 4 11 15 - - 15 77 92 NCR 8 9 17 16 3 36 302 338 CAR 6 14 20 - 1 21 36 57 ARMM 4 4 8 - 7 15 51 66 CARAGA 4 10 14 1 - 15 45 60 TOTAL 110 437 547 95 14 656 1, 643 2,299

Distribution of Higher Education Institutions by Region and Sector (As of April 29, 2013, Source: www.ched.gov.ph)

Higher Education Enrollment by Discipline and Academic Year 2012/13 2013/14 2014/15 2015/16 Agricultural, Forestry, Fisheries and Vet Med. 61,901 62,338 62,106 62,151 Architectural and Town Planning 22,711 23,195 23,753 24,273 Business Administration and Related 857,562 902,884 946,335 987,696 Education Science and Teacher Training 383,849 392,008 394,786 401,280 Engineering and Technology 357,218 362,102 366,010 367,847 Fine and Applied Arts 20,413 21,801 23,189 24,578 General 13,534 12,793 12,753 12,416 Home Economics 4,962 4,937 4,894 4,858 Humanities 31,464 32,219 32,972 33,725 IT Related Discipline 425,679 440,385 463,791 485,799 Law and Jurisprudence 22,565 23,308 24,052 24,794 Maritime 105,935 104,964 107,186 107,813 Mass Communication and Documentation 36,419 37,983 39,546 41,109 Mathematics 13,444 13,566 13,690 13,812 Medical and Allied 354,792 326,744 305,830 277,904 Natural Science 25,571 25,946 26,321 26,696 Other Disciplines 158,338 166,706 173,122 181,077 Religion and Theology 7,087 6,973 6,859 6,745 Service Trades 56,599 62,955 69,312 75,668 Social and Behavioral Sciences 88,594 92,090 95,586 99,082 Trade, Craft and Industrial 3,516 3,411 3,549 3,492 Total 3,052,153 3,119,308 3,195,642 3,262,815

Higher Education Graduates by Discipline and Academic Year 2012/13 2013/14 2014/15 2015/16 General 1,793 1,842 1,862 1,905 Education Science and Teacher Training 55,780 55,449 54,727 54,241 Fine and Applied Arts 2,729 2,866 3,003 3,139 Humanities 4,889 4,911 4,933 4,954 Religion and Theology 924 856 789 722 Social and Behavioral Sciences 11,694 11,568 11,443 11,317 Business Administration and Related 119,526 122,740 125,954 129,168 Law and Jurisprudence 2,920 2,946 2,960 2,976 Natural Science 3,980 4,018 4,039 4,060 Mathematics 2,274 2,360 2,415 2,479 IT Related Discipline 55,647 58,059 60,517 62,941 Medical and Allied 154,179 162,896 171,149 179,399 Trade, Craft and Industrial 852 897 875 875 Engineering and Technology 55,554 57,369 59,108 60,936 Architectural and Town Planning 2,245 2,259 2,254 2,255 Agricultural, Forestry, Fisheries and Vet Med. 7,746 7,047 6,351 5,653 Home Economics 1,119 1,146 1,176 1,205 Service Trades 6,102 6,679 7,257 7,834 Mass Communication and Documentation 5,931 6,147 6,365 6,580 Other Disciplines 22,601 23,456 24,311 25,165 Maritime 14,787 15,414 16,045 16,672 Total 533,273 550,924 567,531 584,474

Organizational Readiness Framework

Information Awareness and Understanding

Valence

Efficacy

Information Awareness and Understanding Survey Items: 1.The Commission on Higher Education (CHED) oriented teacher education institutions (TEIs) about the K to 12 education system. 2.My institution clearly understands all the major K to 12 education reforms. 3.My institution fully understands the theories and rationale behind the Mother Tongue Based Multilingual Education (MTB MLE).

Valence Survey Items: 1.My institution believes that the use of the first language in the primary grades will help our children learn better. 2.My institution is not convinced that MTB MLE will greatly benefit our primary school children. 3.My institution is enthusiastic to train our teacher education students about MTB MLE.

Efficacy Survey Items: 1.Our professional education professors are all capable to teach MTB MLE theories and principles to our teacher education students. 2.Our professional education professors need further training on MTB MLE theories and principles. 3.In the absence of new policies, standards and guidelines (PSG) from CHED, my institution already discussed and planned how we could effectively teach MTB MLE theories and principles. 4.My institution needs guidance from CHED on how we could best teach MTB MLE theories and principles.