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MONITORING OF THE PHILIPPINE DEPARTMENT OF
EDUCATIONS MODEL SENIOR HIGH SCHOOL
PROGRAM
Senior High School Modelling: Moving Towards the New K to 12 Curriculum
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Table of Contents 2
Philippine Copyright 2014
SEAMEO INNOTECH
ISBN XXX-XXX-XXXX-XX-X
All rights reserved.
No part of this publication may be reproduced or distributed in any form or any means
or stored in a database or retrieval system without prior written permission of SEAMEO
INNOTECH.
www.seameo-innotech.org
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Table of Contents 3
TABLE OF CONTENTS
Table of Contents ........................................................................................................................ 3
List of Tables ............................................................................................................................... 5
List of Figures .............................................................................................................................. 7
List of Acronyms .......................................................................................................................... 8
Acknowledgement .................................................................................................................... 10
Executive Summary ................................................................................................................... 11
1. Guidelines/Policies........................................................................................................ 19
2. Sources of Funds ........................................................................................................... 20
3. Capacity Building .......................................................................................................... 20
4. Linkages ........................................................................................................................ 21
5. Curriculum Development .............................................................................................. 21
6. SHS Program Management ........................................................................................... 23
Introduction .............................................................................................................................. 24
Objectives of the Study .. ........................................................................................................... 29
Method of Study ....................................................................................................................... 29
The SHS Curriculum ................................................................................................................... 31
Core Subjects ........................................................................................................................ 33
Track Subjects . ...................................................................................................................... 34
Academic Track ................................................................................................................. 35
Technical-Vocational-Livelihood Track ............................................................................... 37
Sports Track....................................................................................................................... 38
Arts and Design Track ........................................................................................................ 38
General Trends.......................................................................................................................... 40
A. Pre-implementation Experiences ....................................................................................... 40
1. Rationale ...................................................................................................................... 41
2. Linkages ........................................................................................................................ 43
3. Curriculum Development .............................................................................................. 44
4. Capacity Development .................................................................................................. 45
5. Certifications ................................................................................................................ 45
B. Implementation Experiences ............................................................................................ 46
1. Inputs ........................................................................................................................... 46
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List of Tables 4
2. Processes ...................................................................................................................... 49
3. Output .......................................................................................................................... 51
4. Challenges and Potentials ............................................................................................. 52
C. Recommendations (Moving Towards K-12 Implementation) ............. ....... ....... ............... ... 55
1. Guidelines/Policies........................................................................................................ 55
2. Sources of Funds ........................................................................................................... 56
3. Capacity Building .......................................................................................................... 57
4. Linkages ........................................................................................................................ 57
5. Curriculum Development .............................................................................................. 58
6. SHS Program Management ........................................................................................... 60
Profiles of Model Senior High Schools ....................................................................................... 61
A. San Pedro Relocation Center National High School ............................................................ 61
B. Sangley Point National High School.................................................................................... 70
C. Bacolod City National High School ..................................................................................... 74
D. Sum-ag National High School............................................................................................. 81
E. Doa Montserrat Lopez Memorial National High School .................................................... 88
F. Palo National High School .................................................................................................. 96
G. Merida Vocational School................................................................................................ 101
Annex 1: Duration of Pre-University Programs in Southeast Asia ............................................. 110
Annex 2: List of Key Informants ............................................................................................... 111
References .............................................................................................................................. 113
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List of Tables 5
LIST OF TABLES
Table 1: General Profile of SHS Model Schools, SY 2012-2013.................................................... 27
Table 2: SHS Model Schools Specializations................................................................................ 27
Table 3: List of SHS Model Schools Included in the Monitoring Study.......................................... 31
Table 4: Proposed SHS Curriculum (2012).................................................................................. 31
Table 5: SHS Core Subjects......................................................................................................... 34
Table 6: Common Track Subjects............................................................................................... 35
Table 7: Specialized Track Subjects (Academic Track - ABM Strand)........................................... 35
Table 8: Specialized Track Subjects (Academic Track - General Academic Strand)....................... 36
Table 9: Specialized Track Subjects (Academic Track - HUMSS Strand*)..................................... 36
Table 10: Specialized Track Subjects (Academic Track - STEM Strand)........................................ 36
Table 11:Specialized Track Subjects (Technical-Vocational-Livelihood Track*)........................... 37
Table 12: Specialized Track Subjects (Sports Track).................................................................... 38
Table 13: Specialized Track Subjects (Arts and Design Track)..................................................... 38
Table 14: Summary of Revised SHS Curriculum (2014)................................................................ 39
Table 15: List of Selected Model SHS.......................................................................................... 40
Table 16: Curriculum for Senior High School, SY 2012-2013........................................................ 62
Table 17: Curriculum for Senior High School, SY 2012-2013........................................................ 63
Table 18: Curriculum for Senior High School, SY 2012-2013........................................................ 63
Table 19: Curriculum for Senior High School, SY 2012-2013........................................................ 64
Table 20: Program Schedule for Grade 11, First Semester.......................................................... 75
Table 21: Program Schedule for Grade 11, Second Semester...................................................... 75
Table 22: Program Schedule for Grade 12, First Semester.......................................................... 76
Table 23: Program Schedule for Grade 12, Second Semester...................................................... 76
Table 24:Area of Specialization................................................................................................. 76
Table 25: Curriculum Design Senior High School, Grade 11...................................................... 77
Table 26: Curriculum Design Senior High School, Grade 12...................................................... 78
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Table 27: Proposed Curriculum Grade 11................................................................................... 83
Table 28: Proposed Curriculum for Grade 12.............................................................................. 83
Table 29: Sum-ag NHS SHS Area of Specialization, Description and Number of Hours................. 84
Table 30:Additional Competencies inputted by industries......................................................... 84
Table 31: Class Program of Grade 11......................................................................................... 89
Table 32: SHS Area of Specialization, Description & Number of Hours........................................ 89
Table 33:Additional Competencies Inputted by Industries......................................................... 90
Table 34: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Tourism................ 97
Table 35: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Tourism................ 97
Table 36: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Tourism................ 97
Table 37: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Tourism................ 98
Table 38: Proposed Senior High School Curriculum (Revised), SY 2012-2013, ICT........................ 98
Table 39: Proposed Senior High School Curriculum (Revised), SY 2012-2013, ICT........................ 98
Table 40: Proposed Senior High School Curriculum (Revised), SY 2012-2013, ICT........................ 99
Table 41: Proposed Senior High School Curriculum (Revised), SY 2012-2013, ICT........................ 99
Table 42: Proposed Senior High School Curriculum, SY 2012-2013............................................ 102
Table 43: Proposed Senior High Curriculum, SY 2012-2013....................................................... 102
Table 44: Proposed Senior High Class Schedule, SY 2013-2014 ................................................. 103
Table 45: Proposed Senior High Class Schedule, SY 2013-2014 ................................................. 103
Table 46: Proposed Senior High Class Schedule, SY 2012-2013 ................................................. 104
Table 47: Proposed Senior High Class Schedule, SY 2012-2013 ................................................. 104
Table 48: Proposed Senior High Class Schedule, SY 2013-2014 ................................................. 105
Table 49: Proposed Senior High Class Schedule, SY 2013-2014 ................................................. 105
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List of Figures 7
LIST OF FIGURES
Figure 1: DepEds Enhanced Basic Education Program............................................................... 24
Figure 2: The K to 12 Graduate.................................................................................................. 25
Figure 3: Framework of Study.................................................................................................... 30
Figure 4: Revised Senior High School Curriculum (2014)............................................................. 32
Figure 5: SHS Core and Track Subjects....................................................................................... 33
Figure 6: SHS with Indigent/Very Poor Students......................................................................... 41
Figure 7: SHS with Working Students......................................................................................... 42
Figure 8: SHS with Overaged Students....................................................................................... 42
Figure 9: SHS Program Track. .................................................................................................... 45
Figure 10: Learning Materials Used in SHS................................................................................. 48
Figure 11: Teaching-Learning Strategies Used in SHS................................................................. 50
Figure 12: Type of Student Assessment Used in SHS................................................................... 51
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List of Acronyms 8
LIST OFACRONYMS
ABM Accountancy, Business, ManagementADM Alternative Delivery Mode
APEX Applied Academics for Excellence
BESRA Basic Education Sector Reform AgendaBPO Business Process Outsourcing
CHED Commission on Higher Education
CLIMBS Coop-Life Mutual Benefit Services Association
COA Commission on Audit
CSC Civil Service Commission
DepEd Department of Education
DMLMNHS Doa Montserrat Lopez Memorial National High School
DO DepEd Order
DOLE Department of Labor and EmploymentEdukasyon 2Ps Edukasyon Pantulay Pangkabuhayan
EFA Education for All
EIM Electrical Installation and MaintenanceERIO Educational Research and Innovation Office(SEAMEO INNOTECH)
EVSU Eastern Visayas State University
FBS Food and Beverage ServiceFGDs Focus Group Discussions
GE General Education
HE Home Economics
HEIs Higher Education Institutions
HESS Humanities, Education, Social Sciences
HRM Hotel and Restaurant Management
ICOT-P Income-Creating Opportunities thru Technology Projects
ICT Information and Communications Technology
IETI International Electrical and Technical Institute
IRR Implementing Rules and Regulations
KASVs Knowledge, Attitude, Skills, and Values
KIIs Key Informant Interviews
LET Licensure Examination for Teachers
LGUs Local Government Units
LNU Leyte Normal UniversityLTLDPC Leyte Technology Livelihood Development Productivity Center
MAPEH Music, Arts, Physical Education, and HealthMBCCI Metro Bacolod Chamber of Commerce and IndustriesMOA Memorandum of Agreement
MOOE Maintenance and Other Operating Expenses
National Certificate National Certificate
NHS National High School
NORIA Negros Organic Rice Industry Association
NSSC Naval Sea System Command
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List of Acronyms 9
NSTP National Service Training Program
OCCI Metro Ormoc Credit Cooperative, Inc.OHSP Open High School ProgramOISCA Organization for Industrial, Spiritual, and Cultural Advancement
OJT On-the-job Training
PCCI Philippine Call Center Institute
PD Presidential Decree
PEIs Private Educational Institutions
PESO Public Employment Service OfficePNP Philippine National Police
PRC Professional Regulations Committee
Project EASE Project Effective Alternative Secondary Education
PUP Polytechnic University of the Philippines
RA Republic ActRBEC Revised Basic Education Curriculum
RPL Recognition of Prior Learning
RSU Research Studies Unit
(SEAMEO INNOTECH, under ERIO)SARDOs Students at Risk of Dropping Out
SBM School-Based ManagementSEAMEO INNOTECH Southeast Asia Ministers of Education Organization
Regional Center for Educational Innovation and Technology
SEAU Solutions Evaluation and Adaptation Unit
(SEAMEO INNOTECH, under ERIO)
SHS Senior High School
SMAW Shielded Metal Arc Welding
SPRCNHS San Pedro Relocation Center National High School
STEM Science, Technology, Engineering, Mathematics
STVEP Strengthened TechVoc Education ProgramTESDA Technical Education and Skills Development Authority
TechVoc Technical-Vocational
TLE Technology and Livelihood Education
TR Training Regulations
TVET Institutions Technical Vocational Educational Training Institutions
TVL Technical-Vocational-Livelihood
TWG Technical Working Groups
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Acknowledgement 10
ACKNOWLEDGEMENT
Our deepest gratitude goes to the Department of Education (DepEd), Bureau of
Secondary Education under the former leadership of Dr. Lolita Andrada for providing the
overall direction, context and expectations of DepEd about the Senior High School
Modelling Program.
The Center significantly extends its gratitude to the school principals, teachers, students,
parents of the seven SHS model schools included in this monitoring study for sharing
their experiences, achievements and challenges during the first year of implementation.
This report was prepared under the general guidance of SEAMEO INNOTECH Center
Director Ramon C. Bacani, and Educational Research and Innovation Office Manager
Philip J. Purnell. Led by Senior Specialist Yolanda C. De Las Alas, the research team
include Lauren Nerisse S. Bautista, Senior Associate, Eugene L. Tecson, Project Research
Associate, and Rhio DC Dilag, Program Assistant. Special thanks goes to Ms. Evelyn D.
Juan for copy editing the report.
We salute all the SHS learners, especially including those who have successfully
graduated from the program and now enjoying the fruits of their hardwork in their
chosen careers.
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Executive Summary 11
EXECUTIVE SUMMARY
In early 2013, the Solutions Evaluation and Adaptation Unit (SEAU) under the
Educational Research and Innovation Office (ERIO) of the Southeast Asian Ministers of
Education Organization Regional Center for Educational Innovation and Technology(SEAMEO INNOTECH)1undertook a monitoring study to document the developments on
the first year of implementation of the Senior High School (SHS) Modeling in selected
SHS model schools in the country. The research study was funded through SEAMEO
INNOTECHs Educational Research and Innovation Fund as part of the Centers
complimentary set of program interventions to support the Department of Education
(DepEd)s need for sustained technical support in operationalizing the new K to 12 Basic
Education Program.
The study aimed to generate knowledge drawn from the experiences of model schools
that can serve as a good resource for refining the guidelines for the full implementation of
SHS beginning SY 2016-2017. Specifically, the study aimed to 1) determine the pre-implementation considerations, and actual implementation needs and processes under
the SHS Modeling; 2) identify strengths and innovations of the selected SHS model
schools; 3) ascertain challenges and potentials for improvement; and 4) formulate policy
recommendations based on the lessons learned by the selected SHS model schools.
Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted with
school heads, teachers and SHS students to obtain relevant information on the SHS
Modeling. Included in the monitoring study are four general public high schools,
namely, 1) Sangley Point National High School (NHS) in Sangley Point, Cavite City,
Cavite; 2) Bacolod City NHS; 3) Sum-ag NHSin Bacolod City, Negros Occidental; and 4)
Palo NHS in Palo, Leyte; and three public technical-vocational (TechVoc) high schools,namely, 5) San Pedro Relocation Center NHSin San Pedro, Laguna; 6) Doa Montserrat
Lopez Memorial NHSin Silay City, Negros Occidental; and 7) Merida Vocational School
in Merida, Leyte.
The study also utilized data generated from a survey administered by the Research
Studies Unit (RSU) of SEAMEO INNOTECH. The survey, conducted from February to
March 2013, was part of a research project that aimed to generate case studies of
Alternative Delivery Mode (ADM) models in selected provinces of the Philippines that
would allow for deeper understanding of the implementation of appropriate and
effective ADMs for the SHS stage of the K to 12 program.
A review of related literature was also conducted to provide contextual background to
the study.
1SEAMEO INNOTECH is one of the three (3) SEAMEO regional centers hosted by the Government of the
Philippines (GOP).
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General Findings
The general findings of the monitoring study paid attention to pre-implementation and
implementation experiences of the seven SHS model schools. Challenges and
recommendations were likewise drawn from the experiences of the schools in SHS
Modeling.
A. Pre-Implementation Experiences
Based on the data obtained from the KIIs and FGDs conducted, the seven schools
engaged in SHS Modeling to contribute to achieving Education for All (EFA). Particularly,
the schools aim to provide poor, working, and mostly overaged students greater access
to senior high school education while they are unable to enroll in college. These schools
also envisioned to strengthen the employability of the SHS students through the
provision of quality education.
Initially, the SHS model schools consulted the academe, labor-related government
agencies, industry partners, and local government units (LGUs) in preparation for the
SHS Modeling implementation. They sought technical support from DepEd from the
central office down to the division level, the Commission on Higher Education (CHED),
and Higher Education Institutions (HEIs) to determine the specialization that they could
engage in and to help develop their curriculum and other academic requirements.
On the other hand, the Department of Labor and Employment (DOLE), Technical
Education and Skills Development Authority (TESDA), and the industry partners oriented
them on labor market, the career pathways that they could offer and focus on, and the
training, capacity building, and certification requirements to strengthen the
employability of SHS students. For example, TechVoc schools usually provided National
Certificate (NC) I for junior high school and NC II for senior high school which can beobtained by passing the assessment tests administered by TESDA.
At the same time, the SHS model schools met with either provincial or city/municipal
LGUs recognizing their key role as links to the industries as well as for the financial and
logistical support they can provide to help sustain the SHS implementation.
Partnerships of the SHS model schools with industries depended on the type of
specialization that they engage in. The specialization offered by the schools depended
on various considerations such as the type of industries and economic/business
activities that are prevalent in their area, the type of jobs that the industries require, and
the capacity of the school itself to undertake such career pathway offering.
Partnerships with industries were formalized through a Memorandum of Agreement
(MOA). The signed MOAs explained the nature of the K to 12 Program, the objectives of
SHS Modeling, and the roles and responsibilities of each party related to the
implementation of SHS Modeling.
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The school heads and teachers were oriented and trained on the K to 12 Program and
SHS Modeling. Most of the teachers were either holders of a Masters degree or had
completed a number of Masters degree units. In some SHS model schools, the teachers
conducted their own research studies to build their capacities and enrich the learning
materials that they use.
The LGUs and industries partners were likewise oriented on the K to 12 Program and
SHS Modeling to ensure their awareness of their roles and responsibilities in the
modeling program.
B. Implementation Experiences
The success or failure of the SHS Modeling depended on a number of factors including
human resources, funding, facilities, curriculum, learning modules, and guidelines or
policies. Intervention programs, teaching methodologies, and student assessment were
also identified as crucial in sustaining the program.
1.
Inputs
a.
Human Resources, Funds, and Facilities
Different SHS model schools have different human resource and other resource
requirements depending on their program strategies.
Teachers that are hired for SHS teaching are often either holders of a Masters degree or
have completed a number of Masters degree units. While some schools employ SHS
teachers from their own faculty roster, other schools tap teachers from HEIs or trainers
from their industry partners.
Given that the school head is busy in overseeing the school s day-to-day operations and
the teachers are already swamped with their teaching load, some SHS model schools
hire a full-time industry coordinator to assist in tapping prospective industry partners,
coordinate on-the-job training (OJT) of the students, and facilitate job placement of SHS
graduates.
Only two of the seven SHS model schools interviewed were given PhP 1 million each by
the DepEd for SHS Modeling since they were part of the original pilot schools. They were
able to use the said fund to purchase school facilities and equipment. The rest of the SHS
model schools did not receive the same funds because they were only identified later.
Since the program is still in its modeling stage, these schools are unable to coverexpenses for their SHS modeling through their regular fund for maintenance and other
operating expenses (MOOE).
As it is, most of the SHS model schools make use of whatever resources or facilities that
the schools have. For instance, some schools alternate the use of classrooms for junior
high school (first to fourth year) and senior high school (Grades 11 and 12) students. One
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school even uses its computer laboratory to hold classes for SHS. In some cases,
teachers had to shoulder some expenses of students.
To help augment their financial requirements, the schools sought assistance from
government officials, LGUs, or industry partners.
b.
Curriculum
The SHS model schools implement a curriculum that they developed in consultation with
DepEd, CHED, HEIs and industry partners.
Most of the SHS model schools follow a common academic curriculum, with a few
additional subjects that are relevant to the specializations the schools offer, such as
TechVoc or entrepreneurship courses. They align the curriculum with the General
Education subjects in college to prepare the SHS students for possible entry to second or
third year college.
The curriculum includes core subjects such as English, Filipino, mathematics, science,
social studies, and music, arts, physical education, and health (MAPEH). Two new
subjects, literature and philosophy, were added based on the General Education
curriculum of CHED.
The SHS model schools covered four areas: 1) Entrepreneurship/Business; 2) Technical-
Vocational; 3) Humanities (Sports, Arts, Music, Languages, Journalism); and 4) Science,
Technology, and Engineering.
Students specializing in entrepreneurship or TechVoc can take the National Certification
(NC) II exams administered by the TESDA which they can use in applying for jobs.
c.
Learning Modules
As of SY 2012-2013, no instructional materials had been developed by the DepEd for SHS
Modeling. To compensate, the SHS model schools used: 1) printed modules or digitized
resources (83%); 2) printed text or workbooks (67%); and 3) online resources (50%).
d.
Guidelines or Policies
Among the governing policies used by the SHS model schools in relation to the K to 12
Program and SHS Modeling are 1) DepEd Order (DO) No. 36 s. 2012 entitled, Guidelines
on the 2012 Implementation of the Senior High School (SHS) Modeling in SelectedTechnical and Vocational and General Secondary Schools under the K to 12 Basic
Education Program; 2) DO No. 71 s. 2012 entitled, Additional Information to and
Changes in DepEd Order No. 36, S. 2012; and Presidential Decree (PD) No. 42, as
amended, entitled, A Decree Instituting a Labor Code thereby Revising and
Consolidating Labor and Social Laws to Afford Protection to Labor, Promote Employment
and Human Resources Development and Insure Industrial Peace based on Social Justice,
particularly its provisions on apprenticeship with business organizations.
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In the case of Doa Montserrat Lopez Memorial NHS, they made use of DO No. 48 s.
2007 to be able to hire contractual teachers to help address the lack of teachers. The
said department order authorizes TechVoc school heads to hire contractual teachers.
2. Processes
a.
Intervention programs for disadvantaged learners and/or students at risk of
dropping out (SARDOs)
The SHS model schools employ various intervention programs depending on the needs
of disadvantaged learners and/or SARDOs. In some cases, local officials offer scholarship
programs to deserving students. There is also the adopt-a-child program for teachers
who can afford to support a student. The schools also employ the Open High School
Program (OHSP) to address the constraints of some students in attending daily classes.
Learning materials used under such arrangements include modules or workbooks. Some
SHS model schools also implement feeding, health, and nutrition programs. In addition,
the school encourages parents to support their students whenever possible.
b.
Teaching Methodologies
The SHS model schools apply various learning strategies and approaches depending on
their preferences and the needs of the SHS students. Face-to-face teaching, media-
assisted teaching and work-oriented teaching are the most commonly employed
teaching strategies; of the seven schools, six (86%) identified at least one of these three
as part of their teaching methodology. Five schools (71%) mentioned using flexible
learning, group or cooperative learning, or process-oriented learning. Three schools
(43%) have individualized learning methods.
Except for the Bacolod City NHS, which only uses face-to-face learning, all other schools
use a combination of two or more teaching strategies. The Doa Montserrat Memorial
NHS employs all strategies mentioned above, including pure web-based learning.
c.
Student Assessment
The RSU survey showed that all seven SHS model schools make use of the traditional
type of assessment for SHS students. Next to this, 71.42 percent said that they conduct
performance assessment to evaluate the students. On the other hand, 57.14 percent
mentioned that they use either portfolio or self-assessment in assessing the SHS
students.
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3.
Output
a. Innovations
Among the innovations disclosed during the interviews are the following:
1)
Establishing a strong and sustained partnerships with LGUs, industries, and
HEIs to help provide the needed assistance for the Program;
2)
Undergoing on-the-job (OJT) training programs as early as Grade 11 to
accommodate all students and prevent congestion of trainees at the end of
the SHS term;
3)
Screening of incoming SHS students through qualification tests, scholastic
grades and interviews;
4) Making the school accessible to indigent students by strictly implementing a
zero collectionpolicy;
5)
Giving consideration and flexible timeframe to students who are deployed in
OJT program to comply with requirements; ICT was likewise used for
consultation;
6)
Using real life scenarios, skill-oriented learning and treating students as
adults to motivate and challenge them to do well in school;
7) Designating a teacher as industry coordinator, one who had been in the
industry for a long time to facilitate the OJT program of the students;
8)
Encouraging SHS teachers to earn a Masters degree or units, have a NC LevelII, or attend TESDA training programs and competency assessment;
9)
Encouraging SHS teachers to conduct action research and develop their own
instructional materials to help enrich existing instructional materials;
10) Hiring contractual teachers to help mitigate the lack of teachers; and
11)
Providing laboratory access for SHS students through the Public Employment
Service Office (PESO) to augment the schools limited resources.
b. Student Tracking
The SHS model schools are yet to develop a system of tracking since all of their SHS
students are only in Grade 11.
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Executive Summary 17
Challenges and Potentials
The interviews with the seven SHS model schools revealed that SHS Modeling has a
number of challenges and potentials with respect to guidelines or policies, resources and
LGU and parental support, awareness, and linkages.
A.
Guidelines/Policies
One of the challenges raised with respect to guidelines in the hiring of teachers is the
continued implementation of the Localization Law, which prevents schools from hiring
qualified teachers.
In the case of SHS model schools that offer call center service as a specialization, they
are faced with the fact that call centers do not allow on-the-job training (OJT) for
prospective call center agents and technical support staff. Instead, they only provide
training for personnel that they have initially screened for hiring.
Another challenge in terms of guidelines is that in some SHS model schools, Grade 11
students are not required to join extracurricular activities.
One area of potential or opportunity related to policy is DepEd Order (DO) No. 48 series
of 2007 which authorizes TechVoc principals to hire contractual teachers.
B. Resources
Many challenges and concerns raised by the SHS model schools were related to
resources. These resource-based challenges and concerns include the following:
1)
TESDA examination fee for National Certification (e.g., PhP 550 examination feeper student, uniforms and other paraphernalia required by TESDA in the case of
NC exam for security services as noted by Sangley Point NHS)
2)
Transportation cost of students who are undergoing their OJT programs
3) Accommodation expenses of students who need to stay near their workplaces
for their OJT programs
4)
Cost of insurance premium for SHS students who are undergoing their OJT
programs
5)
Some of the SHS students do not have their own classroom.
6) In some SHS model schools, there is insufficient number of computer units for
SHS students.
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7)
Since SHS is to be fully implemented only starting in 2016, some of the SHS
model schools have no budgetary allocation from its MOOE for SHS Modeling.
This situation forces the teachers to personally pay for some of the students
requirements for the SHS Program.
C. LGU support
Based on the interviews and the survey research, LGUs may provide various types of
support to SHS model schools such as infrastructure support, financial assistance,
technical assistance including provision of computer laboratory training, and advocacy
and promotion. While the SHS model schools are able to access such support from LGUs,
they are constrained under COA regulations to purchase equipment/gadgets with a
value not exceeding PhP 10,000.
D. Parental support
Parents, based on the findings of the study, may help address students concerns, help
motivate students, provide financial support, and assist in advocacy and promotion of
the SHS Modeling Program.
E. Awareness
Since the SHS Modeling Program employs a stakeholder approach in its implementation,
awareness building and promotion of the Program may be done in a collaborative way
among the school, the LGUs, the industry partners, the HEIs, the parents, and the
students.
F. Linkages
One of the challenges with respect to linkages was on the possible mismatch between
specialization and labor demand, particularly agriculture or crop production as a
specialization. Sum-ag NHS explained that with their consultations with HEIs and
industry groups, they do not see much potential in crop production in helping SHS
students obtain jobs. They said that agriculture in their area seems to be declining in
terms of importance and job demand.
On the other hand, there is a lot of potential in fostering linkages between SHS model
schools and industries especially if the partnerships end up as being mutually beneficial
for them.
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Executive Summary 19
Recommendations
The following are the recommendations based on the findings of the study:
1. Guidelines/Policies
1.1
San Pedro Relocation Center NHS recommended amending the Localization Law inthe hiring of teachers so SHS model schools will be able to hire qualified teachers.
Section 1 of Republic Act (RA) No. 8190 or the Localization Act 0f 1996 entitled, AN
ACT GRANTING PRIORITY TO RESIDENTS OF THE BARANGAY, MUNICIPALITY OR
CITY WHERE THE SCHOOL IS LOCATED, IN THE APPOINTMENT OR ASSIGNMENT OF
CLASSROOM PUBLIC SCHOOL TEACHERS provides that, In the appointment or
assignment of teachers to public elementary and secondary schools, priority shall
be given to bona fide residents of the barangay, municipality, city or province
where the school is located: Provided, That the teacher possesses all the minimum
qualifications for the position as required by law.
1.2
It is recommended that regional/division ranking of teachers be done based ontime requested by the school. The Professional Regulations Committee (PRC)
should provide temporary assignment of new graduates of science, mathematics,
technology and engineering courses who are qualified to teach in SHS since they
have the newest/latest technology inputs. The need for a policy on hiring teachers
for provisional appointment was identified. However, for those teaching in TLE, the
NC qualification and industry experience should be highlighted. Industry experts
and university professors should be allowed to teach part-time in SHS.
1.3
It is recommended that the designation or hiring of industry coordinators for SHS
model schools be institutionalized. Industry coordinators can help significantly in
coordinating with existing industry partners and in tapping additional industrypartners. They can also assist the students in the preparation and conduct of their
OJTs, particularly in contracting on OJT terms, providing for
mobility/transportation of OJTs, scheduling of assessment and monitoring of OJTs.
1.4
It is suggested that senior high schools adopt the following considerations in
selecting specialized TechVoc programs:
Availability of basic technical facility and resources needed to teach and train
students;
Availability of instructors-trainers who have the necessary competencies,
education and training to teach the technology;
Integration of a strong career guidance program to guide the students inselecting their preferred specialized track/electives;
Availability of funds for the operating expenses of the school and supplemental
funds particularly for TechVoc high schools;
Enhancement of the job or trade to attract students to consider it as their
career; and
Identification of one or two jobs that can be readily offered by the schools as a
pilot program/course.
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1.5
It is suggested that conflicts in policy issues be addressed. While the Civil Service
Commission (CSC) rules that students should be in school for eight hours, SHS
students are required to have two hours of paper work/OJT outside of their
schools. This seems to violate the CSC rule. Policies which can be addressed by the
Legal Office of DepEd were already brought up to the Regional/Division Offices.
However, as of date, a resolution is yet to be taken by school authorities.
2. Sources of Funds
2.1
Sufficient budgetary support for the provision of additional classrooms, training
facilities for hands-on activities and equipment such as LCD projectors and laptops,
and learning materials of the SHS students should be made available. This can be
done by increasing the allocated funds from Maintenance and Other Operating
Expenses (MOOE), providing TechVoc Funds which is usually at PhP 1 million per
school, or requesting for financial or in-kind support from Local Government Units
(LGUs) or the business sector.
2.2 It is recommended that assessment fees for TESDA should be shouldered by the
School Division and not by schools. OJT should be covered by TESDA if the school is
given the fiscal autonomy to encourage students to undergo industry immersion.
2.3 It is further recommended that GAA funds disbursement be released directly to
schools and not through several channels. Effective 2013, the new DepEd Memo
Order stipulates that K to 12 funds will have to be downloaded from the Regional
Office and Schools Division to TESDA before it goes to the school level.
3. Capacity Building
3.1
There is a need to provide skills training to build the capacities of SHS teachers.
These training programs include TESDA training for the specialization subjects that
they will teach, in-school training and orientation sessions on new curriculum for
academic subject and career pathway teachers, and leadership training for schools
heads and SHS/industry coordinators on how to properly administer and
implement SHS Modeling. They should also be given scholarship opportunities by
TESDA to improve their technical competencies and their perspectives/styles in
teaching SHS students.
3.2
Enhancement training for guidance counselors on Career Preparation and
Counseling should also be conducted. In this way, the guidance counselor wouldhave the necessary knowledge and capacity to advise SHS students on proper
career preparation.
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Executive Summary 21
4. Linkages
4.1
Multi-stakeholder partnerships between the academe, the industries, and national
and local government institutions should be encouraged and promoted. Building
strong linkages provides access to accredited Technical Vocational Educational
Training Institutions (TVET) trainers, equipment and facilities, workshops, training,
and seminars, resource materials, etc. At the same time, the partnerships can help
mobilize financial and other related resources needed to sustain SHS Program
implementation. Moreover, requirements for learner assessment and
qualifications can be addressed through the partnerships fostered. Working
together with HEIs provides clarity and direction in the needed academic subjects
and types of assessments for learners in order for SHS students to be at least at par
with freshmen and sophomore college students. Developing the curriculum hand-
in-hand with TESDA helps spell out the requirements for career pathway
qualifications to improve the chances of SHS graduates in getting jobs.
4.2 There is a need to come up with innovative partnerships with LGUs and other
related government or private agencies that would help subsidize transportation
costs, rent fees, testing fees, and uniform and paraphernalia.
5. Curriculum Development
5.1
Incorporate a strong career guidance component in the curriculum, coupled with
ardent counseling from the Guidance/SHS Counselor, beginning at Year 10, to guide
students in selecting their preferred specialized track/electives.
5.2
SHS model schools in coordination with the DepEd, CHED and other HEIs, and
TESDA should work together to review the planned SHS curriculum and incorporate
lessons learned from its SHS Modeling experience. There is a need for greaterflexibility in the implementation of the said curriculum, particularly in adopting
General Education (GE) subjects from college, hiring of SHS teachers, trainers from
industry partners and coordinators, allowing academic subjects to be credited in
college, and using flexible delivery options (such as modules for OHSP) for students
who cannot attend school regularly due to work commitments. As recommended
by some of the SHS model schools, flexible time may be applied, for example, to
self-paced working students to allow them to complete their academic
requirements. Learners and instructors may meet once or twice a week as they may
agree on.
5.3
Best practices of SHS model schools with respect to curriculum development shouldbe adopted. This includes aligning academic subjects with knowledge relevant to
career pathways, utilizing general education subjects from college, maximizing
options for dual credit in partnership with HEIs and TESDA, and providing ample
number of units and hours needed to complete the core and specialized learning
areas.
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Executive Summary 22
5.4
Technical-Vocational skills alignment should be subject to labor market priorities
and not driven by supply. Schools might overlook the importance of checking
whether TechVoc programs could address the labor requirements of the community
and simply ensure that the graduates could contribute to the local economy. As
such, schools may be producing skilled graduates but there may not be enough
business enterprises to employ them in within the community. This may result in
underemployment and school-industry mismatch, which may lead to manpower
displacement and migration of graduates for employment in other communities.
5.5 SHS students should be given more exposure to hands-on learning activities to
facilitate skills development and application of knowledge, attitude, skills, and
values (KASVs).
5.6 School-community partnerships should be considered as a viable option for SHS
Program implementation. This means that SHS can be implemented through flexible
delivery options such as OHSP, particularly by tapping community resources. For
instance, Doa Montserrat Lopez Memorial NHS explained that a SHS student
taking Shielded Metal Arc Welding NC I can use in his project a neighbor s welding
machine, and the teacher can then evaluate the project completed. On the other
hand, Sum-ag NHS is contemplating on establishing partnerships with other
barangays where their SHS students from distant areas can do farming practicum.
And in Palo National High School, the school partnered with the provincial
government for the provision of financial and technical assistance to SHS students
and to provide funding support for the SHS faculty.
5.7
Given that many SHS students will need to spend time contributing to their families,
priority flexible learning opportunities through self-instructional materials are
encouraged. Students could study auxiliary subject matter via self-instructional
modules and only report to school periodically for practical activities (e.g.,laboratory work in science), skills training and completion of assessment tasks. This
would reduce the strain on SHS classroom-based facilities. Experiences of these SHS
model schools that also integrated its OHSP into their SHS Program should be
carefully studied for possible replication and upscaling.
5.8 Students should be given access to insurance services (i.e., PHILHEALTH, Coop-Life
Mutual Benefit Services Association or CLIMBS of Metro Ormoc Credit Cooperative,
Inc. or OCCI) to secure their protection for their mobility during the dual training
program, apprenticeship, or job immersion program.
5.9
Learner assessment and certification maximize links with TESDA certificatemechanism and also HEIs for cross credit recognition and recognition of prior
learning (RPL). The ladderized curriculum of the K to 12 Program makes it more
crucial for SHS Schools to closely work together with TESDA to ensure that the SHS
students will be able to complete their career pathway competencies and
certification. At the same time, collaboration with the HEIs facilitates the crediting
of SHS academic subjects in preparation for the SHS studentsentry to college.
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Executive Summary 23
5.10
The formation of Technical Working Groups (TWGs) and the conduct of
consultations should be sustained because these provide guidance and areas for
cooperation in sustaining SHS Program implementation.
5.11
DepEd, in partnership with TESDA and DOLE, should draft different training
regulations for the K to 12 SHS program. As a policy, every school should identify
its field of specialization in at least four trades to allow students to focus on their
career choice.
5.12 SHS model schools should focus on work readiness values and attitudes since
these are priority requirements of business and industries. The importance of
these soft work readiness skills should be highlighted in the curriculum.
5.13 Limit the TLE programs for Grades 7 to 10 from 23-24 TLE programs to two
specialized programs by the end of Junior HS and two to three specializations for
SHS students.
6. SHS Program Management
6.1 Application of school-based management (SBM) approach (DepEd Order No. 48) will
provide the school with greater autonomy to manage its SHS program based on the
needs of business community. The success of SHS program lies in the political will of
the school principal to implement education reforms. But the school policies (i.e.,
Basic Education Sector Reform Agenda or BESRA) are not truly decentralized to
allow the schools to have some flexibility in conducting regular classes for SHS (e.g.,
ADM application such as Open High School Program). Also, the practice of
reshuffling school principals is not necessary if the school head is performing well.
6.2
It is recommended that monitoring of SHS be done by the Schools Division so thatthey would know whats happening in SHS modeling; however, they currently have
no specialized staff to do it.
6.3 In reality, not all public secondary schools can offer SHS. As a macro strategy for SHS
implementation, the 140 TechVoc schools should first be strengthened to enable
them to lead and guide the 40,000 public secondary schools as they serve as model
schools or training centers for SHS. DepEd should allocate funding to model SHS
schools to build their capacities as leader schools in every region before the SHS is
done massively by 2016. If possible, there should be at least one SHS model school
per province or one high school offering the SHS program in every municipality.
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Introduction 24
INTRODUCTION
The Philippine Department of Education (DepEd) is currently undertaking a series of
major reforms anchored on the implementation of a new K-12 system as it seeks to
improve basic education outcomes for Filipino children and achieve its nationalEducation for All commitments. The new K-12 Basic Education Program2 (Figure 1)
involves the introduction of a new 12-year basic education curriculum, plus a year of
mandatory kindergarten, benchmarked on international standards3. The 12-year
curriculum includes six years of elementary education (Grades 1 to 6), four years of
junior high school (Grades 7 to 10), and two years of senior high school (Grades 11 to 12)
marked with multiple pathways and elective subjects supported by a comprehensive
career guidance program.4
Figure 1:DepEds Enhanced Basic Education Program
Source: Department of Education, February 2014
2The Enhanced Basic Education Act of 2013 (Republic Act 10533) was signed in May 2013.3The Philippines, prior to the K-12 reform agenda, was the only country in Asia and one of the only three
countries in the world (together with Djibouti and Angola in Africa) with a 10-year pre-university program.
See Annex 1.4SEAMEO INNOTECH Technical Support Program for the Philippine Department of Education K-12 Reform
Agenda
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Introduction 25
With the addition of the multifaceted curriculum to be offered in senior high school,
graduates are expected to holistically develop and possess these 21stcentury skills:
1.
Information, media and technology skills visual and information literacies;
media literacy; basic, scientific, economic, and technological literacies; and
multicultural literacy and global awareness
2.
Learning and innovation skills creativity and curiosity; critical thinking, problem
solving and risk-taking; adaptability, managing complexity and self-direction; and
higher order thinking and sound reasoning
3.
Effective communication skills teaming, collaboration and interpersonal skills;
personal, social and civic responsibility; and interactive communication
4.
Life and career skills flexibility and adaptability; initiative and self-direction;
social and cross-cultural skills; productivity and accountability; and leadership
and responsibility
A K to 12 graduate (Figure 2) will be ready to take on higher education or middle level
skills development, or enter the world of entrepreneurship or employment.
Figure 2: The K to 12 Graduate
Source: SEAMEO INNOTECH, 2012
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Introduction 26
In anticipation of the full implementation of SHS starting June 2016, DepEd has
undertaken the Senior High School Modeling Programor SHS Modelingbeginning SY
2012-2013.
The Guidelines on the 2012 Implementation of the Senior High School (SHS) Modeling5
provides that prior to the implementation of the senior high school, a research and
development process will be explored by implementing a Senior High School Modeling
Program in selected public technical-vocational (TechVoc) and general secondary
schools as participants or model schools ahead of the projected nationwide
implementation of the SHS in 2016-2017. The modeling started in June 2012 for selected
model high schools (Grades 11). The enrollees were the fourth year high school (Grade
10) completers of SY 2011-2012.
The implementing guidelines (D.O. No. 36 s. 2012) further indicate the following
objectives:
1. introduce and prepare the concerned model schools for the implementation of
the Grades 11 and 12 through the provision of appropriate interventions, e.g.,
training of teachers, and provision of support facilities and instructional
materials;
2.
generate actual learning experiences of the different participating/volunteer
secondary schools in order to come up with different modalities as vital inputs in
the implementation of the SHS; and
3.
prepare and carry out the communication plan to generate support from the
media, civil society, academe, local government units (LGUs), and private sectors.
Technical support for the SHS Modeling was provided by SEAMEO INNOTECH indeveloping a sustainable model for Grades 11 to 12 by evolving a comprehensive
education system linking education tiers with businesses and industries, and by drawing
from the innovative work completed under the Centers Applied Academics for
Excellence (APEX) project experience. The Center assisted selected DepEd Regional
Offices in modeling the senior high school program through adaptation of existing APEX
models.
5DepEd Order (D.O.) No. 36 series of 2012: Guidelines on the 2012 Implementation of the Senior High
School (SHS) Modeling in Selected Technical and Vocational Education and General Secondary Schools
under the K to 12 Basic Education Program
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Introduction 27
DepEd identified selected schools to be part of the modeling program based on a set of
criteria. Prior to modeling, a school must have the following:
1.
an established post-secondary education;
2.
a strong school-local industry partnership, e.g., its graduates are prioritized by
the neighboring/local industries for employment;
3.
available functional workshop laboratories;
4.
available qualified teachers; and
5. established linkages with local colleges/higher education institutions for possible
recognition of subject units taken in SHS if and when the student chooses to
continue academic advancement.
Table 1describes the general profile of the selected SHS model schools.
Table 1: General Profile of SHS Model Schools, SY 2012-2013
School Type No. of Schools No. of Enrollees
Public High SchoolsGeneral High Schools 8 260
Technical-Vocational High Schools 14 1,012
Higher Education Institutions (HEIs)
Private HEIs 7 5,268
Local University/College 1
Total 30 6,540Source: Yolanda S. Quijano, 2012
Specializations offered by some of the SHS model schools are enumerated in Table 2.
Table 2: SHS Model Schools Specializations
Region/Division School Specialization
General Public High Schools
IV-A Batangas Pinagtongulan National High
School
Coffee Course
IV-A Cavite Sangley Point National High School Security and Peacekeeping
VI Bacolod City Bacolod City National High School Call Center
VI Negros Occidental Negros Occidental National High
School
Call Center
VI Bacolod City Sum-ag National High School Agricultural
VIII Leyte Palo National High School Tourism and Information andCommunication Technology
X Bukidnon Bukidnon National High School AutomotiveFood Trade
XII Cotabato City Notre Dame Village National High
School
Electric Wiring Installation
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Introduction 28
Region/Division School Specialization
Public TechVoc High Schools
III Bulacan Balagtas National Agricultural High
School
Agriculture
IV-A Laguna San Pedro Relocation Center
National High School
Electronics
Automotive
GarmentsFood Technology
VI Silay City Doa Montserrat Lopez Memorial
National High School
Food and Beverage
Welding
Housekeeping
Electricity
VII Mandaue Subangdaku Technical Vocational
School
Welding
Garments
Commercial Cooking
VIII Leyte Merida Vocational School Automotive Service, Metalsand Engineering
Higher Education Institutions
NCR Makati City University of Makati Tech Voc Basic Technology
Business EducationCall Center / BPO
Information Technology
Art Education
Performing and Broadcast Arts
Dance and Sports
Citizenship and Leadership
Training
Allied Health / Caregiving
Athletics
NCR Caloocan City Manila Central University Optical Laboratory Technician
NCR Makati City ADM Consortium Information Technology,Journalism and Medical
Technology
V Naga City Ateneo de Naga University Information TechnologyEarly Childhood Teacher-Aide
Program
XI Davao Philippine Womens College of
Davao City
Bread and Pastry Production
Commercial Cooking
Computer Programming
Clothing Technology
Drafting Technology
Entrepreneurship
Food and Beverage Service
Graphic and Digital Animation
Tourism
Source: Yolanda S. Quijano, 2012
The modeling involved developing a curriculum, designing and organizing a set of
appropriate instructional materials, and identifying and using varied teaching and
learning strategies all at the school level, based on the needs of its students and the
demands of local businesses or industries.
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Objectives of the Study 29
This monitoring study looks into the status of and experiences on SHS Modeling in
selected schools in the country in preparation for its full implementation by 2016. The
study was funded by SEAMEO INNOTECH under its Educational Research and Innovation
Fund as part of the Centers commitment to support DepEds K to 12 Basic Education
Sector Reform Agenda.
OBJECTIVES OF THE STUDY
The monitoring of model senior high schools forms part of SEAMEO INNOTECH s
complimentary set of program interventions to support DepEds need for sustained
technical support in operationalizing the new K to 12 Basic Education Program.
The study aims to generate knowledge drawn from the experiences of model schools that
can serve as a good resource for refining the guidelines for the full implementation of SHS
beginning SY 2016-2017.
Specifically, the study aims to:
1.
determine the pre-implementation considerations and actual implementation
needs and processes under the SHS Modeling;
2. identify strengths and innovations of the selected SHS model schools;
3. ascertain challenges and potentials for improvement; and
4.
formulate policy recommendations based on the lessons learned by the selected
SHS model schools.
METHOD OF STUDY
The study consisted of the various stages of the SHS Modeling, from pre-implementation
to implementation, and including the challenges schools have experienced thus far in
relation to modeling (Figure 3).
The pre-implementation stage considered the factors that influenced the school to take
part in the SHS Modeling program. Activities that had to be undertaken prior to
implementation were likewise looked into. These include establishing linkages with local
government units and local businesses and industries; developing appropriate
curriculum; building capacity especially among teaching personnel; and acquiring
necessary certifications particularly for teaching technical-vocational subjects.
The implementation stage included the necessary inputs such as human and financial
resources, adequate facilities, curriculum, and learning materials, including policy
guidelines; processes that take place such as intervention programs, use of different
teaching methodologies, and student assessment; and outputs such as innovations, and
student employment as on-the-job trainees generated during the first year of SHS
modeling.
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Method of Study 30
Challenges related to policies and implementing guidelines; available resources; level of
community support, including LGUs and parents; level of awareness; and community
linkages were also examined.
The good practices and lessons learned from the first year of modeling were taken in
consideration before recommendations were crafted to help address the challenges and
maximize any potential for improvement of the program.
Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted from
February to March 2013 with school heads, teachers and SHS students to obtain
relevant information on the SHS Modeling.
Figure 3: Framework of Study
The study also utilized data generated from a survey administered by the Research
Studies Unit (RSU) of SEAMEO INNOTECH. The survey, also conducted from February to
March 2013, was part of a research project that aimed to generate case studies of
Alternative Delivery Mode (ADM) models in selected provinces of the Philippines that
would allow for deeper understanding of the implementation of appropriate and
effective ADMs for the SHS stage of the K to 12 program.
The draft report was distributed to SHS model schools during a conference held in
Baguio City in June 2013 to solicit comments and suggestions.
Of the total number of SHS model schools, four general public high schools and three
public TechVoc high schools were included in the monitoring study. Due to limited
resources, selection of SHS model schools included in the monitoring study was based
on a plan of action that would optimize the Centers available resources.
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The SHS Curriculum 31
The list of the seven SHS model schools included in the study can be found in Table 3.
Table 3: List of SHS Model Schools Included in the Monitoring Study
Region/Division School Type of School
IV-A Laguna San Pedro Relocation Center NHS Public TechVoc HS
IV-A Cavite City Sangley Point NHS General Public HS
VI Bacolod City Bacolod City NHS General Public HS
Vi Bacolod City Sum-ag NHS General Public HS
VI Silay City Doa Montserrat Lopez Memorial
National High School
Public TechVoc HS
VIII Palo Palo National High School General Public HS
VIII Leyte Merida Vocational School Public TechVoc HS
THE SHSCURRICULUM
While the SHS Modeling program allows the model schools to innovate and develop
their own curriculum, DepEd had proposed a senior high school curriculum when theprogram started in 2012. The proposed curriculum consisted of the following: a) core
subjects spanning seven learning areas, namely, language, literature, mathematics,
philosophy, natural sciences, social sciences, and the national service training program
(NSTP); and b) career pathways subjects which cover the areas of entrepreneurship or
business, technical-vocational, humanities (i.e., sports, arts, music, languages,
journalism), and science, technology and engineering (Table 4).
Table 4: Proposed SHS Curriculum (2012)
Learning Areas Subjects Grade 11 Grade 12 Total
Hours1stSem 2ndSem 1stSem 2ndSem
Core CurriculumLanguage English or Filipino or other 54 54 108Literature Philippine and
World Literature54
54
108
Mathematics Mathematics 54 54 108Philosophy Philosophy 54 54Natural Sciences Life/Physical Sciences 54 54 108Social Sciences Contemporary Issues 54 54 108NSTP Community Service 54 54 108
Career Pathways, including immersion or practicum
-
entrepreneurship or business;- technical-vocational;
-
humanities (sports, arts, music, languages, journalism);
-
science, technology and engineering
216 216 270 270 972
Total Hours 486 486 432 270 1,674
Hours/Day 5.4 5.4 4.2 3.0
Source: Yolanda S. Quijano, 2012
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The SHS Curriculum 32
DepEd has since then modified the proposed SHS curriculum. As of February 2014, the
revised senior high school curriculum consists of the following: a) core subjects covering
eight learning areas, namely, language, humanities, communication, mathematics,
philosophy, science, social science, and P.E. and health; and b) track subjects
encompassing the areas of academic, technical-vocational-livelihood, sports, and arts
and design (Figure 4).
Figure 4: Revised Senior High School Curriculum (2014)
Source: Department of Education, February 2014
As compared to the former proposed curriculum (2012) where one subject consists of 54
class hours in a semester, a subject under the revised proposed curriculum (2014)
consists of 80 class hours in a semester. DepEd has also clearly identified the specific
core and track subjects under the revised curriculum. The SHS will have 15 core subjects
and 16 track subjects, where seven are common subjects and nine are specialization
subjects, totalling 31 subjects to be taken up in Grade 11 and Grade 12 (Figure 5).
The career pathways or tracks have also been redefined under the revised
curriculum. One of the more salient changes is how the Academic Track lumps together
accountancy, business, management (ABM); liberal arts (General Academic); humanities,
education, social sciences (HESS/HUMMS); and science, technology, engineering,
mathematics (STEM). The ABM was formerly one of the main career pathways (i.e.,
entrepreneurship or business); STEM was also formerly one of the main career
pathways; humanities was likewise identified as one of the main career pathways, and
includes sports, arts and music, among others, which were later specified as main tracks
under the revised curriculum.
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The SHS Curriculum 33
Figure 5: SHS Core and Track Subjects
Source: Department of Education, February 2014
CORE SUBJECTS
The 15 core subjectsare spread among the eight learning areas. Languagetakes up four
subjects, humanities has two subjects, communication consists of only one subject,
mathematics, science, and social sciencecover two subjects each, while philosophy and
PE and health have one subject each. All 15 subjects will be taken up by SHS students
regardless of the track they opt to take.
Table 5lists in details the 15 core subjects.
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The SHS Curriculum 34
Table 5: SHS Core Subjects
CORE SUBJECTS Hours per
semester
Language 1. Oral Communication
2.
Reading and Writing
3.
Komunikasyon at Pananaliksik sa Wikang Filipino atKulturang Pilipino
4.
Pagbasa at Pagsusuri ng Ibat-ibang Teksto Tungo sa
Pananaliksik
80
80
80
80
Humanities 5. 21stCentury Literature from the Philippines and the World
6.
Contemporary Music and Visual Arts
80
80
Communication 7.
Media and Information Literacy 80
Mathematics 8. General Mathematics
9.
Statistics and Probability
80
80
Science 10. Earth and Life Science (Lecture and Laboratory)*
11.
Physical Science (Lecture and Laboratory)*
80
80
Social Science 12.
Personal Development13.
Understanding Society, Politics and Culture8080
Philosophy 14. Introduction to Philosophy of the Human Person 80
PE and Health 15. Physical Education and Health 80
CORE Total Number of Hours 1,200
TRACK Total Number of Hours 1,280
Total Number of Hours (CORE + TRACK) 2,480
Total Hours / Number of School Days in SHS (400) 6.2
hours/day
*Students in the STEM Strand will take Disaster Readiness and Risk Reduction and Earth Science
instead of these subjectsSource: Department of Education, February 2014
TRACK SUBJECTS
Track subjects comprise seven common track subjects and nine specialization or
specialized track subjects. Similar to the core subjects, the common track subjects will be
taken up by all SHS students regardless of their track. However, the common track
subjects are contextualized as appropriate to specific tracks. All strands under the
Academic Track (i.e., ABM, Liberal Arts or General Academic, HESS/HUMMS, and STEM)
have the same list of common track subjects. On the other hand, the Technical-Vocational-Livelihood, Sports, and Arts and Design Tracks share the same list of common
track subjects.
Table 6contains the list of common subjects for all tracks.
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Table 6: Common Track Subjects
Contextualized Track Subjects
Academic Track Technical-Vocational-Livelihood / Sports /
Arts and Design Tracks
1. English for Academic and Professional
Purposes
1. English for Academic and Professional
Purposes2. Research 1: Qualitative Research in Daily
Life
2. Research 1: Qualitative Research in Daily Life
3. Research 2: Quantitative Research in Daily
Life
3. Research 2: Quantitative Research in Daily
Life
4. Pagsulat sa Filipino sa Piling Larangan
(Akademik)
4. Pagsulat sa Filipino sa Piling Larangan
(Isports, Sining at TechVoc)
5. Empowerment Technologies (E-Tech): ICT
for Professional Tracks
5. Empowerment Technologies (E-Tech): ICT for
Professional Tracks
6. Entrepreneurship 6. Entrepreneurship
7.
Research Project 7.
Research Project / Culminating Activity
Each subject will have 80 hours per semesterSource: Department of Education, February 2014
The specialization track subjects differ from one track to another, and even from one
strand or mini-course to another. This will be illutrated in the following sections.
Academic Track
The Academic Track includes four strands: accountancy, business, management (ABM);
liberal arts (General Academic); humanities, education, social sciences (HESS/HUMMS);
and science, technology, engineering, mathematics (STEM). The specialized tracksubjects under this track differ depending on the strand. These are detailed in Tables 7-
10.
Table 7: Specialized Track Subjects (Academic Track - ABM 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 Finance14. ABM Strand 7 Organization and Management
15.
ABM Strand 8 Principles of Marketing
16.
ABM Strand 9 Work Immersion/Research/Career Advocacy
i.e., Business Enterprise Simulation
Each subject will have 80 hours per semesterSource: Department of Education, February 2014
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Table 8: Specialized Track Subjects (Academic Track - General Academic Strand)
8. Liberal Arts Strand 1 Humanities 1
9. Liberal Arts Strand 2 Humanities 2
10.
Liberal Arts Strand 3 Social Science 1
11. Liberal Arts Strand 4 Applied Economics
12.
Liberal Arts Strand 5 Organization and Management
13. Liberal Arts Strand 6 Disaster Readiness and Risk Reduction
14.
Liberal Arts Strand 7 Elective (from any Track/Strand)
15. Liberal Arts Strand 8 Elective (from any Track/Strand)
16. Liberal Arts Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity
Each subject will have 80 hours per semesterSource: Department of Education, February 2014
Table 9: Specialized Track Subjects (Academic Track - HUMSS Strand*)
8.
HUMMS Strand 1 Creative Writing
9.
HUMMS Strand 2 Creative Non-Fiction: The Literary Essay10. HUMMS Strand 3 World Religions and Belief Systems
11.
HUMMS Strand 4 Megatrends and Critical Thinking in the 21stCentury Culture
12.
HUMMS Strand 5 Philippine Politics and Governance
13. HUMMS Strand 6 Community Involvement and Social Issues
14. HUMMS Strand 7 Introducing the Social Sciences (Anthropology, Economics, History,
Psychology, Sociology, Political Science)
15. HUMMS Strand 8 Introducing the Applied Sciences (Communication, Journalism,
Guidance and Counselling, Social Work)
16. HUMMS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity
Each subject will have 80 hours per semester
*For finalizationSource: Department of Education, February 2014
Table 10: Specialized Track Subjects (Academic Track - STEM 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 115. STEM Strand 8 General Chemistry 2
16. STEM Strand 9
Each subject will have 80 hours per semesterSource: Department of Education, February 2014
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Technical-Vocational-Livelihood Track
The Technical-Vocational-Livelihood (TVL) Track has four mini-courses: home economics
(HE), information and communications technology (ICT), agri-fishery arts, and industrial
arts. Each mini-course has sub-specialization subjects that are based on the TESDA
training regulations (Table 11).
Table 11:Specialized Track Subjects (Technical-Vocational-Livelihood Track*)
TVL Track Subjects TESDA Training Regulations-Based Specializations
Subjects Example HE ICT Agri-Fishery
Arts
Industrial
Arts
8.TechVoc Track 1 Beauty
Care/
Hairdressing Cable TV
Installation
Rice Machinery
Operation
Automotive
Servicing
9.TechVoc Track 2 Nail
Care
Bread and
Pastry
Production
Visual Graphic
Design
Landscape
Installation and
Maintenance
Refrigeration
and Air
conditioning
0.
TechVoc Track 3 Tailoring Animation OrganicAgriculture
Production
Carpentry
1.TechVoc Track 4 Tour GuidingServices
Medical/Judicia
l Transcription
Rubber
Production
Consumer
Electronics
Servicing
2.TechVoc Track 5 Travel Services Horticulture ElectricalInstallation and
Maintenance
3.TechVoc Track 6 Hair-
dressing
Caregiving Animal
Production
Plumbing
4.TechVoc Track 7 Food and
BeverageServices
Aquaculture Shielded
Metal- ArcWelding
5.TechVoc Track 8 Housekeeping Food Processing Masonry
6.TechVoc Track 9 Attractions andTheme Parks
Tourism
Crop Production
Handicraft:
Fashion
Accessories
Handicraft:
Paper Craft
Handicraft:
Woodcraft
Handicraft:
Leathercraft
Each subject will have 80 hours per semester
*For FinalizationSource: Department of Education, February 2014
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Sports Track
The Sports Track includes two specializations: a particular sports or fitness. The
specialized track subjects under this track are shown in Table 12.
Table 12: Specialized Track Subjects (Sports Track)
8. Sports Track 1 Safety and First Aid
9.
Sports Track 2 Understanding 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 Prescription
15. Sports Track 8 Practicum (In-Campus)
16. Sports Track 9 Work Immersion/Research/Career Advocacy/Culminating Activity
Each subject will have 80 hours per semesterSource: Department of Education, February 2014
Arts and Design Track
The specialized track subjects for Arts and Design Track are listed in Table 13.
Table 13: Specialized Track Subjects (Arts and Design Track)
8. 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 Arts11. 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 7 Apprenticeship and Exploration of Different Arts Fields
15. Arts Track 8 Apprenticeship and Exploration of Different Arts Fields
16. Arts Track 9 Exhibit
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