rationale for the paradigm shift: k to 12 and higher education (innovations/differentiated methodologies) Maria Cynthia Rose Banzon BautistaCommission On Higher Education
14th Conference of the Philippine Schools OverseasDiamond Hotel17 May 2016
OUTLINE OF THE PRESENTATION
Historical and Discursive Context in Broad Strokes --Globalization and Regionalization--Lifelong Learning: 21st Century Education Paradigm
Mutual Recognition Agreements, Qualifications Frameworks, Regional Qualifications Frameworks, World Referencing Levels
The K to 12 Transition ChallengeK to 12 Curriculum K to 12 and Higher Education
Why K to 12 and Related Reforms?
HISTORICAL AND DISCURSIVE CONTEXT IN BROAD STROKES
GLOBALIZATION AND REGIONALIZATION
Globalization: the paradigm shiftFrom development (economic nationalism) to globalization (world
market participation)From catching up with the West to finding ones niche in the
market;Globalization: the breakdown of national borders and emergence of regional economies (e.g. EU, ASEAN EC)Mobility, the demand for comparability, National Qualifications Frameworks and Regional Referencing Frameworks
PARADIGM SHIFT IN EDUCATION
PARADIGM SHIFT in EducationFrom education to learningFrom learning to Lifelong Learning : the key for individuals
in the 21st century
TO HELP individuals adapt to the evolving requirements of the labor market and better master the changing time-frames and rhythms of individual existence.
Changing realities spurred by globalization: Profound reorganization of work and social life in the 21st century;Goal of education: to enable individuals to cope with these changes
by developing needed competencies (e.g. generic thinking and life skills);
Demands of democracy and living together in a complex world; transversal of universal and multicultural values Goal of education: to integrate the values reflecting a humanist
orientation (e.g. moral/ethical/spiritual moorings, fundamental respect for others as human beings with intrinsic rights, cultural rootedness, an avocation to serve, and imaginative sympathy)
WHY THE PARADIGM SHIFT?
Some 21st Century Skills
DEPARTMENT OF EDUCATION
1. Visual and information literacies
2. Media literacy
3. Basic, scientific, economic and technological literaciesand multicultural literacy
4. Global awareness
1. Creativity and curiosity2. Critical thinking problem
solving skills3. Risk taking
1. Collaboration and interpersonal skills
1. Flexibility and adaptability2. Initiative and self-direction3. Social and cross-cultural
skills4. Productivity and
accountability5. Leadership and responsibility6. Ethical, moral and spiritual
values
COMPETENCIES FOR GLOBAL CITIZENSHIP (UNESCO GLOBAL EDUCATION FIRST INITIATIVE)
an attitude supported by an understanding of multiple levels of identity, and the potential for a collective identity that transcends individual cultural, religious, ethnic or other differences (such as a sense of belongingness to common humanity, and respect for diversity);
deep knowledge of global issues and universal values such as justice, equality, dignity and respect (such as understanding of the process of globalization, interdependence/ interconnectedness, the global challenges which cannot be adequately or uniquely addressed by nation states, sustainability as the main concept of the future);
COMPETENCIES FOR GLOBAL CITIZENSHIP (UNESCO GLOBAL EDUCATION FIRST INITIATIVE)
cognitive skills to think critically, systemically and creatively, including adopting a multi-perspective approach that recognizes different dimensions, perspectives and angles of issues (such as reasoning and problem-solvingskills supported by a multi-perspective approach);
non-cognitive skills, including social skills such as empathy and conflict resolution, and communication skills and aptitudes for networking and interacting with people of different backgrounds, origins, cultures and
perspectives (such as global empathy, sense of solidarity); and behavioural capacities to act collaboratively and responsibly to find globalsolutions to global challenges, and to strive for the collective good
FEATURES OF THE PARADIGM SHIFT From teacher/expert-centered to learner-centered education; From knowledge as input to learning competencies as outcomes; From institutional inputs to institutional outcomes (e.g., efficiency;
effectiveness) From inputs- to learner outcomes-based evaluationChanging Standards: Learning Outcomes-basedBlurring of formal/informal/non-formal learning Learner outcomes as basis for qualifications in NQFs Increasing salience of alternative modes of delivery/arrangements
and certifications of competencies
CHALLENGES TO THE PARADIGM SHIFT
In Basic Education: Strong legacy of a teacher-centered paradigm In Higher Education:More ingrained professor-centeredness in higher education;Different philosophies of educationMore attuned and affected by conceptual Issues: Example 1: learner outcomes and competencesExample 2: competence and competency
learning outcomes:. describe what learners know, understand and are able and ready to do upon completion of a learning process
Competence: ability and readiness of the individual to use knowledge, skills and personal, social and methodological competences and to behave in a considered, individual and socially responsible manner. Comprehensive action skills
Competence: learning outcomes applied in context [competencies broadly defined to include the competencies of scholars and lifelong learners]
CONCEPTUAL ISSUE1: INTERRELATIONSHIP BETWEEN LEARNING OUTCOMES AND COMPETENCES
MUTUAL RECOGNITION AGREEMENTS, QUALIFICATIONS FRAMEWORKS, REGIONAL QUALIFICATIONS FRAMEWORKS, WORLD REFERENCING LEVELS
REGIONALIZATION
Globalization, the breakdown of barriers, labor and student mobility and the need for comparability of qualifications and programs;
The emergence and significance of Mutual Recognition Agreements and National Qualifications Frameworks;
Referencing with Regional Qualifications Frameworks
MUTUAL RECOGNITION AGREEMENTS (MRAS)
ASEAN MUTUAL RECOGNITION AGREEMENTS (MRAs) FOR accounting services, dental practitioners, medication practitioners, engineering services, nursing services, surveying qualifications, architectural services, tourism services
Ongoing work: comparison of policies and regulations; registration, temporary licensing or registration for limited practice, expert visits, education and training, humanitarian missions and research
THE PHILIPPINE QUALIFICATIONS FRAMEWORK
LEVEL
GRADE 12
GRADE 10
TECHNICAL EDUCATION AND
SKILLS DEVELOPMENTHIGHER EDUCATION
DOCTORAL AND POST DOCTORAL
BACCALAUREATE
BASIC EDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
Philippine Qualifications Framework
DEPARTMENT OF EDUCATION
BACCALAUREATE
DEPARTMENT OF EDUCATION
PQF ARTICULATION FOR GRADES 10 & 12Level Knowledge, Skills and Values Application Degree of Independence
I(G10)
Possess foundational knowledge across a range of learning areas with core competencies in communication; scientific, critical and creative thinking; and the use of technologies.
Have an understanding of right and wrong; ones history and cultural heritage; and deep respect for self, others and their culture, and the environment.
Apply foundationalknowledge, skills, and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.
Apply skills in limited situations with closesupervision.
II(G12)
Possess functional knowledge across a range of learning areas and technical skills in chosen career tracks with advanced competencies in communication; scientific, critical and creative thinking; and the use of technologies.
Have an understanding of right and wrong; ones history and cultural heritage; and deep respect for self, others and their culture, and the environment.
Apply functional knowledge, technical skills and values in academic and real-life situations through sound reasoning, informed decision-making, and the judicious use of resources.
Apply skills in varied situations with minimal supervision.
THE CHALLENGE: HOW TO FULLY DEVELOP AND QUALITY ASSURE NON-FORMAL AND INFORMAL EDUCATION?
Lifelong Learning is the international education paradigm
The Philippines has yet to articulate a system of pathways and equivalencies
How to quality assure the system of equivalencies and pathways
ASEAN QUALIFICATIONS REFERENCE FRAMEWORK
8 level framework. Like the NQF, it is based on learner outcomesReferencing of NQFs done by 2018Referencing assumes that the PQF is quality assuredPQF that is quality assured presupposes well-established program and institutional QA
ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF)
8
1
2
3
4
5
6
7
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
Qualifications(A)
Qualifications(B)
Country(A)
Country(B)
AQRF
8
PQF LEVEL 6: BACCALAUREATE
Dimension AQRF Level 4: Technical AQRF Level 6: Baccalaureate
Knowledge and Skills (KS) Is technical and theoretical with general coverage of a field
Involves adapting processes
Is specialised, technical and theoretical within a specific field;
involves critical and analytical thinking
Application and Responsibility KS applied to contexts that are generally predictable but subject to change
involve broad guidance requiring some self direction, and coordination to resolve unfamiliar issues
are complex and changing
require initiative andadaptability as well asstrategies to improveactivities and to solvecomplex and abstractissues
Three engineering occupational groups within the wider engineering profession: professional engineers, engineering technologists, and engineering technicians.
Before specifying or employing engineering expertise, it is important to gauge the level of engineering expertise needed.
For complex engineering problems use a professional engineer (Level 6).
For broadly-defined engineering problems use an engineering technologist (Level 5)
For well-defined engineering problems use an engineering technician. (Level 4?)
ENGINEERING OCCUPATIONAL GROUPS and Levels (Vea, 2014)
THE K TO 12 TRANSITION CHALLENGE
Before World War II
After full K12 implementation (2016 onwards)
Incomplete transition during the Commonwealth (1945 - 2015)
A HISTORY OF POSTPONEMENTS
Grades 1-7 High School 1-4 College
Grades 1-6 High School 1-4 College
K Grades 1-6 Junior High 7-10Senior High 11-
12 College
WE NEED TO APPROACH K12 AS A REFORM FOR THE EDUCATION SECTOR AS A WHOLE.
SENIOR HIGH SCHOOL CURRICULUM
DEPARTMENT OF EDUCATION
*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic; Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).
K to 12 Basic Education CurriculumNew General Education
Curriculum (CHED)Grades 7-10 SHS Core Subjects SHS Contextualized Subjects
Edukasyon saPagpapakatao
Health
Personal Development Understanding the Self / Pag-uunawa sa Sarili
Araling Panlipunan Filipino
Readings in Philippine History / MgaBabasahin hinggil sa Kasaysayan ngPilipinas
English / Filipino Araling Panlipunan
21st Century Literature from the Philippines and the World
The Contemporary World / Ang Kasalukuyang Daigdig
Math General Math Statistics and Probability
Mathematics in the World / Matematika sa Makabagong Daigdig
English Filipino
Oral Communication Reading and Writing Komunikasyon at Pananaliksik sa Wika
at Kulturang Filipino Pagbasa at Pagsusuri ng Iba't-Ibang
Teksto Tungo sa Pananaliksik Media and Information Literacy
English for Academic and Professional Purposes
Pagsulat sa Filipino sa Piling Larangan (Akademik, Arts, Isports at Tech-Voc)
Purposive Communication / Malayuning Komunikasyon
K TO 12 AND CHED GE COURSE COMPARISON
DEPARTMENT OF EDUCATION
K TO 12 AND CHED GE COURSE COMPARISONK to 12 Basic Education Curriculum New General Education
Curriculum (CHED)Grades 7-10 SHS Core Subjects SHS Contextualized Subjects Music and Arts Physical Education
Contemporary Philippine Arts from the Regions
Art Appreciation / Pagpapahalaga saSining
Physical Education Health
Physical Education and Health
Science Araling Panlipunan English Filipino Health
Understanding Culture, Politics and Society
Physical Science Earth and Life Science
Empowerment Technologies: ICT for Professional Tracks
Science, Technology and Society / Agham, Teknolohiya, at Lipunan
Edukasyon sa Pagpapakatao Araling Panlipunan
Introduction to Philosophy of the Human Person
Ethics / Etika
Edukasyong Pantahanan at Pangkabuhayan
Technology Livelihood Education
Entrepreneurship
English Filipino Araling Panlipunan Science Math
Research in Daily Life 1 and 2
All learning areas Research Project/Career Advocacy/Work Immersion/Culminating Activity
Senior High School Core SubjectsCore Learning Areas and Subjects hours per semester
Language
Oral Communication 80Reading & Writing 80Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80Pagbasa at Pagsusuri ng Ibat Ibang Teksto Tungo sa Pananaliksik 80
Humanities 21st Century Literature from the Philippines and the World 80The Contemporary Arts from the Regions 80
Communication Media & Information Literacy 80
MathematicsGeneral Mathematics 80Statistics & Probability 80
ScienceEarth and Life Science (Lecture and Laboratory) 80Physical Science (Lecture and Laboratory) 80
Social SciencePersonal Development 80Understanding Society & Culture 80
Philosophy Intro to Philosophy of the Human Person 80PE and Health Physical Education and Health 80
CORE Total Number of Hours 1,200TRACK Total Number of Hours 1,280
Total Number of Hours (CORE + TRACK) 2,480Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day 6.2 hours/day
DEPARTMENT OF EDUCATION
Each subject will have 80 hours per semester*For Finalization
Contextualized Track Subjects
DEPARTMENT OF EDUCATION
Academic, Technical-Vocational-Livelihood, Sports, Arts & Design Tracks
1 English for Academic and Professional Purposes
2 Research 1: Qualitative Research in Daily Life
3 Research 2: Quantitative Research in Daily Life
4 Pagsulat sa Filipino sa Piling Larangan (Akademik, Isports, Sining at Tech-Voc)
5 Empowerment Technologies (E-Tech): ICT for Professional Tracks
6 Entrepreneurship
7 Research Project / Culminating Activity*
ACADEMIC TRACK
Accountancy, Business and Management Strand
8 ABM Strand 1 Applied Economics
9 ABM Strand 2 Business Ethics and Social Responsibility
10 ABM Strand 3 Fundamentals of Accountancy, Business and Management 1
11 ABM Strand 4 Fundamentals of Accountancy, Business and Management 2
12 ABM Strand 5 Business Math
13 ABM Strand 6 Business Finance
14 ABM Strand 7 Organization and Management
15 ABM Strand 8 Principles of Marketing
16 ABM Strand 9Work Immersion/Research/Career Advocacy/Culminating Activityi.e. Business Enterprise Simulation
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION
ACADEMIC TRACK
Proposed Humanities and Social Science Strand*
8 HUMSS Strand 1 Creative Writing
9 HUMSS Strand 2 Creative Nonfiction: The Literary Essay
10 HUMSS Strand 3 World Religions and Belief Systems
11 HUMSS Strand 4 Megatrends and Critical Thinking in the 21st Century Culture
12 HUMSS Strand 5 Philippine Politics and Governance
13 HUMSS Strand 6 Community Involvement and Social Issues
14 HUMSS Strand 7Introducing the Social Sciences (Anthropology, Economics, History, Psychology, Sociology, Political Science)
15 HUMSS Strand 8Introducing the Applied Social Sciences(Communication, Journalism, Guidance and Counseling, Social Work)
16 HUMSS Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity
Each subject will have 80 hours per semester*For Finalization
DEPARTMENT OF EDUCATION AS OF DECEMBER 18, 2013
Senior High School Core Subjects for the STEM Strand
DEPARTMENT OF EDUCATION
Core Learning Areas and Subjects hours per semester
Language
Oral Communication 80Reading & Writing 80Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80Pagbasa at Pagsusuri ng Ibat Ibang Teksto Tungo sa Pananaliksik 80
Humanities 21st Century Literature from the Philippines and the World 80The Contemporary Arts from the Regions 80
Communication Media & Information Literacy 80
MathematicsGeneral Mathematics 80Statistics & Probability 80
ScienceEarth Science 80Disaster Readiness and Risk Reduction 80
Social SciencePersonal Development 80Understanding Society & Culture 80
Philosophy Intro to Philosophy of the Human Person 80PE and Health Physical Education and Health 80
CORE Total Number of Hours 1,200TRACK Total Number of Hours 1,280
Total Number of Hours (CORE + TRACK) 2,480Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = average hours/day 6.2 hours/day
DEPARTMENT OF EDUCATION
Academic Track
Science, Technology, Engineering and Mathematics Strand
8 STEM Strand 1 Pre-Calculus
9 STEM Strand 2 Basic Calculus
10 STEM Strand 3 General Biology 1
11 STEM Strand 4 General Biology 2
12 STEM Strand 5 General Physics 1
13 STEM Strand 6 General Physics 2
14 STEM Strand 7 General Chemistry 1
15 STEM Strand 8 General Chemistry 2
16 STEM Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION
ACADEMIC TRACK
Proposed General Academic Strand*
8 Strand 1 Humanities 1
9 Strand 2 Humanities 2
10 Strand 3 Social Science 1
11 Strand 4 Applied Economics
12 Strand 5 Organization and Management
13 Strand 6 Disaster Readiness and Risk Reduction
14 Strand 7 Elective 1 (from any Track/Strand)
15 Strand 8 Elective 2 (from any Track/Strand)
16 Strand 9 Work Immersion/Research/Career Advocacy/Culminating Activity
Each subject will have 80 hours per semester*For Finalization
DEPARTMENT OF EDUCATION
SPORTS TRACK SUBJECTS
Each subject will have 80 hours per semester
DEPARTMENT OF EDUCATION
Sports Track8 Sports Track 1 Safety and First Aid
9 Sports Track 2 Human Movement
10 Sports Track 3 Fundamentals of Coaching
11 Sports Track 4 Sports Officiating and Activity Management
12 Sports Track 5 Fitness, Sports and Recreation Leadership
13 Sports Track 6 Psychosocial Aspects of Sports and Exercise
14 Sports Track 7 Fitness Testing and Exercise Programming
15 Sports Track 8 Practicum (in-campus)
16 Sports Track 9Work Immersion/Research/Career Advocacy/Culminating Activityi.e. Apprenticeship (off-campus)
ARTS AND DESIGN TRACK SUBJECTS
Each subject will have 80 hours per semester except Apprenticeship and Exploration of Different Arts Fields which will have 160 hours
DEPARTMENT OF EDUCATION
Arts and Design Track8 Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production
9 Arts Track 2 Creative Industries II: Performing Arts
10 Arts Track 3 Physical and Personal Development in the Arts
11 Arts Track 4 Developing Filipino Identity in the Arts
12 Arts Track 5 Integrating the Elements and Principles of Organization in the Arts
13 Arts Track 6 Leadership and Management in Different Arts Fields
14 Arts Track 7Apprenticeship and Exploration of Different Arts Fields
15 Arts Track 8
16 Arts Track 9Work Immersion/Research/Career Advocacy/Culminating ActivityExhibit for Arts Production/ Performing Arts Production
TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK (TABLE 1) ANDTESDA TRAINING REGULATIONS-BASED SPECIALIZATIONS* (TABLE 2)
HE ICT Agri-Fishery Arts Industrial Arts
1. Hairdressing2. Tailoring3. Caregiving4. Food and Beverage
Services5. Bread and Pastry
Production6. Housekeeping7. Tour Guiding Services8. Travel Services9. Attractions and Theme
Parks Tourism10.Handicraft
a. Fashion Accessories
b. Paper Craftc. Woodcraftd. Leathercraft
1. Computer Programming
2. Medical Transcription
3. Animation
AGRICROP PRODUCTION1.Horticulture2.Landscape Installation and Maintenance3.Organic Agriculture Production4.Pest Management5.Rice Machinery Operation
1. Automotive Servicing
2. Refrigeration and Air-Conditioning
3. Consumer Electronics Servicing
4. Electrical Installation and Maintenance
5. Shielded Metal-Arc Welding
6. Carpentry7. Plumbing8. Masonry9. Tile Setting
ANIMAL PRODUCTION1.Artifical Insemmination2.Raising Large Ruminants (Dairy Cattle and Buffaloes)3.Raising Swine4.Slaughtering
FISH PRODUCTION1.Fish Nursery Operation2.Fish or Shrimp Grow Out Operation3.Fishport/Wharf Operation
Tech-Voc Track TESDA Training Regulations-Based SpecializationsTVL Track SubjectsSubjects Example
8 Tech-Voc Track 1 Beauty Care / Nail Care9 Tech-Voc Track 2
10 Tech-Voc Track 3
Hairdressing
11 Tech-Voc Track 412 Tech-Voc Track 513 Tech-Voc Track 614 Tech-Voc Track 715 Tech-Voc Track 816 Tech-Voc Track 9
DEPARTMENT OF EDUCATION
Each subject will have 80 hours per semester.
*Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10.
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FULL K TO 12 CURRICULUM
PresenterPresentation NotesStructure/architecture of the K to 12 curriculumElementary: K-6Junior High: 7-10SHS: 11-12SHS curriculum has 4 tracks:AcademicTechnical-Vocational-LivelihoodSportsArts and Design
K to 12 Curriculum addresses the requirements of RA 10533 and covers a wide range of important areas and topics
DEPARTMENT OF EDUCATION
Learner-Centered
Culture-Appropriate
Standards-Based
Global
41
Features of the Enhanced Curriculum (RA 10533 Sec. 5)
Childrens Rights Peace Education
Disaster Readiness Citizenship Education Reproductive Health
Gender Awareness and Development
Climate Change Financial LiteracySpecial Education
Various Areas and Topics covered in the K to 12 Curriculum
SportsArts
Entrepreneurship
PresenterPresentation NotesTop-half are from the law [discuss each quadrant]BALANCE between the ideal, the meaningful, the logistically feasibleAllows for varied ways of deliveryONE STOP SHOP and inclusive Standards- and competence-basedBuilt around the needs of the learner and the communityBottom half are topics/areas covered by other law and/or commonly asked by legislators
In Kindergarten to Gr 3, the childs dominant language is used as the language of learning.
Improving ease of understanding through the use of Mother Tongue in Kindergarten to Gr 3
DEPARTMENT OF EDUCATION
The learners retain their ethnic identity, culture, heritage and values.
Children learn better, are more active in class and learn a second language even faster when they are first taught in a language they understand.
Mother Tongue is used in instruction and learning materials of other learning areas.
42
PresenterPresentation NotesMother tongue = childs dominant languageField must be able to determine the real language of the child, not the ideal languageNot the same as bilingual education. During Kinder to Gr 3, the child is taught in his/her dominant languageLearners materials written in 19 languages currentlyChildren retain their ethnic identity, culture, heritage and values (Madrasah/ALIVE as an example)
Basic concepts/general concepts are first learned.
Spiralling of Content
DEPARTMENT OF EDUCATION
This also allows learners to understand topics and master skills appropriate to their developmental and cognitive stages.
More complex and sophisticated versions of the basic/general concepts are then rediscovered in the succeeding grades.
This strengthens retention and enhances mastery of topics and skills as they are revisited and consolidated time and again.
43
PresenterPresentation NotesSpiraling of content and competenciesBasic Complex not the other way aroundIterate content over timeSpiral Disciplinal
STRENGTHENING SCIENCE AND TECHNOLOGY LITERACY
44
Explore their natural and physical environment
Establish connection between science and real life
Address real world problems especially issues confronting learners
Innovate and/or create products that have impact on community or country
Choose a track according to interest and needs of society
K to Gr 3
Gr 4 to 6
Gr 7 to 10
Gr 11 to 12
Application
Knowledge & Skills
Healthful habits Curiosity Basic Process Skills
Application
Knowledge & Skills
Essential skills of scientific inquiry (e.g. designing simple investigations)
Communicating ideas
Application
Knowledge & Skills
Scientific, technological, environmental literacy
Investigating relationships of variables in real life contexts and measuring them
Application
Knowledge & Skills
Scientific research on global issues that have impact on the country
Process information to get relevant data for a problem at hand
PresenterPresentation NotesProgression of standards and competencies under Science from Kinder to Grade 12From healthful habits, curiosity and basic process skills essential skills of scientific inquiry and communicating ideas scientific/technological/environmental literacy scientific research on global issues
Technology and Livelihood Education (TLE) and the Technical-Vocational-Livelihood (TVL) Track
DEPARTMENT OF EDUCATION
Given the opportunity to explore from a maximum of four TLE mini courses for each level
Taught five basic competencies common to all TLE courses
Learners may earn a Certificate of Competency (COC) and/or a National Certificate I or II (NC I / NC II) in or after Gr 9 and Gr 10.
Learners may opt to take the Technical-Vocational-Livelihood track in Gr 11 and Gr 12 to continue the TLE specialization taken in Gr 9 and Gr 10.
This enables him/her to get a higher qualification.
45
Exploratory TLE at Gr 7 and Gr 8
PresenterPresentation Notes5 common competencies in Grades 7 to 8:Use of ToolsPerform Mensuration and CalculationPractice Occupational Health and Safety ProecduresUse and Maintain Hand Tools, Equipment and ParaphernaliaRead and Interpret Manuals/SpecificationsHopefully they will find their inclinations and will have decided by Gr 9 if they will go for the Academic track
THE K TO 12 CHALLENGE IN HIGHER ED
THE CHALLENGES: Foregone Enrollment 2016-17 2017-18 2018-19 2019-20 2020-21
College 1 - -
College 2 - -
College 3 - -
College 4 - -
FOR DISPLACED PERSONNEL
(ESTIMATED 23,738 TEACHING AND NON-TEACHING
STAFF)
DepEdGreen Lane
DOLEAdjustment Measures Program
At least 30,000 new teachers and 6,000 new non-teaching staff will be needed for SHS per year in 2016 and 2017.
DepEd will establish a Green Lane to prioritize and fast-track the hiring of displaced HEI personnel, matching them in terms of location and salary.
DOLE will offer the following to displaced employees who do not or cannot transfer to SHS: Income support Employment facilitation Training and livelihood
CHEDDevelopment GrantsFor RETAINED Personnel
CHED to provide opportunities for upgrading qualifications and income support to personnel and HEIs (as a result of lower salaries because of reduced enrolment), inclusive of: Scholarships for Grad Studies Faculty and Staff Development Grants SHS Training Packages Innovation Grants for Institutions
CHED has designed packages to support HEIs, as well as their faculty and staff, who while not displaced, will have lighter workloads during the K12 transition period (from 2016 to 2021).
CHED DEVELOPMENT PACKAGES
Scholarships for Graduate Studies
Development Grants for Faculty and Staff
Innovation Grants for Institutions
DEVELOPMENTAL GRANTS FOR HEIS AND PERSONNEL
49
2
Scholarships for Graduate Studies and Professional Advancement
Development Grants for Faculty and Staff
Innovation Grants for Institutions
Masters (app 7900)
Partial Support for Foreign Masters
PhD
PhD Sandwich
Training for Updated Outcomes-Based Curriculum
Research & Development
Community Service and Extension
Industry Immersion
SHS Training
International Linkages
Academe-Industry Linkages
Research
Development of Niche and Priority Programs
Special Package for Small HEIsShort-Term Programs
24 unitsUpdating on teaching strategies and on
the revised curriculum (OBE, K12, Rev GE)
24 unitsTraining relevant to their work
12 units
24 units(1 Semester)
Research & Development
REQ
UIR
ED
PAC
KAG
ES
12 units
Community Service & Extension
24 units(1 Semester)
12 units
24 units(1 Semester)
Industry Immersion
For HEI Faculty For HEI Staff
CU
STO
M
PAC
KAG
ES
Faculty and staff who remain in HEI/SHS are allocated a maximum of96 usable credits each, depending on HEI faculty plan and assessment.
CHED DEVELOPMENT PACKAGESDEVELOPMENT GRANTS FOR FACULTY AND STAFF
WHY K TO 12 AND RELATED EDUCATION REFORMS?
WHAT IS THE MISSION CALL FOR EDUCATION REFORMERS?
To move our people out of poverty by providing access to quality education at all levels and honing competencies through formal, non-formal and informal means [with equivalent credits]
To hew competencies (including the competency to learn throughout life) more closely to the needs of our nation for greater employability, entrepreneurial provision of JOBS, and more meaningful lives
To deepen the learners cultural and historical roots while developing their wings to fly in a global world;
To keep the Philippines at par with its ASEAN neighbors by leveraging their enhanced capabilities for regional, national development and global competitiveness (within ASEAN and beyond)
ASEAN ASPIRATION
ASEAN Economic Community : single market and production base for better economic opportunities; Vibrant market of 600 million people
Combined GDP of nearly $3M USD by 2025 and
Closer integration could lift aggregate output by 7% and generate 14M additional jobs
Goal: to continuously build complementary physical and human infrastructure that will enhance the competitiveness of AEC
ASEAN ASPIRATION
Requisite: freer flow of labor, particularly skilled workers in line with the demographic, economic and social changes in the region 90% of ASEAN workers in ASEAN are not skilled but very small percentage are skilled 70% of 9.5 ASEAN migrants migrated to other ASEAN countrie;s; migration of skilled
workers to the US, Europeskilled workers for ASEAN Demographic transitions, other countriese.g. BRICs with Turkey, Mexico and Morocco
will be fishing from the same talent pool as high income countries do now ASEAN will have to compete for the same workersmore destinations for citizens of
ASEAN countries Student mobilityvalue in itself but from the AEC, a precursor of skilled mobility
Requisite: strong regional identity and consciousness
COMPARATIVE HIGHER EDUCATION IN ASIA (AS OF 2012 *2010; **2011)
Country Spending for Higher Education
Per Capita Spending (in USD)
Participation (% of College Age Population in Higher Education)
Brunei 3.3 15,714.8 24.3
Cambodia 2.6* 593.1 15.8**
Indonesia 3.6 1,181.4 31.5
Lao PDR 2.8 nd 16.7
Malaysia 5.9 9.752.9 36.0
Myanmar .8 nd 13.8**
Philippines 2.7 548.25 28.0
Singapore 3.2 16,246.9 nd
Thailand 7.6 1,882.7 51.4
Vietnam 6.3* 1,326.8* 24.6
Gross Expenditure on R&D (GERD)
Building intellectual capital is the single most important investment to become globally competitive.
UNESCO recommends a GERD that is 1% of GDP. Philippine GERD was less than 0.2%, Indonesia .8%,Vietnam .5%, Malaysia,
2.10 of GDP in 2007.UP 2015 BUDGET
Source: Thomson Reuters, Academic Research in the Philippines
Research Output: Comparison of ASEAN countries
PH, ID, VN, MY, TH
UP 2015 BUDGET 57
EDUCATIONAL ATTAINMENT OF HIGHER EDUCATION FACULTY
HIGHESTEDUCATIONAL ATTAINMENT
PHILIPPINES MALAYSIA VIETNAM INDONESIA
Bachelors 50% 31% 40% 53%
Masters 39% 49% 46% 40%
PhD 11% 20% 14% 7%
SITUATION WITH RESPECT TO EDUCATION ATTAINMENT
SITUATION WITH RESPECT TO PER CAPITA GDP GROWTH (2005 PPP$) SITUATION LOSING
MOMENTUM MOVING AHEAD
FALLING FURTHER BEHIND
CATCHING UP
LOSING MOMENTUM
United States New Zealand Canada
Australia Philippines
MOVING AHEAD Japan Korea Taiwan
FALLING FURTHER BEHIND
CATCHING UP Singapore Hong Kong
Mexico China Indonesia Malaysia Thailand Vietnam
ECONOMIC GROWTH AND EDUCATION ATTAINMENT(% OF COMPLETE TERTIARY SCHOOLING ATTAINED IN A POPULATIO YAP, 2012
SITUATION
WITH
RESPECT
TO
EDUCATION
ATTAINMENT
SITUATION WITH RESPECT TO PER CAPITA GDP GROWTH (2005 PPP$)
SITUATION
LOSING MOMENTUM
MOVING AHEAD
FALLING FURTHER BEHIND
CATCHING UP
LOSING MOMENTUM
United States
New Zealand
Canada
Australia
Philippines
MOVING AHEAD
Japan
Korea
Taiwan
FALLING FURTHER BEHIND
CATCHING UP
Singapore
Hong Kong
Mexico
China
Indonesia
Malaysia
Thailand
Vietnam
( INNOVATION AND KNOWLEDGE INDICES (NORMAN LAROQUE, PBED SUMMIT ON HIGHER EDUCATION, 24-25 JANUARY 2014)
INDEX PHILIPPINESRANKING
MALAYSIARANKING
THAILANDRANKING
INDONESIARANKING
GLOBAL INNOVATION INDEX (2013)
90 32 57 85
KNOWLEDGEECONOMYINDEX (2012)
92 48 66 108
KNOWLEDGEINDEX (2012)
97 52 66 110
GLOBAL COMPETITIVENESS INDEX
59 24 37 38
THANK YOU
rationale for the paradigm shift: k to 12 and higher education (innovations/differentiated methodologies) Outline of the Presentationhistorical and discursive context in broad strokesglobalization and regionalizationParadigm Shift in educationWhy the Paradigm Shift? Slide Number 7competencies for global citizenship (UNESCO Global Education First Initiative)competencies for global citizenship (UNESCO Global Education First Initiative)Features of the paradigm shiftChallenges to the paradigm shiftConceptual Issue1: Interrelationship between learning outcomes and competencesMutual Recognition Agreements, Qualifications Frameworks, Regional Qualifications Frameworks, World Referencing LevelsregionalizationMutual Recognition Agreements (MRAs)Slide Number 16Slide Number 17PQF Articulation for Grades 10 & 12The Challenge: How to fully develop and quality assure non-formal and informal education?ASEAN Qualifications Reference FrameworkASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF)PQF LEVEL 6: BaccalaureateSlide Number 23The K to 12 Transition ChallengeA History of PostponementsWe need to approach K12 as a reform for the education sector AS a WHOLE.Senior High School CurriculumK to 12 and CHED GE Course ComparisonK to 12 and CHED GE Course ComparisonSlide Number 30Slide Number 31Academic TrackAcademic TrackSlide Number 34Slide Number 35Academic TrackSports Track SubjectsArts and Design Track SubjectsTechnical-Vocational-Livelihood Track (Table 1) andTESDA Training Regulations-Based Specializations* (Table 2)Slide Number 40Slide Number 41Slide Number 42Slide Number 43Strengthening Science and Technology LiteracySlide Number 45 the K to 12 challenge in higher edFor DISPLACED Personnel(Estimated 23,738 teaching and non-teaching staff)CHED Development Packages Developmental Grants for HEIs and PersonnelCHED Development PackagesDevelopment Grants for Faculty and StaffWHY K to 12 and RELATED EDUCATION REFORMS? What is the mission call for education reformers? ASEAN aspirationASEAN ASPIRATIONCOMPARATIVE HIGHER EDUCATION IN ASIA (AS OF 2012 *2010; **2011)Slide Number 56Slide Number 57Slide Number 58educational attainment of higher education facultyEconomic Growth and Education Attainment(% of complete tertiary schooling attained in a population), Yap, 2012 ( INNOVATION AND KNOWLEDGE INDICES (Norman LaRoque, PBED Summit on Higher Education, 24-25 January 2014)Slide Number 62Thank you
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