RAUL C. ALVAREZ, JR. REE, Ed.

D, CESO III
Director IV
CHEDRO XI

1
K-12: A History of Postponements

 Concerns on the scope and length of

basic education raised as early as the
Monroe Survey of 1925, the Prosser
Survey (1930) and the 1949 UNESCO
Mission Survey (introduced Grade 7)

 Prior to the 1940’s, seven-four model

(7 years elementary, 4 years
secondary) or 11 years of basic
education;
K-12: A History of Postponements

 Under the Commonwealth Government, the

American system prescribed a shift to a six-
three-three model (6 years elementary, 3
years junior high school, and 3 years senior
high school);
 Grade 7 was promptly removed but the high
school expansion was never realized;

 Reduction of schooling years from 11 years before

World War II, to only 10 years after the
Commonwealth, WAS UNINTENDED:
K-12: A History of Postponements

 Sectoral reviews on public education from the

1949 UNESCO Mission Survey, the 1960
Swanson Survey and the 1970 Presidential
Commission to Survey Philippine Education
(1970), were unanimous in recommending a
revert to previous practice but lengthening
the school year was shadowed by doubts that
the state can finance it

 EDCOM (1991) retained 10 years to

minimize the burden of government
funding
K-12: A History of Postponements

 1998 Philippine Education Sector Study (PESS)—

compulsory pre-school and Grade 7 but Asian
financial crisis prevented pursuit of the policy

 2001 Philippine Commission for Education

Reform (PCER)—compulsory one-year pre-
baccalaureate
 2004 DepEd Bridging Program in Math, science,
English but strong political pressure of 2004
elections resulted to only an optional bridging
program
 2013 Enhanced Basic Education Act (RA 10533)
Senior High School (SHS)
Curriculum and Program
Requirements
 The K to 12 Philippine Basic Education
Curriculum Framework

Holistically Developed Filipino with 21st Century Skills

Being and Becoming a Whole Person

SKILLS LEARNING AREAS

Information, Media, and Technology Skills Language
Learning and Innovation Skills Technology and Livelihood Education (TLE)
Communication Skills Mathematics and Science
Life and Career Skills Arts and Humanities

Curriculum Support System

Community-
Materials, School Schools
Industry
Facilities, ICT Leadership Divisions
Teachers Assessment Relevance
and Environment and Technical
and
Equipment Management Assistance
Partnerships

Monitoring and Evaluation System

 Senior High School Curriculum

*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).
Grades 11 and 12 will have 31
80-hour subjects, totalling 2,480 hours.

31 TOTAL SUBJECTS

16
15 Track Subjects
Core Subjects 7 9
Applied Track Specialized
Subjects subjects

Each subject will have 80 hours per semester

P.E. and Health will have 20 hours per semester for 4 semesters

DEPARTMENT OF EDUCATION
 Senior High School Core Subjects
hours per
Core Learning Areas and Subjects semester
Oral Communication 80
Reading & Writing 80
Language
Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino 80
Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80
21st Century Literature from the Philippines and the World 80
Humanities
Contemporary Philippine Arts from the Regions 80
Communication Media & Information Literacy 80
General Mathematics 80
Mathematics
Statistics & Probability 80
Earth and Life Science (Lecture and Laboratory) 80
Science
Physical Science (Lecture and Laboratory) 80
Personal Development / Pansariling Kaunlaran 80
Social Science
Understanding Culture, Society and Politics 80
Introduction to the Philosophy of the Human Person / Pambungad sa Pilosopiya
Philosophy 80
ng Tao
PE and Health 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 (CORE + TRACK) divided by Number of School Days in SHS (400) = average
6.2
 Applied Track Subjects

Academic, Technical-Vocational-Livelihood,
Sports, Arts & Design Tracks
1 English for Academic and Professional Purposes

2 Practical Research 1

3 Practical Research 2

4 Filipino sa Piling Larangan (Akademik, Isports, Sining at Tech-Voc)

5 Empowerment Technologies (for the Strand)

6 Entrepreneurship

7 Inquiries, Investigations and Immersion

Each subject will have 80 hours per semester

DEPARTMENT OF EDUCATION
 Academic Track
Specialized Subjects
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
Work Immersion/Research/Career Advocacy/Culminating
16 STEM Strand 9
Activity
Each subject will have 80 hours per semester

DEPARTMENT OF EDUCATION
 Academic Track –STEM Strand
Facilities, Materials and Equipment Requirements

Essential Supplemental
program will not run/not be implemented will enhance/enrich
without these implementation
Facilities Materials, Equipment
1 Life Science 1. Basic Science
Laboratory equipment
(including sink, Stand base assembly
storage,shower) Stand support
1 Chemistry Ring with stem
laboratory Multiclamp assembly
(including sink, Universal bosshead
storage,shower) assembly
1 Physical Science 2. Mechanics Science
Laboratory equipment
(including sink,
storage,shower) Cart-rail system
1 Computer Free fall apparatus
 Academic Track – STEM Strand
Draft Assessment Requirements
Entry Classroom-Based
Exit Assessment
Assessment Assessment

1. Science/
Math/Science/
Technology/
1. Admission Technology / research/
Math Literacy
test investigation with
skills
2. Career abstracts that are
Assessment
2. Research skills
accessible in the world
3. Experimental
wide web
skills
IMPACT OF K-12 ON HIGHER
EDUCATION
 Technical Baccalaureate,
Education Post- Baccalaureate,
Four (4) Years Junior HS + and Skills Post-Doctoral/
Two (2) Years Senior HS + Development Specialization
Six (6) Years TESD Specialization (NC I
and NC II) + Arts & Sports
One (1)
Year
 The PQF:
INPUTS OUTPUTS
Industry needs Qualification Levels

Need for global Descriptors

recognition of
competencies Registers
Current qualifications
issues at all levels Philippine Working Groups
Qualifications Pathways &
Qualifications issues
in recognition of prior Framework Equivalencies
learning
Quality Assurance
Research and policy
papers on NQF Information &
Guidelines
NQFs of other
countries International
Alignment

Consultation and Advocacy

With Stakeholders
 THE PHL QUALIFICATIONS FRAMEWORK

BASIC ED TESD HIGHER EDUCATION

L8 DOCTORAL AND
POST DOCTORAL
L7 POST -
BACCALAUREATE
L6 BACCALAUREATE
L5 DIPLOMA
L4 NC IV
L3 NC III
L2 G12 NC II
G10-
L1 NC I
 LEVEL 6 Descriptors

KNOWLEDGE, SKILLS Graduates at this level can demonstrate

AND VALUES broad and coherent knowledge and skills in
their respective fields of study for
professional/creative work , innovations, and
lifelong learning
APPLICATION Application in professional/creative work
research and innovation in a specialized field
of discipline and/or further study
DEGREE OF Some (Substantial) degree of
INDEPENDENCE independence and/or in teams of
related fields with minimal supervision
QUALIFICATION TYPE Baccalaureate Degree
What were the CHALLENGES?

 Review and revision of the Policies,

Standards and Guidelines (PSGs) to
transform the current PSGs into an
outcomes-based format;
 The Technical Panels/Committees for each
discipline will prescribe the competencies
required for each program;
 Review and revision of the Training
Regulations to realign them with the new
descriptors in technical skills development
 Harmonization of the pertinent K-
12 curriculum with the new
descriptors;
 Alignment of licensure examinations

 Continuing consultations with

industry; and
 Advocacy and public hearings to
be conducted at the regional
levels
 K12 IMPACT: Curricular and Program Changes
Current General Education Curriculum
 63 units of courses from various disciplines for students
majoring in non-science (including mathematics and
science-related) programs,
 51 units for mathematics-, science- and science-related
majors.
 Remedial Courses have been moved to Senior High
School
GE in 2018
 24 units of core courses;9 units of elective courses; and
 3 units on the life and works of Rizal (as mandated by
law).
Curriculum and Academic Programs
 College Readiness Standards: already developed by
the CHED GE Task Force
 CHED Technical panels involved in the development
of Senior High School courses;
 Possibly shortened curriculum:
Revision of Policies, Standards and Guidelines
--PSGs for 2015-2017 [shift to learning
competency-based standards CMO 46 s 2012]
--PSGs for 2018 onwards
--PSGs for ladderized and associate programs
OBE and EE Education
+
PROGRAM LOCAL
IMPERATIVES IMPERATIVES

IMPERATIVES
REGIONAL GLOBAL
FOR REFORM IMPERATIVES IMPERATIVES

It is IMPERATIVE for ENGINEERING PROGRAMS to

become cognizant of the confluence of current
needs and demands that shape the nature and
impact of our discipline (BSEE)
+ THE ‘LOGIC’ OF OBE

"Say what you want students

to be able to do, teach them
to do it and then see if they
can, in fact, do it."
[J. Biggs & C. Tang, Teaching for Quality Learning
at University, 3rd Ed, p.177. Open University, 2007.]
 + THE LANGUAGE OF OBE
Knowledge – information that one has
stored through experience
Skills – demonstrable abilities
(abilities are potential)
Attitudes– evaluative cognitions
regarding things/ activities (+ or –
judgment)
Together, a cluster of related KSAs make
up a competency.
 KNOWLEDGE

SKILL PERFORMANCE ATTITUDE

Professional
competence

KNOWLEDGE

SKILL PERFORMANCE

ATTITUDE
+

ACHIEVING COHERENCE
OBE-ALIGNED VERSION OF
THE PSG for BSEE

Engr. CESAR CORONADO

TPET Member, TCEE Chairman
 PROGRAM SPECIFICATIONS

I. Program Description
Degree Name
The degree program herein shall be called
BACHELOR OF SCIENCE IN ELECTRICAL
ENGINEERING (BSEE).
Nature of the Field of Study
The fields of specialization may include, among others, the following:

 Power System Operation and Protection

 Power Plant Operation and Maintenance
 Advanced Electrical Systems Design and
Inspection
 Sales and Entrepreneurship
 Engineering Education and Research
 Instrumentation and Control Systems
 Construction and Project Management
 Software Development
 Consultancy
 Electricity Market
Sample Program Expected Outcome
The BSEE program shall develop graduates who:
1. Are fully equipped with the fundamentals of
electrical engineering that will allow them to
be immediately competitive in industry, conduct
research activities or pursue graduate studies
while providing the best opportunity for
achieving their full potential; and
2. Can work independently and/or in teams of
related fields with minimal supervision.
 Specific Professions/Careers/Occupations for
Graduates
The graduates of the BSEE program may practice as a/an:

 Construction and Project engineer/ manager

 Power Plant administrator/manager
 Instrumentation and Control Systems engineer
 Power Systems engineer/manager
 Electrical Systems Software developer
 Electrical Design manager/inspector/evaluator/estimator
 Maintenance engineer
 Technopreneur and/or Sales engineer
 Educator and/or Researcher
 Electrical consultant
 Electricity Market trader
 Electrotechnical officer
Allied Programs
The following programs may be considered as
allied to Electrical Engineering:
 Computer Engineering
 Electronics Engineering
 Computer Science
 Information Technology
 Mechanical Engineering
 Industrial Engineering
 Audio Engineering
 Chemical Engineering
 Marine Engineering
 2.1 – 2.3 Required Minimum Set of
Student/Program Outcomes for BSEE
The graduates of the BSEE program should have
developed the ability to:
a) Articulate and discuss the latest developments in the
specific field of practice (PQF level 6 descriptor);
b) Effectively communicate orally and in writing;
c) Work effectively and independently in multi-
disciplinary and multi-cultural teams (PQF level 6
descriptor);
d) Act in recognition of professional, social, and ethical
responsibilities;
e) Preserve and promote “Filipino historical and cultural
heritage” (based on RA 7722);
f) Apply knowledge of mathematics and
sciences to solve engineering problems;
g) Design and conduct experiments, as
well as to analyze and interpret data;
h) Design a system, component, or
process to meet desired needs within
realistic constraints, in accordance with
standards;
i) Identify, formulate and solve
engineering problems;
j) Understand the impact of engineering
solutions in a global, economic,
environmental, and societal context;
k) Recognize the need for and engage in life-long
learning;
l) Apply techniques, skills, and modern engineering
tools necessary for engineering practice;
m) Know and understand engineering and
management principles as a member and/or
leader in a team to manage projects in
multidisciplinary environments;
n) Assess and evaluate power systems operations
under normal and abnormal conditions; and
o) Analyze the operating principles related to power
generation from non-conventional sources of
energy
 BSEE CURRICULUM
I. Curriculum Description
The curriculum has a minimum total of 221
credit units, comprising of 168 units of
technical courses.
The technical courses include 26 units of
mathematics, 12 units of natural/physical
sciences, 21 units of basic engineering
sciences, 44 units of allied courses, 53 units
of professional courses, and 12 units of
technical electives.
 Total no. of Hours Total No. of
Classification/ Field
Lecture Lab Units
I. Technical Courses
A. Mathematics 26 0 26
B. Natural Sciences 9 9 12
C. Basic Engineering Sciences 17 12 21
D. Allied Courses 36 24 44
E. Professional Courses 37 39 53
F. Electives 12 0 12
TOTAL (TECHNICAL) 137 324 168
II. Non-Technical Courses
A. Social Sciences 12 0 12
B. Humanities 9 0 9
C. Language 15 0 15
D. Mandated Course 3 0 3
Physical Education 8
NSTP 6
TOTAL (NON-TECHNICAL) 53
GRAND TOTAL 176 324 221
IMPACT OF K12 TO HEIS
AND LABOR
THEIMPACT OF K-12 ON HEIs
AND THEIR PERSONNEL

Note: The figures herein are moving estimates

based on 65% submission rate and will be
refined iteratively by December 2014 when the
data retrieval rate would have reached 100%

REPORT OF THE INTER-AGENCY TWG (DOLE, DEPED, CHED, TESDA)

Committee on Higher and Technical Education Commission on Higher
Education, 28 October 2014
Impact on HEIs: Philippine Higher
Education Landscape
Distribution of Higher Education
Institutions (HEIs)
• •Public
Public = 219
219(12%)
(12%)
(excluding
Private ==442
• •Private satellite
1,652
1,652(88%)
(88%)
campuses)
Total = 1,871
(excluding 442 SUCs satellite campuses)

Distribution of Students
Public == 1.42M
Public 1.42M(43%)
(43%)
Private
Private = 1.89M
1.89M (57%)
(57%)
Total = 3.3M
Distribution of HEIs by
Regional Cluster

23%
Luzon

16% 61% Visayas

Mindanao
Distribution of HEIs by Type

5% 1%
6%
19%

sectarian
non-sectarian
SUC
LUC
70%
OGS/CSI
Distribution of Private Non-sectarian
HEIs by Type

Stock
19%

Non-stock
81%
Distribution of HEIs by Size of College Enrollment
(Big=10000+; Medium=2000-9999; Small=<2000)

2%

19%

Big
79% Medium
Small
Percent Distribution of HEIs Across
College Enrollment Sizes
33.33

18.77
17.48
15.86
11.97

2.59

less than 100 100-499 500-999 1,000-1,999 2,000-9,999 more than

10,000
Enrollment Sizes
 Percent Distribution of Faculty According to
Employment Status by HEI Size [College
enrollment only]
70
65.63
61.01 60.83
54.06 54.75
52.19
50
45.94 47.81
45.25
38.99 39.17
34.37
30
Full-tme
20 Part-time

10

less than 100-499 500-999 1,000-1,9992,000-9,999 more than

100 10,000
Enrollment Sizes
Percent Distribution of Faculty by Tenure
of Employment and HEI Type
100%
5.
13.6 5 11.3
90%

80%

70%
24.3 34.1
4.0 No InformaNon
60%
5.3 72.5
50%
2.
3
Contractual

40%
16.0 Casual

30%
ProbaNonary
52.8 Permanent
20%
03..87 36.3
10%
17.5
0%

SUC LUC Private

 Percent Distribution of Faculty According to
Tenure by Enrollment Size [College enrolment only]
60

52.35
50.05
50

42.66 42.23 42.66

40.97 40.36 40.35 39.56 40.27
40
39.22

30.33
30 Permanent
Probation
20
16.28 14.94 16.03 Casual
14.66
12.94 Contract
10
4.96 6.09
3.43 4.35
2.27 1.75 1.28
0

less than 100 100-499 500-999 1,000-1,999 2,000-9,999 more than

10,000
Enrollment Sizes
 Percent Distribution of Non-Teaching Staff by
Tenure of Employment and HEI Type [college
enrollment only]
100%
8
90% 18 2 15
12 1
80% 4
1 11

70%
62
60%

50%
Contractual
40%
77 78 Casual
5
0
73
30% Probationary
20% Permanent
33
10%

0%

PS
SUC LUC PNS
HEI TYPE
 Percent Distribution of Non-Teaching Staff
According to Tenure by HEI Size (College
Enrollment only)
90
81.15
80
74.95 75.06 77.21 74.36
72.29
70

60

50

40

30
20.39
20 14.83 14.49 14.12 12.27
10.66 8.76 8.07 10.49
7.68
10
2.22 1.8 2.74 2.83 4.44
3.92 2.312.94
0

less than 100 100-499 500-999 1,000-1,999 2,000-9,999 more than

10,000
HEI Size

Permanent Probation Casual Contract

 Estimates of Affected Teaching and
Non-Teaching Personnel
 The following estimates of potential displacements
are only for permanent faculty and non-teaching
personnel who have legal entitlements
 HOWEVER, estimates of the probationary and

contractual staff are presented in this ppt without any

assumption of who among them will be affected.
 Estimates of who will be affected and the possible

options will be provided in the second iteration

estimates by the end of December 2014;
 Preliminary Estimates: Permanent Faculty

Type of Faculty Total Public Private

Teaches only GE 4845 2424 3566

Teaches some GE 41993 23425 28688

Does not Teach 2018 431 1604

GE
Still unclassified 4214 4148 1779

Total Permanent 53,070 30428 35637

Total Faculty 130,806 58627 99658

POTENTIAL DISPLACEMENT:
PERMANENT FACULTY
Faculty Teaching Only GE courses:
 Permanent Faculty Teaching Only GE courses:
4,845 (4% of total; 9% of permanent)

SUC: 2,425 (2% of total)

LUC: 46 (.04% of total)
Private Sectarian: 735 (1% of total)
Private Non-Sectarian: 2,814 (2% of total)

 Permanent Full-time Faculty Teaching Only

GE: 4,181 (3% of total)
PotentiaL Displacement and
Cost: PERMANENT FACULTY
Permanent Faculty Teaching Some GE: 41,993
 Permanent Full-time Faculty Teaching Some GE:
37,697
Cost of Retrenchment (Permanent, Full-time): PhP9.8 B
Assumptions:
 P30,000 per month for 24 months

 All GE only permanent full-time teachers will be

retrenched
 25% of some permanent full-time teachers teaching some
GE courses will be retrenched [by 2018]. Note: this may
be on the high side because a significant number of the
best HEI teachers teach some GEs
Potential Displacement and Cost Non-
Teaching Personnel (NTP): PERMANENT NTP

 Permanent Full-time Non-Teaching

Personnel: 26,872
Cost of Retrenchment:
 25% Retrenchment: P2.4B

50% Retrenchment: P4.8B

Assumptions:
 P15,000 for 24 months
Estimates of Contractual Faculty

 Estimate of Probationary and Contractual Faculty (as of October 2014)

Tenure SUCs LUCs Private Private TOTAL

 : Non- Sectari
sectarian an
Probationary 2235 42 10246 2805 15328

Contractual 10405 2497 20875 7351 41128

TOTAL 27835 2315 41032 13460 84642

 Estimate of Probationary and Contractual to be Affected and Potential

Options for Mitigating the Impact [to be given in December 2014]
 Estimates of Contractual Non- Teaching Staff

Estimate of Probationary and Contractual Non-Teaching Staff

(as of October 2014)
Tenure SUCs LUCs Private Non- Private TOTAL
sectarian Sectarian
Probationary
 : 160 3 2252 745 3160

Contractual 4385 523 2217 439 7564

TOTAL 4545 526 4469 1184 10724

 Estimate of Probationary and Contractual to be Affected and

Potential Options for Mitigating the Impact [to be given in
December 2014]
ESTIMATE of the TESTF

 The Inter-Agency Team will work

within the P29B estimate in July 2014
for now
 NEXT STEPS: Management of the
Transition to K12
 Finalize in consultation with PASUC re: the policy on
the offering of K to 12 by SUCs
 Organize a mentoring system where more stable HEIs
that have adjustment plans assist smaller institutions
 Work on the mechanics of CHED’s assistance to DepEd
in the management of the transition to K to 12 of
higher educations that will offer K to 12 (academic
track) up to 2017.
 Work on the mechanics and training of trainers for the
retooling of about 467,000 public school teachers for K
to 12 by HEIs in the transition years;
 IMPACT OF K-12 TO EE EDUCATION
 Better Quality, Globally Comparable but Fewer
Students in EE Education during in the initial
phase
High school graduates better prepared for higher education

 Better mastery of basics

 Remedial courses no longer necessary
High school graduates better prepared for work
 More graduates will go directly to work
 Development of a National Qualifications
Framework
 CHALLENGES OF K-12 TO EE EDUCATION
 Curricular and Program Changes
1. Revised General Education Curriculum
2. Implementation of OBE curriculum for
BSEE
3. Possibly shorter EE Academic Programs
4. More Ladderized/Associate programs
 EconomicallyChallenged Engineering
Education Institutions and Internal
Stakeholders in the transition
• Born into poverty, HE was faced with
defeat throughout his life.
• His family was forced out of their home.
He had to work to support them.
• He was to be married when his
sweetheart died and suffered nervous
breakdown
• He failed twice in business
• He lost eight elections
• He could have quit many times – but he
didn’t and because he didn’t quit!
 “Always bear in
mind that your
own resolution
to succeed is
more important
than any other
one thing” –
Abraham
Lincoln
The Greatest American President, elected 1860
 MABUHAY
IIEE!
THANK YOU