Basic education (k to 12 program)

FILAMER CHRISTIAN UNIVERSITY
GRADUATE SCHOOL
MASTER OF ARTS IN TEACHING
Philosophical, Historical and Legal Foundations of Education

K-12BasicEducationProgram
Historical Background
• K+12isnot NEW…
• studieshave been made since 1925
• need to be more competitive
• lack of political will

The K to 12 program promotes global
competency by accelerating mutual recognition of
Filipino graduates and professionals in other
countries. The new curriculum allows students to
choose between three tracks which are the
Academic, Technical-Vocational-Livelihood, and the
Sports and Arts strand. It will also give students
opportunities to undergo immersions, have relevant
exposure to a variety of industries, and to have
experience in their chosen track. Whereas the old
curriculum offers a broad and linear curriculum, it

Starting with Kindergarten as the
foundation for lifelong learning and
development, the 12-year curriculum aims to give
students the journey in education that they
deserve. Foreign countries perceive that a ten-
year curriculum in the education department is
insufficient that is why many Filipinos abroad are
not recognized professionals. With the new
curriculum, graduates are fully equipped with the
skills which can help them stand out on a global
scale and compete accordingly according to
international standards.

Kindergarten was previously optional,
and advocates of the K-12 programme
argue that students who went to
kindergarten are better prepared for
primary education than those who did not.
In addition, the K-12 programme “provides
for the use of the ‘mother tongue’
language as the medium of instruction for
students in the basic and lower years to
facilitate and expedite learning.”

The K-12 Basic Education Program aims to
provide every Filipino child with the education
s/he needs to compete in a global context.
In May, President Benigno Aquino of the
Philippines signed into law a basic education
curriculum that will see a mandatory kindergarten
year and two additional senior high school years
added to what was a 10-year education
curriculum to make basic education 12 years. The
program has been adopted not only in schools in
the Philippines, but also in Filipino schools
abroad that follow the department’s curriculum.

“According to Aquino, the K-12
programme will pave the way for an
ever brighter future for young
Filipinos by equipping them with
basic education up to international
standards.”

PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
NATURE OF THE LEARNER
. Has a body and spirit, intellect, free will,
emotions, multiple intelligences, learning
styles
. Constructor of knowledge and active
maker of meaning not a passive recipient
of information
NEEDS OF THE LEARNER
. Life skills
. Self-actualization
. Preparation for the world of the work,
entrepreneurship, higher education
NEEDS OF NATIONAL
and GLOBAL COMMUNITY
. Poverty reduction and human development
. Strengthening the moral fiber of the Filipino
people
. Development of a strong sense of nationalism
. Development of productive citizens who contribute
to the building of a progressive, just and humane
society
. Ensuring environmental sustainability
. Global partnership for development
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
SOCIETAL SUPPORT
Public-Private Partnership
Media,GO,NGO
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
ADMINISTRATIVE SUPPORT
CO, RO, DO School

PHILOSOPHICAL
and LEGAL BASIS
•The 1987 Phil. Constitution
• B.P. 232, Education Act of 1982
•R.A. 9155, Philippine Governance
Act
•The 4 pillars of education
(UNESCO)
•The vision-mission statement of
DepED
• The EDCOM Report of 1991
• BESRA

The EDCOM Report in 1991 divulged the
education situation of the Philippines
which is deteriorating. Evidently, this
was justified by the result of our
Achievement Tests that is far beyond the
target rating.

NATURE OF THE
LEARNER
•Has a body and spirit, intellect, free
will, emotions, multiple
intelligences, learning styles, culture.
•Constructor of knowledge and active
maker of meaning not a passive
recipient of information
NEEDS OF THE LEARNER
•Life skills
• Self-actualization
•Preparation for the world of
work, entrepreneurship, higher
education

NEEDS OF NATIONAL and
GLOBAL COMMUNITY
•Poverty reduction and human
development
•Strengthening the moral fiber of the
Filipino people
•Development of a strong sense of
nationalism
•Development of productive citizen who
contributes to the building of a
progressive, just and humane society
•Ensuring environment sustainability
• Global partnership for development

K-12
CURRICULUM
Outcomes
Standards
competency
based
Comprehensive
Systematic
M&E System
Learner-
centered
Developmentally
appropriate
Constructivist
Balanced-
assessment
Seamless

K-12
CURRICULU
M
Inquiry-based
Flexible
Integrative
Inclusive
Lean but meaty
Decongested
and enriched
Value-laden

KNOWLEDGE and
UNDERSTANDING
ESSENTIAL SKILLS
ATTITUDES AND VALUES
LEARNING DOMAINS

• CONSTRUCTIVIST
• INQUIRY-BASED
• INTEGRATIVE
• COLLABORATIVE
• REFLECTIVE

OUTCOMES-and STANDARDS-
BASED, COMPREHENSIVE,
SYSTEMATIC, and VALID
MONITORING and EVALUATION
SYSTEM SET IN PLACE AIMED AT
IMPROVING THE QUALITY OF
BASIC EDUCATION
MONITORINGand EVALUATIONSYSTEM

The K to 12 Program covers Kindergarten
and 12 years of basic education (six
years of primary education, four years
of Junior High School, and two years of
Senior High School [SHS]) to provide
sufficient time for mastery of concepts and
skills, develop lifelong learners, and
prepare graduates for tertiary education,
middle-level skills development,
employment, and entrepreneurship.

 Every Filipino child now has access to
early childhood education through
Universal Kindergarten. At 5 years old,
children start schooling and are given the
means to slowly adjust to formal
education.

 Research shows that children who
underwent Kindergarten have better
completion rates than those who did not.
Children who complete a standards-based
Kindergarten program are better prepared,
for primary education.

 Education for children in the early years
lays the foundation for lifelong learning
and for the total development of a child.
The early years of a human being, from 0
to 6 years, are the most critical period
when the brain grows to at least 60-70
percent of adult size..[Ref: K to 12 Toolkit]

 In Kindergarten, students learn the
alphabet, numbers, shapes, and colors
through games, songs, and dances, in
their Mother Tongue.

 Examples, activities, songs,
poems, stories, and
illustrations are based on local
culture, history, and reality.
This makes the lessons
relevant to the learners and
easy to understand.

 Students acquire in-
depth knowledge,
skills, values, and
attitudes through
continuity and
consistency across all
levels and subjects.

 Discussions on issues such
as Disaster Risk Reduction
(DRR), Climate Change
Adaptation, and Information
& Communication
Technology (ICT) are
included in the enhanced
curriculum.

 Students are able to learn best
through their first language, their
Mother Tongue (MT). Twelve
(12) MT languages have been
introduced for SY 2012-2013:
Bahasa Sug, Bikol, Cebuano,
Chabacano, Hiligaynon, Iloko,
Kapampangan, Maguindanaoan,
Meranao, Pangasinense,
Tagalog, and Waray. Other local
languages will be added in
succeeding school years.

 Aside from the Mother Tongue,
English and Filipino are taught
as subjects starting Grade 1,
with a focus on oral fluency.
From Grades 4 to 6, English
and Filipino are gradually
introduced as languages of
instruction. Both will become
primary languages of
instruction in Junior High
School (JHS) and Senior High
School (SHS).

 After Grade 1, every
student can read in his
or her Mother Tongue.
Learning in Mother
Tongue also serves as
the foundation for
students to learn Filipino
and English easily.

 Subjects are taught from the simplest concepts to
more complicated concepts through grade levels in
spiral progression. As early as elementary, students
gain knowledge in areas such as Biology, Geometry,
Earth Science, Chemistry, and Algebra. This ensures
a mastery of knowledge and skills after each level.
 For example, currently in High School, Biology is
taught in 2nd Year, Chemistry in 3rd Year, and
Physics in 4th Year. In K to 12, these subjects are
connected and integrated from Grades 7 to 10. This
same method is used in other Learning Areas like
Math.

 Senior High School is two years of
specialized upper secondary education;
students may choose a specialization
based on aptitude, interests, and school
capacity. The choice of career track will
define the content of the subjects a
student will take in Grades 11 and 12.
SHS subjects fall under either the Core
Curriculum or specific Tracks.

Core Curriculum
 There are seven Learning Areas under the
Core Curriculum. These are Languages,
Literature, Communication, Mathematics,
Philosophy, Natural Sciences, and Social
Sciences. Current content from some
General Education subjects are embedded
in the SHS curriculum.

Tracks
 Each student in Senior High School can choose
among three tracks: Academic; Technical-
Vocational-Livelihood; and Sports and Arts. The
Academic track includes three strands: Business,
Accountancy, Management (BAM); Humanities,
Education, Social Sciences (HESS); and Science,
Technology, Engineering, Mathematics (STEM).
 Students undergo immersion, which may include
earn-while-you-learn opportunities, to provide them
relevant exposure and actual experience in their
chosen track.

TVET (Technical Vocational Education &
Training) National Certificate
 After finishing Grade 10, a student can obtain
Certificates of Competency (COC) or a National
Certificate Level I (NC I). After finishing a Technical-
Vocational-Livelihood track in Grade 12, a student
may obtain a National Certificate Level II (NC II),
provided he/she passes the competency-based
assessment of the Technical Education and Skills
Development Authority (TESDA).
 NC I and NC II improves employability of graduates
in fields like Agriculture, Electronics, and Trade.

Modeling Best Practices for Senior High
School
 In SY 2012-2013, there are 33 public high schools,
public technical-vocational high schools, and higher
education institutions (HEIs) that have implemented
Grade 11. This is a Research and Design (R&D)
program to simulate different aspects of Senior High
School in preparation for full nationwide
implementation in SY 2016-2017. Modeling programs
offered by these schools are based on students’
interests, community needs, and their respective
capacities.

Nurturing the Holistically Developed Filipino
(College and Livelihood Readiness, 21st Century
Skills)
 After going through Kindergarten, the enhanced Elementary
and Junior High curriculum, and a specialized Senior High
program, every K to 12 graduate will be ready to go into
different paths – may it be further education, employment, or
entrepreneurship.
 Every graduate will be equipped with:
 Information, media and technology skills,
 Learning and innovation skills,
 Effective communication skills, and
 Life and career skills.

 Program implementation in public schools
is being done in phases starting SY 2012–
2013. Grade 1 entrants in SY 2012–2013
are the first batch to fully undergo the
program, and current 1st year Junior High
School students (or Grade 7) are the first
to undergo the enhanced secondary
education program. To facilitate the
transition from the existing 10-year basic
education to 12 years, DepEd is also
implementing the SHS and SHS Modeling.

 Private schools craft their transition plans
based on:
(1)current/previous entry ages for Grade 1
and final year of Kinder
(2)duration of program , and most
importantly
(3) content of curriculum offered.

K-12
BasicEducationProgra
m
The K-12 program will respond to
the needof developing thecountry’s
competitiveness. The challenges of
ASEAN 2015, particularly the
opening up of the ASEAN economic
community by 2015, puts much
pressuretoourcounty.Thusthere’sa
need to ensure that our graduates
in basic education have skills and
competencies that will allow them
to be at par with the global
standards.
The K-12 Program and the Need to
Develop
Philippine competitiveness
Ester B. Ogena,
Ph.D. President
Philippine Normal
University

K-12
BasicEducationProgra
m
We need to prepare our youth so that they
will have an equal chance to be employed
in a more open single economic
community.
ASEAN is expected, in the very near
future, to openly hire people within the
region that have the capacity to respond
to job
challenges.Of course,wedon’twantour
graduates to have a slim chance of being
hired by big companies even in our own
country. We also want them to have the
ability to participate in knowledge and
wealth creation both for themselves and
The K-12 Program and the Need to
Develop
Philippine competitiveness
Ester B. Ogena,
Ph.D. President
Philippine Normal
University

K to 12 Concerns
 Universal Kindergarten began in SY 2011–2012.
 The enhanced curriculum for Grade 1 and Grade 7
(1st Year Junior High School) was rolled out this
SY 2012–2013, and will be progressively
introduced in the other grade levels in succeeding
school years.
 Grade 11 will be introduced in SY 2016–2017 and
Grade 12 in SY 2017–2018.
 The first batch of high school students to go
through K to 12 will graduate in March 2018.

Where will the additional two years be
added?
 The two years will be added after the four-
year high school program. This will be
called Senior High School.

Why are we implementing 12 years of basic
education and not 11 years?
 A 12-year program is found to be the adequate
period for learning under basic education. It is also a
standard for recognition of students and/or
professionals abroad
 Other countries like Singapore have 11 years of
compulsory education, but have 12 to 14 years of
pre-university education, depending on the track.
 The Philippines is the last country in Asia and one of
only three countries worldwide (the other two being
Angola and Djibouti) with a 10-year pre-university
cycle.

How will K to 12 help in ensuring employment for our
graduates?
 The K to 12 Basic Education Curriculum will be sufficient to
prepare students for work.
 The curriculum will enable students to acquire Certificates of
Competency (COCs) and National Certifications (NCs). This
will be in accordance with TESDA Training Regulations. This
will allow graduates to have middle-level skills and will offer
them better opportunities to be gainfully employed or become
entrepreneurs.
 There will be a school–industry partnership for technical–
vocational courses to allow students to gain work experience
while studying and offer the opportunity to be absorbed by the
companies.

What would be the assurance that K to 12 graduates will
be employed?
 DepEd has entered into an agreement with business
organizations, local and foreign chambers of commerce,
and industries to ensure that graduates of K to 12 will be
considered for employment.
 There will be a matching of competency requirements and
standards so that 12-year basic education graduates will
have the necessary skills needed to join the workforce and
to match the College Readiness Standards for further
education and future employment.
 Entrepreneurship will also be fostered in the enhanced
curriculum, ensuring graduates can venture into other
opportunities beyond employment.

How will the K to 12 Program help working students (college
level)?
 DepEd is in collaboration with the Commission on Higher Education (CHED)
to provide more opportunities for working students to attendclasses.
 DepEd is working with the Department of Labor and Employment (DOLE) to
ensure that jobs will be available to K to 12 graduates and that consideration
will be given to working students.
How will the K to 12 Program help students intending to
pursue higher education?
 The K to 12 Basic Education Curriculum is in accordance with the College
Readiness Standards of CHED, which sets the skills and competencies
required of K to 12 graduates who intend to pursue higher education.

What will happen to colleges and universities during the
initial nationwide implementation of Senior High
School in SY 2016–2017 and SY 2017–2018?
 To manage the initial implementation of the K to 12 Program and
mitigate the expected multi-year low enrolment turnout for colleges,
universities, and Technical-Vocational Institutions (TVI) starting SY
2016-2017, DepEd shall engage in partnerships with them to use their
existing facilities and teaching staff. This ensures that during the
transition period, the reduction in enrollment in these colleges and
universities may be offset.
Where will Senior High School be implemented?
 Existing public schools may implement Senior High School. DepEd
will be in partnerships with CHED, TESDA, and private schools to use
their facilities, especially for the transition years. In addition, new
standalone Senior High Schools will be built.

How will DepEd recruit enough teachers for SY 2016-
2017 onwards?
 With the continuous increase of the DepEd budget, more
teachers are being hired to fill all necessary gaps in
schools.
 To aid transition, hiring of (1) graduates of Science,
Mathematics, Statistics, Engineering, and other specialists
in subjects with a shortage of qualified Licensure
Examination for Teachers (LET) applicants, (2) graduates
of Technical-Vocational courses, (3) Higher Education
Institution faculty, and (4) Practitioners will be allowed.

 How will K to 12 affect the college
curriculum?
 The college General Education Curriculum
is being revised. It will have fewer units
with the removal of unnecessary
remediation as K to 12 graduates adhere
to the College Readiness Standards. With
K to 12, the college curriculum will
comprise of a year’s worth of General
Education subjects and at least two years
of major subjects.

Philosophical, Historical and Legal Foundations
of Education

Basic education (k to 12 program)

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