The Enhanced K+12 Education Program by Deped, Bataan

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October 18, 2010 / DepED-Bataan Conference Hall
Prayer: Mrs. Beata O. Samaniego Values Education Supervisor Mr. Edgar E. Garcia ICT Supervisor Dr. Romeo M. Alip Schools Division Superintendent

Roll Call:

Welcome:

Discussion Proper: Mrs. Celia D. Nacpil Asst. Schools Division Superintendent Dr. Carolina L. Sugpatan SPED & Private Schools Supervisor Group Workshop Dr. Leticia A. Orpiano Science Secondary Supervisor emcee

October 18, 2010 DepED-Bataan Conference Hall

“We need to add two years. Those who can afford pay up to fourteen years of schooling before University. Thus, their children are getting into the best

universities and the best jobs after
graduation. I want at least 12 years for our public school children to give them an even chance at succeeding.”

President Benigno S. Aquino III

OVERVIEW

RATIONALE
Enhancing the quality of basic education in the Philippines is urgent and critical. Thus, we have to come up with a proposal to enhance our basic education program in a manner that is least disruptive to the current curriculum, most affordable to government and families, and aligned with international practice.

The poor quality of basic education is reflected in the low achievement scores of Filipino students.  Many students who finish basic education do not possess sufficient mastery of basic competencies. One reason is that students do not get adequate instructional time or time on task.  The National Achievement Test (NAT) for grade 6 in SY 2009-2010 passing rate is only 69.21%. Although this is already a 24% improvement over the SY 2005-2006 passing rate, further reforms are needed to achieve substantial improvement. The NAT for high school is 46.38% in SY 2009-2010, a slight decrease from 47.40% in SY 2008-2009.

International tests results like 2003 TIMSS (Trends in International Mathematics and Science Study)  the Philippines ranked 34th out of 38 countries in HS II Math and 43rd out of 46 countries in HS II Science;  for grade 4, the Philippines ranked 23rd out of 25 participating countries in both Math and Science  In 2008, even with only the science high schools participating in the Advanced Mathematics category, the Philippines was ranked lowest

The congested curriculum partly explains the present state of education.  The current basic education is designed to teach a 12-year curriculum, yet it is delivered in just 10 years.

This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education.  High school graduates also do not possess the basic competencies or emotional maturity essential for the world of work. About 70.9% of the unemployed are at least high school graduates and 80% of the unemployed are 15-34 years old (Table 2).

 While the availability of economic opportunities contributes to this, it also illustrates the mismatch in the labor and education markets. The World Bank Philippines Skills Report in 2009 reveals, based on a survey of employers, serious gaps in critical skills of graduates such as problem-solving, initiative and creativity, and, to a lesser extent, gaps in job specific technical skills.

Further, most graduates are too young to enter the labor force.  This implies that those who do not pursue higher education would be unproductive or be vulnerable to exploitative labor practices.  Those who may be interested to set up business cannot legally enter into contracts.

The current system also reinforces the misperception that basic education is just a preparatory step for higher education.  For most parents, basic education is usually seen as a preparation for college education. Even this misperception falls short of expectations as most students usually have to take remedial and high school level classes in colleges and universities.

The short duration of the basic education program also puts the millions of overseas...
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