The Promise of the College

Readiness of the Grade 12

Graduate: Issues and
Concerns
PHILIPPINE EDUCATION CONFERENCE
SMX CONVENTION CENTER, PASAY CITY
28 NOVEMBER 2017
 R.A. 10533 – An Act Enhancing the Basic Education
System By Strengthening Its Curriculum and Increasing
The Number of Years For Basic Education,
Appropriating Funds Therefor and For Other Purposes

Enhanced Basic Education Act of 2013

 Curriculum Enhancement Strategy
Elementary JHS College
1. Current 1. Current Basic GEC (51/63 units)
advanced advanced subjects
topics are topics are that NGEC (36 units)
moved up moved up to repeat
Core (24 units) Electives (9 units) Mandated by
to JHS SHS JHS
1. Understanding the Self 1. Must conform the Law (3 units)
2. Retained 2. Retained topics (by
implemen 2. Readings in Philippine philosophy and goals
topics are topics are
tation) History of General Education; 1. Life and
enhanced enhanced
are 3. The Contemporary World 2. Apply an inter- or Works of Rizal
pushed 4. Mathematics in the cross-disciplinary
down in Modern World perspective; and
the SHS 5. Purposive 3. Draw materials, cases
Communication or examples from
6. Art Appreciation Philippine realities
7. Science, Technology & and experiences, and
Society not just from those of
8. Ethics other countries.
 K to 12 Program in the Philippines
The K to 12 Philippine Basic Education Curriculum Framework

Context Features of the K to 12 Curriculum

*Philosophical & legal bases *Nature of the learner
Learner-centered, inclusive & Curriculum
*Needs of the learner *Needs of national & global community research-based
Exits
Holistically-developed Filipino w/ 21st century skills Higher
Inclusive, culture-responsive,
*Being & becoming a whole person culture-sensitive, integrative & Education
Skill Learning Area contextualized, relevant &
responsive Employment
Learning & innovation Math & Science
Life & career Arts & Humanities
Standard & competence based, Entrepreneurship
Effective communication Language seamless, decongested
Information, media, & technology Technology & Livelihood Education
Middle level
Flexible, ICT-based, & global skill devt
Basic Education
(Provides Basic Necessary Skills)

College Readiness Standards

Higher Education
(Pursues and communicates truth in academic freedom)
College Readiness Standards (in implementation preparation documents)

• refer to the combination of:

– knowledge,
– competencies, and
– reflective thinking
necessary for high school graduates to
participate and succeed—without
remediation—in entry-level undergraduate
courses in higher education.
College Readiness Standards (in implementation preparation documents)

Cover the following subject areas:

Science: Chemistry, Physics, Biology, and Earth Science

Mathematics (including Statistics)
English
Filipino
Literature
Humanities
Social Studies
College Readiness Standards (in implementation preparation documents)

with 2 detailed sets of standards:

1. content (subject area- or discipline-specific)

2. competence (also discipline-specific)
College Readiness Standards (in implementation preparation documents)

The adoption of CRS by the Department

of Education led to…
Curriculum Guide of Subjects in Every Core Learning Area
College Readiness Standards – CRS

Expects K to 12 Curriculum to connect

students with local, national and global
communities concerns and challenges.

(CMO 20 s.2013)
21st Century Skills
set of abilities that students need to develop in order to succeed in
the information age (with a connection with local, national and
global communities concerns and challenges)

CRS Expectation from

K to 12 Curriculum
3 Types of Partnership for 21st Century Skills CMO 20 s. 2012

Learning Skills Literacy Skills Life Skills

Critical Thinking Information Literacy Flexibility
Creative Thinking Media Literacy Initiative
Collaborating Technology Literacy Social Skills
Communicating Productivity Leadership
Therefore, Grade 12 graduates (K to 12 Curriculum completers)
1. Produce all forms of texts based on:
Solid grounding on Philippine experience and culture;
An understanding of the self, community and nation;
Application of critical and creative thinking and doing
processes;
Competency in formulating ideas/arguments logically,
scientifically, and creatively; and
Clear appreciation of one’s responsibility as a citizen of
a multicultural Philippines and a diverse world.

(CMO 20 s.2013)
Therefore, Grade 12 graduates (K to 12 Curriculum completers)

2. Systematically apply knowledge,

understanding, theory, and skills
for the development of the self,
local, and global communities
using prior learning, inquiry, and
experimentation.
(CMO 20 s.2013)
Therefore, Grade 12 graduates (K to 12 Curriculum completers)

3. Work comfortably with relevant

technologies and develop
adaptations and innovations for
significant use in local and global
communities;

(CMO 20 s.2013)
Therefore, Grade 12 graduates (K to 12 Curriculum completers)

4. Communicate with local and

global communities with
proficiency orally, in writing, and
through new technologies of
communication; and

(CMO 20 s.2013)
Therefore, Grade 12 graduates (K to 12 Curriculum completers)
5. Interact meaningfully in a social
setting and contribute to the
fulfillment of individual and shared
goals, respecting the fundamental
humanity of all persons and the
diversity of groups and
communities.
(CMO 20 s.2013)
WHY?
GE Goals (CMO 20 S.2012)

Prepare student for demands of 21st century life

Lay groundwork for development of a professionally competent, humane

and moral person

Enable student to locate her/himself in the community and the world and
engage in it meaningfully
General outcomes (CMO 20 S.2012)

Holistic development of the

Understanding and
person, conscious of his/her
appreciation of ways of
identity as an individual, a
knowing the self, society,
Filipino, and member of the
world, and environment
global community
Specific outcomes (CMO 20 S.2012)

Capacity to personally
Appreciation of the
interpret the human
human condition
experience

Ability to view the contemporary Self-assuredness in

world from both Philippine and knowing and being
global perspectives Filipino
 Specific outcomes (CMO 20 S.2012)

Capacity to reflect critically on shared

concerns and think of innovative, creative
solutions guided by ethical standards Aptitude in tackling problems
methodically and scientifically

Ability to appreciate and

contribute to artistic beauty
Specific outcomes
(CMO 20 S.2012)

Ability to contribute
personally and
meaningfully to the
country’s development

Understanding and respect for

freedom of religion and belief in God
What awaits Grade 12 graduates in college?
W/ College Courses that were pushed down to SHS
• Reduced Units in GEC • Approach in Teaching
(Sec 3, CMO 20 s. 2013) Courses in GEC (RGEC/NGEC)

From 63/51 to 36 units Core courses are inter-disciplinary

and are stated broadly enough to
24 units of core courses accommodate a range of perspectives
9 units of elective courses and approaches (Sec 3, CMO 20 s. 2013)
3 units on the life & works of Rizal
36 units (RGEC/NGEC) GE Electives apply inter- or cross-
disciplinary perspective (#2, Sec 4,
CMO 20 s. 2013)
 Disciplinarities

people from different disciplines viewing one integrating knowledge and creating a unity of
working together, each drawing on discipline from the methods from different intellectual frameworks
their disciplinary knowledge. perspective of disciplines, using a real beyond the disciplinary
another synthesis of approaches. perspectives.
Relating to, or making use of several Coordinated effort The process of combining two approaches that
working within disciplines at once. This involving two or or more disciplines, fields of transcend boundaries of
a single acknowledges that there are more academic study or professions., but is contentional approaches
discipline differences between disciplines in disciplines. Finding a also attempting to synthesis this attempts to get
“how the work is done”, but doesn’t middle ground of them into something new. around the issue of
have a way to bridge these sorts? methods of
differences. How do you know thinking completely by
which discipline is more important working from the
at any one time? problem space out.
Disciplinarities intra, cross, multi, inter, trans ARJ.htm; Harvard T.H. Chan
Issues and Concerns
1. COLLEGE ELIGIBILITY and
QUALIFICATION to PROGRAM CHOICE

Grade 12 completer Higher Education Institutions

ALL SHS completers

 Can I proceedare to eligible forcollege
Can we(implied
acceptin RA 10533 –
a Grade
exits of the Philippine K to 12 Basic12Education
completerCurriculum)
in college
College
 ifmy SHS track is not  whose SHS track is not

Subject
directlytoaligned with Policies ofdirectly
Institutional aligned with
the accepting HEI
his/her program choice?
my program choice?
 Subject to Institutional Policies of the accepting HEI
(respecting the articulation of SHS Core Learning Areas with NGEC Core Courses)

 All Grade 12 graduates can enrol in NGEC

without content and process intervention
 Articulation of Core Learning Areas (K to College)
PROFILE OF An HEI GRADUATE (HEI VMG Dependent) + COLLEGE READINESS STANDARDS

K + G1 to G6 HEI CORE (NGEC & HEI MDC)

G11 to G12
+ G7 to G10
Legend: Sample Subjects
Mathematics Mathematics Mathematics in the
Modern World
Science Natural Sciences
Life & Works of Rizal Science,
Technol
Social Studies Social Sciences The Contemporary World ogy, &
Readings in Phil. History Society
TLE Communication
Language
Purposive Communication Electives
Language,
Literature, & Arts Arts Appreciation
MAPEH
Philosophy, Theology
Formation Courses
EsP = CLE Understanding the Self
& Leadership Dev’t.
Program Ethics
 Subject to Institutional Policies of the accepting HEI
(respecting the articulation of SHS Core Learning Areas with NGEC Core Courses)

If SHS track is not aligned with program choice

Possible Strategy
Diagnostic Test
 If qualifies, then enrols in professional course . Otherwise, add units (bridging
units) to required units .
Implication:
 Mapping of prerequisites per professional course
 Prerequisites provided in SHS specialized subjects – for diagnostic test
schedule (1st year Summer)
 Given the context, there is advantage in scheduling NGEC courses in 1st Year
 SAMPLE
Course
Distribution
K to 12 = GEC - 1

1st Year 2nd Year 3rd Year 4th Year

Sem 1 Sem 2 Sem 3
Formation Course 2

Elective 2 3

NSTP1 3 NSTP 2 3 Elective 3 3

Understanding the Self 3 Readings in Philippine

3
History
Purposive 3 The Contemporary
Communication World 3

Art Appreciation 3 Life & Works of Rizal

3

Mathematics in the 3 Science, Technology &

3
Modern World Society
Ethics 3

Elective 1 3

TOTAL UNITS 17 21 6
2.Preparation for multi-/inter-/cross- disciplinary learning

Demand from SHS Institutions Higher Education Institutions

 Provide intradiscipline  NGEC core courses

Intradisciplinary learning
provide multi/inter – in
mastery in core GEd courses implies non-
learning areas disciplinary learning
compliance with the minimum
 NGEC electives
requirement in teaching
provide cross/inter –
NGEC
disciplinary learning
Multi-/Inter- disciplinarity of Core Courses
NGEC Multi- /Inter-
Equiv.
CORE & Description disciplinarity
Units
GMC Subj 1 … Subj n
Nature of identity; factors and
Understa
forces that affect the
nding the 3
development and maintenance
Self
of personal identity
6
Readings Selected primary sources on
in different periods of Philippine
3
Philippine history
History
Multi-/Inter- disciplinarity of Core Courses
NGEC Multi- /Inter-
Equiv.
CORE & Description disciplinarity
Units
GMC Subj 1 … Subj n
The Globalization and its impact on
Contemp individuals, communities and
3
orary nations, challenges and
World responses
Nature of mathematics, 6
Mathema
appreciation of its practical,
tics in the
intellectual, and aesthetic 3
Modern
dimensions, and application of
World
mathematical tools in daily life
Multi-/Inter- disciplinarity of Core Courses
Multi- /Inter-
NGEC CORE & Equiv.
Description disciplinarity
GMC Units
Subj 1 … Subj n
Writing, speaking and
Purposive presenting to different
audiences and for 3
Communication
various purposes
6
Nature, function and
Art Appreciation appreciation of the arts 3
in contemporary society
 Multi- /Inter-
NGEC CORE disciplinarity Equiv.
Description
& GMC Units
Subj 1 … Subj n
Interactions between science
and technology and social,
cultural, political and
Science, economic contexts which
Technology shape and are shaped by 3 3
& Society them; specific examples
throughout human history of
scientific and technological
developments
Multi-/Inter- disciplinarity of Core Courses
NGEC Multi- /Inter-
Equiv.
CORE & Description disciplinarity
Units
GMC Subj 1 … Subj n
Principles of ethical behavior in
modern society at the level of
the person, society, and in
Ethics 3
interaction with the
environment and other shared 6
resources
Life &
Works of 3
Rizal
Multi-/Inter- disciplinarity of Core Courses SAMPLE
AdDU Mission-driven Multi- /Inter- disciplinarity
Mission New AdDU Other Key Courses Other Equiv.
KRA College Core Description Philosophy & To address the Disciplinal Units
Courses Theology Mindanao Culture & Courses
(1 – 9) History /Topics

Philo – Science
approaches in –
Nature of
understa
identity; factors understanding
nding
and forces that self History, Sociology
Understan self
affect the – Cultural Identity,
4 ding the being in 3 3
development Theology –
Self the
and Understanding world;
maintenance of through the
care for
personal identity image & likeness
environ
of God ment
HEI Concern: FACULTY LOADING MECHANISM (for NGEC )
Interdisciplinary
Connected Shared Partnership
Teaching

Complex
Simple
Similar Concepts Equal
What is it ? Connection of or Skills from any representation
Content from two or more
of any two or
any two subject areas are
taught by more subject
subject areas
teachers as part areas in a
of a collaborative curricular
process during
the same
effort
appropriate time
period
Teacher One teacher Team
Involvement Two or more teaching
teachers
Which model to follow?
HEI Concern: FACULTY LOADING MECHANISM for NGEC

 intradiscipline preparation of faculty

 Faculty by discipline ensures teaching loads
 Possible Effect: more core (mission-driven) courses added
resulting congested curriculum
 Possible Strategy:
 Plan first, not Implement first
 Avoids load positioning of faculty by discipline resulting to
intradiscipline teaching of NGEC
In summary …
College Readiness Standards …
(represent the expectations of higher education systems from K to 12 curriculum completer)
GIVEN (BY LAW) ISSUES AND CONCERNS
Serve as one of the Therefore, every Issue #1: G12 Issue #2: G12
bases of the G12 graduate (K graduate college graduate
Curriculum Guide of to 12 Curriculum eligibility & preparation for
the basic education completer) is qualification to multi-/inter-/cross-
subjects college ready. program choice disciplinary learning

Assumption: Concerns with HEd: Concerns with HEd:

Articulated 1. Institutional 1. strict compliance
SHS Curriculum and Admission Policy with the required
NGEC 2. Curriculum minimum
Implementation implementation approach in
Strategy strategy teaching NGEC
1.a. Faculty load
positioning of faculty
by discipline
Thank you!