Reforms and Transitions in

Basic Education in the

Philippines
Dina Ocampo
Undersecretary for Curriculum and Instruction
Department of Education
1
The Department of
Education

2
 Department of Education

Mission Vision
To protect and promote the right of We dream of Filipinos who passionately
every Filipino to quality, equitable, love their country and whose values and
culture-based and complete basic competencies enable them to realize their
education where: full potential and contribute meaningfully to
Students learn in a child-friendly, gender building the nation.
sensitive, safe and motivating environment; As a learner-centered public institution,
Teachers facilitate learning and constantly the Department of Education continuously
nurture every learner; improves itself to better serve its
Administrators and staff, as stewards of stakeholders.
the institution, ensure an enabling and
supportive environment for effective learning to
happen; and
Core Values
Family, community and other stakeholders
are actively engaged and share responsibility Maka-Diyos
for developing lifelong learners.
Makatao
Makakalikasan 3
Makabansa
The Reforms

4
 Basic Education Planning Framework
Goal:
Goal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation

Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work

Intermediate Outcomes:

Learners are well-rounded, happy and smart

Learners are in Learners access Learners actively

programs responsive Learners
school and participate in a
to their needs and attain learning
learning consistent with their
learner-friendly
standards
centers interests and aptitudes environment

Enabling Environment
Education leaders People, internal systems, Key stakeholders
and managers Investments in Basic and processes serve actively
Education provides
practice participative learners better through collaborate to
learners with ideal
and inclusive mgt continuous improvement serve learners
learning environment
processes. efforts better
 Basic Education
Curricular Reforms Grades 11
and 12
Grade
1945-1957 1957-1972 1973-1989 1989-2001 2002-2011 2012-2018
Level
Year IV
2-2 Plan Revised New
Year III College Prep Secondary Secondary
Curriculum Education Education
Year II Vocational Program Curriculum
Curriculum Electives (SEDIP)
Year I
General K to 12
Grade 6 1958-1982 1983-2001 Revised Basic
Education Basic
Core Education Education
Grade 5 Curriculum
Curriculum Curriculum
Grade 4 2011- onward
Revised
New Elementary School Kindergarten in
Elementary
Grade 3 Curriculum SOUTELE basis the Public
Education
of PRODED Schools
Curriculum
Grade 2

Grade 1 Kinder
6
 We are currently rolling out
the enhanced curriculum for
Gr 5 and Gr 11
Gr 12
Gr 11 Gr 6
Gr 10 Gr 5
Gr 9 Gr 4
Gr 8 Gr 3
Gr 7 Gr 2
Gr 1
K
2011 2012 2013 2014 2015 2016 2017

March 2024: 1st batch of learners who went through the full K to 12 Program will
graduate. 7
March 2018: 1st batch of Gr 6 and Gr 12 under K to 12 will graduate.
Curriculum Reforms
1. Mother Tongue Based-Multilingual
Education
2. Coding of Competencies
3. Senior High School

8
 Basic Education Planning Framework
Goal:
Goal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation

Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work

Intermediate Outcomes:

Learners are well-rounded, happy and smart

Learners are in Learners access Learners actively

programs responsive Learners
school and participate in a
to their needs and attain learning
learning consistent with their
learner-friendly
standards
centers interests and aptitudes environment

Enabling Environment
Education leaders People, internal systems, Key stakeholders
and managers Investments in Basic and processes serve actively
Education provides
practice participative learners better through collaborate to
learners with ideal
and inclusive mgt continuous improvement serve learners
learning environment
processes. efforts better
 The K to 12 Philippine Basic Education
Curriculum Framework
Holistically Developed Filipino with 21st Century Skills

Being and Becoming a Whole Person

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

Curriculum Support System

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

10
Monitoring and Evaluation System
 Basic Education Program
Elementary Kinder to Grade 6

Junior
Grades 7 to 8 Grades 9 to 10
High
School
(Exploratory TLE) (Specialized TLE)

Tracks
Applied Track Subjects
Technical
Academic Vocational Sports Arts &
Senior Track Livelihood Track Design
Core Track Track
High Subjects o General o Home
School Academic
Strand
Economics
o Agri-Fishery
o STEM
o ABM o Industrial
o HUMSS Arts
o Pre- o ICT
Baccalaureate
11
o TVL
Maritime Maritime
 Literacy is a goal.

All children should be

literate in the mother
tongues by the end of
Grade 1.
All children should be
literate in Filipino by
the end of Grade 2.
All children should be
literate in English by
the end of Grade 3.

12
 Multi-lingual Education Program
1. The childs local language or mother
tongue is used as the foundational
language of education.
2. Children learn oral language in Filipino
and English while they learn literacy in
their dominant language.
3. Language mapping through the
Learner Information System
Mother Tongue Based Multilingual
Education
 How do we measure
impact
Tracking literacy development of the
children in different languages using
system assessment tools

Observations in the classroom

Discussions with supervisors and teachers

on the implementation of MTB-MLE

Visiting communities and discussing with

them the education programs
The MTB-MLE program is taking root.

LAPG
17
 National Performance of Grade 3 Pupils in
the LAPG Overall (SY 2014-2015)
What is the performance of Grade Three Students in the 2015 LAPG?
(Total Country, Region by cluster, and Division by cluster) Mean
Language N Percentage
Akeanon 13395 Score
62.26
Bikol 40996 59.43
Botolan Sambal 811 53.66
Chavacano 24338 57.78
English 2340691 63.77
Hiligaynon 158718
68.60
Ibanag 3754
55.71
Ilokano 128159
72.70
Ivatan 432
69.56
Kapampangan 49225
71.88
Kinaray-a 40671
69.72
Maguindanaon 27473
69.16
Meranaw 31003
71.90
Pangasinan 34648
62.13
Sinugbuanong Binisaya 658637
68.19
Surigaonon 14808
84.67
Tagalog 2340691
Tausug 23513
70.18
Waray 63266
58.82
Yakan 4492
78.59
70.09
0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00

1
 Coding Legend
Sample: H9S-IVg-h-34

LEGEND SAMPLE
Learning Area and
Strand/ Subject or Health
First Entry
Specialization
H9
Grade Level Grade 9
Domain/Content/ Prevention of Substance Use
Uppercase Letter/s
Component/ Topic and Abuse
S
-
Roman Numeral
*Zero if no specific quarter
Quarter Fourth Quarter IV
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week seven to eight g-h
specific week

-
Suggests healthy alternatives
to cigarettes and alcohol to
Arabic Number Competency
promote healthy lifestyle
34
19
Sample Curriculum Guide
(Math Grade 4)

20
Senior High School,
Finally!
 7 Cs of the Senior High School
Curriculum

Community Culture

Curriculum Child Career

Content
Competencies

Choice School
Capability
22
Curriculum Exits

23
 Technical-Vocational-Livelihood Track
TESDA Training Regulations-Based Specializations
HE
1. Attractions and Theme
Parks (NC II)
2. Beauty/Nail Care (NC II)
3. Bread and Pastry Production
(NC II)
4. Caregiving (NC II)
5. Cookery (NC II)
6. Dressmaking (NC II)
7. Food and Beverage
Services (NC II)
8. Front Office Services (NC II)
9. Hairdressing (NC II)
10. Handicraft (Fashion
Accessories and Paper
Craft)
11. Handicraft (Needlecraft)
12. Handicraft (Leathercraft)
13. Handicraft (Woodcraft)
14. Housekeeping (NC II)
15. Local Guiding Services (NC
II)
16. Tailoring (NC II)
17. Tourism Promotion Services
(NC II)
18. Travel Services (NC II)
19. Wellness Massage (NC II)
ICT Agri-Fishery Arts Industrial Arts
1. Animation (NC II) AGRICROP PRODUCTION 1. Automotive Servicing
2. Computer Programming (.net
1. Agricultural Crops Production (NC (NC I)
Technology) (NC III) I) 2. Carpentry (NC II)
3. Computer Programming 2. Agricultural Crops Production (NC 3. Domestic Refrigeration
(Java) (NC III) II) and Air-Conditioning
4. Computer Programming 3. Landscape Installation and (DOMRAC) Servicing
(Oracle Database) (NC III)Maintenance (NC II) (NC II)
5. Computer Systems Servicing
4. Organic Agriculture (NC II) 4. Electrical Installation and
(NC II) 5. Pest Management (NC II) Maintenance (NC II)
6. Contact Center Services (NC
6. Rice Machinery Operation (NC II) 5. Electronic Products
II) ANIMAL PRODUCTION Assembly and Servicing
7. Illustration (NC II) 1. Animal Production (Large (NC II)
8. Medical Transcription (NC II)
Ruminants) (NC II) 6. Masonry (NC II)
9. Technical Drafting (NC II)
2. Animal Production (Poultry- 7. Plumbing (NC I)
Chicken) (NC II) 8. Plumbing (NC II)
3. Animal Production (Swine) (NC II) 9. Shielded Metal Arc
4. Artifical Insemination (Large Welding (NC I)
Ruminants) (NC II) 10. Shielded Metal Arc
5. Artificial Insemination (Swine) (NC Welding (NC II)
II) 11. Tile Setting (NC II)
6. Slaughtering Operations
(Hog/Swine/Pig) (NC II) Each subject
FISH PRODUCTION will have 80
1. Aquaculture (NC II)
hours per
2. Fish Capture (NC II)
semester.
3. Fish Wharf Operation (NC I) 24
4. Food Processing (NC II)
DEPARTMENT OF EDUCATION
Assessment Reforms
1. Assessment Frameworks that
articulate what are essential
2. The Assessment Cube

25
 Basic Education Planning Framework
Goal:
Goal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation

Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work

Intermediate Outcomes:

Learners are well-rounded, happy and smart

Learners are in Learners access Learners actively

programs responsive Learners
school and participate in a
to their needs and attain learning
learning consistent with their
learner-friendly
standards
centers interests and aptitudes environment

Enabling Environment
Education leaders People, internal systems, Key stakeholders
and managers Investments in Basic and processes serve actively
Education provides
practice participative learners better through collaborate to
learners with ideal
and inclusive mgt continuous improvement serve learners
learning environment
processes. efforts better
 Assessment Frameworks
System Assessment Policy Guidelines on System Assessment in the
K to 12 Basic Education Program

National Assessment of Policy Guidelines on the National Assessment of

Student Learning Student Learning
(DepEd Order 55, s. 2016)

Teachers and Supervisors Policy Guidelines on Teacher Assessment for the

Assessment K to 12 Basic Education Program

Classroom Assessment 1. Policy Guidelines on Classroom Assessment

for the K to 12 Basic Education Program
(DepEd Order 8, s. 2015)
2. Policy Guidelines on Awards and Recognition
for the K to 12 Basic Education Program
(DepEd Order 36, s. 2016)
27
 Assessments
ECCD Kinder to Grade 6 Grades 7 to 10 Grades 11 and 12 Beyond DepEd
MLE-Based Entry Regular JHS Entry GAS SHS Higher
Regular Requirements
Assessment Requirements JHS with Education
FORMAL

Elementary for Senior HUMSS SHS

(Grade 3) for Special Special Programs
Programs Programs High School ABM SHS
ECCD Admissions to

Assessments
School Entry Multigrade Science Tracks/
Programs STEM SHS Higher Education
Elementary High Schools Strands

Exit Assessment from Basic Education

Program Tech-Voc JHS Sports SHS

Elementary Exit Assessment

Middle Skills

National Certificate Assessments

Integrated Arts and Design Development
Integrated Programs

Interest Assessment
Programs SHS
Basic Literacy TVL SHS Entry Assessment
Basic Literacy
NON-FORMAL

Programs for Work Skills

Programs

(where applicable)
Informal Education Informal Education Work
? Programs Programs
? Hiring processes for
A & E Elementary work readiness
A & E JHS

Continuing
Education

Program Specific
ECCD Early Assessments
Assessment Assessment
SPED

Assessment Assessment
and and and and
Intervention Intervention Intervention Intervention
Programs Programs Programs Programs

Hospital/ Hospital/ Hospital/ Hospital/

Institutional Care/ Institutional Care/ Institutional Care/ Institutional Care/
Home Care Home Care Home Care
CARE

Home Care
Programs Programs Programs Programs
28
System System
System Evaluation Evaluation Evaluation
 Curriculum Exits
and Corresponding Exits

1. Exit
1. National
Assessment
Certificate
from Basic Entry
2. Entry National
Education Assessment for
Assessment Certificate
2. Program Work Skills
for Work
Specific
Skills 29
Assessments DEPARTMENT OF EDUCATION
 Essential Skills

CURRICULUM ASSESSMENT
(Formal and Alternative (Formal and Alternative
Learning System) Learning
System)

Essential Skills connect curriculum and assessment in both Formal and

Alternative Learning Systems.
30
 1. Responding to others (responding to questions, responding with non-verbal cues)
Communication 2.
3.
4.
Tailoring communication to your audience (being aware of the context, being able to adapt
Interacting with others (responding to others, negotiating)
Working within a team (participating, generating new ideas)
Essential Skills
5. Planning and coordination (identifying common goal, generating plan)
6. Taking another perspective (understanding the views of others, valuing individual contribution, adjusting comm to context)
1. Listening to others (can interpret messages
1. Interacting with others 1. Perspective taking (understanding and Information,
from various media)
respecting views of others, valuing individual
communication, tailoring of communication
2. Using types or forms of comm (using oral Media and
comm, using technology)
2. Working with diverse teams (shared 3. Interacting with others (sharing Technology
responsibility) responsibility) 1. Can conduct
3. Can use information for collaboration 4. Monitoring self and team (can use info for basic searches
4. Apply basic understanding of legal and ethical collaboration)
and queries
5. Can communicate info
practices, etc. using search
6. Apply basic understanding of legal and
5. Ability to manage info (can communicate info) engines (e.g.
Life and 6. Ability to obtain info from ICT media (can
ethical practices (cite sources, secure
Google)
permission, sensitivity to cultural practices,
Career interpret massages from various media) etc. 2. Can interpret
7. Can identify types of info 7. Can use technology for comm and collab messages from
1. Civic Literacy and
Learning and Innovation and Communication 1. Ability to discriminate data and information sources various media
Citizenship (human 1. Monitoring Team (Reflecting)
Skills (can discriminate info according to context, relevance, 3. Can identify
rights and 2. Communicating for a range of purposes reliability of source [integrity], accuracy)
1. Analyzing perspectives
2. Can use information for evidence appropriate ICT
responsibilities, 2. Reflecting based on feedback from others 3. Can identify needed information 3. Listening to others (deciphering meaning, interpret medium (e.g.
cultural diversity, 3. Implement alternative procedure/solutions to a
4. Ability to use information (critical messages from various media
applications) for
national identity) problem 4. Responding to others (asking for clarification)
4. Adapting or modifying plans and output thinking, oral and written expression) 5. Asking for clarification (formulate and identify a given task/topic
2. Leadership and questions to establish further info) 4. Can use
Management 6. Using types or forms of comm (create written works)
7. Monitoring self and team (reflect on the team process technology to
(flexibility and Learning and Innovation, Communication Skills 8. Working creatively (individually or with others) store and
adaptability, [creating for expression]
and Life and Career Skills
9. Creating using a variety of tools (create written works,
organize info for
leadership and 1. Adapting or modifying creating videos) retrieval and use
2. Evaluate and implement alternative solutions to a 10. Formulate and identify questions to establish further
responsibility) problem
5. Can use social
info
3. Personal and Social 3. Decision making (reflecting on choices based on 11. Can identify types of info media
Development feedback from others) 12. can use info for evidence 6. Can understand
13. Can create videos, songs, application, designs,
(initiative and 4. Using types or forms of comm (using written media)
models basic concepts
direction, stress 14. Can write blogs, illustrate designs on use of ICT
1. Creating using a variety of tools (create drawings,
management, 1. Design an investigation to solve 1. Make inferences from gathered data paintings, sculptures, etc. equipment
interpersonal skills the problem 2. Decision making (gathering info to inform 2. Creating using a variety of methods (constructing, 7. Can operate a
designing)
2. Execute strategy or method decisions, using evidence or applying computer and
[planning and 3. Implementing innovations (innovate with technology)
3. Interpreting and analyzing knowledge and info to make choices, 4. Use technology to gather info basic office
coordination]) 5. Interpret messages from various media
outcomes (C&E) identifying sources to support, justify and software
4. Entrepreneurship 6. Judge relevance of info
7. Refine ill-defined questions 8. Can operate
(productivity and 4. Relating principles to global generate explanation) 8. Use technology to organize info various
accountability) problems 3. Ability to manage info (can organize info in 9. Identifying sources to support, justify and generate
explanation multimedia
5. Verifying solutions logical manner for easy retrieval) 10. Make inferences from gathered info equipment
6. Decision making (exploring 11. Can identify possible sources
9. Can open basic
12. Can gather or retrieve info
options) 13. Can discriminate info according to context, relevance, applications for
reliability of source (integrity, accuracy) search and
14. Can organize info in logical manner for easy retrieval
15. Can use technology for innovation navigate
1. Thinking creatively (visualizing) 7. Making a hypothesis
Learning and 2. Working creatively (individually or with others) [creating for specific 8. Execute investigation to solve a problem
Innovation
3.
purpose, using creativity to improve existing materials]
Creating using a variety of methods (modeling)
9. Analyzing outcomes (cause and effect)
31
4. Awareness of local invention, creativity and innovation from the past
5. Categorizing and classifying info
6. Exploring
 Assessment Cube

Information, Media and Technology Skills

Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
Information, Media and Technology Skills
Learning and Innovation Skills
Communication Skills 32

Life and Career Skills

Transition Mechanisms
1. Instruction and Pedagogies
2. DepEd Computerization Package
3. Databases
a. Curriculum
b. Tools and equipment
4. Senior High School Planning

33
 Basic Education Planning Framework
Goal:
Goal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation

Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work

Intermediate Outcomes:

Learners are well-rounded, happy and smart

Learners are in Learners access Learners actively

programs responsive Learners
school and participate in a
to their needs and attain learning
learning consistent with their
learner-friendly
standards
centers interests and aptitudes environment

Enabling Environment
Education leaders People, internal systems, Key stakeholders
and managers Investments in Basic and processes serve actively
Education provides
practice participative learners better through collaborate to
learners with ideal
and inclusive mgt continuous improvement serve learners
learning environment
processes. efforts better
 Learning Action Cells
(LACs)

Improved
teachers
Community
content
practice with
knowledge, Student
collaborative
pedagogical learning and
planning,
skills, holistic
problem-solving,
assessment development
and action-
strategies, and
implementation
professional
ethics
35
Daily Lesson Log (DLL)

36
Daily Lesson Log (DLL)

37
DepEd Computerization
Package (DCP)

38
Databases make things easier

39
 Types of
Sample Process in Secondary
IdentifyingSchools
Potential Senior
High Schools (Laguna)
Laguna International
Industrial Park 1

Nissan Asia Brewery

Nestle Philippines
Toyota
Ford
Philippines Light Industry Science
Park 1
Silangan Industrial
Park
Universal Robina
Corp

Honda
Cars

Light Industry Science

40
Park 2
Sample DepEd SHS Maps: Albay Division

41
41
Narratives that tell
us that the reforms
really taking place.
42
Story 1

43
A Filipino Teacher in an
Urban Community
Jacqueline Ladera
Master Teacher
Marikina High School

44
The Learning Environment

45
The Use of ICT

46
Story 2

47
 Inclusion Programs

Muslim Education
1.2 Muslim Learners
353,932 Learners in ALIVE
classes
48
Indigenous Peoples
Education
2.4 Million Learners
A Filipino Teacher in an
Indigenous Community
Randy Halasan
Principal
Pegalongan
Elementary School

49
Going to the Matigsalog Tribe
Story 3

52
 SHS Enrolment Breakdown*

1,537,606 SHS Enrollees

801,622 Public School
683,074 Private School
52,910 SUC
Student classification:
1,485,891 Grade 10 Completers
48,530 Balik-aral students
3,185 A&E Passers
53
*Data as of October 14, 2016
 Learning Action Cell Session
Maritess San Agustin, principal of Marciano C.
Rivera Elementary School in Bulacan, took the
initiative to hold a LAC session on how to prepare
science instructional materials using the science
equipment that had just been delivered to her
school.

54
 One School and their
SHS Teachers Story
Hi Teach, when I visited a school in Camiguin (Yumbing National School) at
the foot of Mt. Hibuk Hibuk, there are 2 SHS classes being held on what
used to be a school bodega(old unfinished building). The construction of
SHS building was still on-going. But I noticed how attentive and participative
the learners were in the 1st class because of very good facilitating skills of
the teacher.

The class was interactive even the way the chairs were arranged
encourages interaction. The teacher is Magna Cum Laude from Liceo
Cagayan University. His name is Mark Palad.The second class was having a
Pre-Calculus class but the learners were all smiling and enjoying. The
teacher is Engr. Asis Cadalina, an ECE Board Exam Topnotcher (no. 10).

In spite of poor and bare facilities, these 2 teachers chose to teach in SHS.
They have proven that teachers are the single most important agent of
successful learning.
 Sharing and Caring

In Iligan City, the principal of Maria Cristina

National High School (MCNHS) had extra arm
chairs. She gave these to Dalipuga National
High School (DNHS) to augment their shortage.
Because of MCNHSs help, DNHS now has
excess chairs as well.

Dalipuga National High School is 17.8 km away

from Maria Cristina National High School.

56
 Basic Education Planning Framework
Goal:
Goal:
All Filipinos are able to realize their full potential
and contribute meaningfully to building a
cohesive nation

Outcome:
Holistically developed Filipinos with 21st Century skills
ready for higher education, entrepreneurship and work

Intermediate Outcomes:

Learners are well-rounded, happy and smart

Learners are in Learners access Learners actively

programs responsive Learners
school and participate in a
to their needs and attain learning
learning consistent with their
learner-friendly
standards
centers interests and aptitudes environment

Enabling Environment
Education leaders People, internal systems, Key stakeholders
and managers Investments in Basic and processes serve actively
Education provides
practice participative learners better through collaborate to
learners with ideal
and inclusive mgt continuous improvement serve learners
learning environment
processes. efforts better
 Maraming
Salamat po!

58