Project IN Curriculum Development: Submitted By: Noel Patrick H. Mendizabal Bsed3-Filipino

Central Bicol State University of Agriculture
Impig, Sipocot Camarines Sur

S/Y 2019-2020
PROJECT
IN
CURRICULUM
DEVELOPMENT
DEVELOPING A CURRICULUM BASED ON K-12
SUBMITTED BY:
NOEL PATRICK H. MENDIZABAL
BSED3-FILIPINO
SUBMITTED TO:
TESSIE T. RESURRECCION
INSTRUCTOR
S/Y 2019-2020
Name: NOEL PATRICK HERRERA MENDIZABAL Date: 05-14-2020

Year and Section: BSED3-FIL Score:
STEPS ON HOW TO DEVELOP A CURRICULUM

I. RATIONALE
Language gives students the opportunity to access the understanding, knowledge and
skills to promote their personal growth and effective participation in society. The study
of the language enables students to build on their learning in primary school and
further develop their skills and enjoyment in using it effectively.
II. PROGRAM OBJECTIVES
THIS SCHOOL AIMS TO:
 To provide a rich, stimulating and caring environment in which the child feels happy,
safe, secure and confident.
 To maintain and extend academic excellence.
 To foster in students a sense of personal worth, and to promote their welfare, to help
each achieve his or her potential.
 To offer and encourage students participation in, an extensive range of co-curricular
activity.
III. CAREER OPPORTUNITY
Graduating from senior high school is a milestone and a great start for the K-12 graduates.
Since most industries are still coping with the fast-paced trend of technology, economic
growth, and trade, there’s a high demand for skilled graduates like you. Recently, our
country produced the first batch of senior high school graduates. There are split
viewpoints towards the readiness of the K12 finishers’ batch. However, most of the
graduates are competitive in showcasing their skills and talents. Given that before they
graduated, senior high schools have equipped these young professionals with knowledge
and job-ready attitude to join the workforce. Good thing, more industries open up with the
huge demand for jobs for senior high school graduates.
Yes, the expected batches of senior high school graduates are ready to pursue their
college careers. In addition, the academic track that prepares them for college injects vital
knowledge, skills, and subjects to tailor their course.
S/Y 2019-2020
There are a lot of options as to what you can do after high school. It all depends on your
interests. You can attend college and get a degree, you can attend a trade school or
vocational school and get certification, and you can join the armed forces.
Some of the career opportunities are as follows:
 ANIMATOR
Average Salary: PHP 39,786
Job Requirement: Tools and Software Skills, Creativity Skills, Imaginative, Artistry
Technical-Vocational-Livelihood (TVL) Track
In the fast-paced trend of technology, animation is one of the in-demand jobs you can
choose if you have the passion for creating fascinating visual arts. This requires you to
take the technical-vocational-livelihood (TVL) track in the senior high school program so
you can land this creative career. Besides, you can get a lucrative job and pursue your
passion in animation.
 WEB DEVELOPER AND WEB DESIGNER
Job Requirement: Code Skills, Programmer Skills,
Web developing and designing is an incredibly cool job to pursue. Besides, the demand
for this type of job drastically increases because of the non-stop progress of our industry.
Take the TVL track and you’re good to go.
 PHOTOGRAPHER OR VIDEOGRAPHER
Job Requirements:
Arts and Design Track
Do you want to take professional photos of sceneries, wildlife or take irreversible
moments during an event? Photography and Videography rank as one of the top paying
jobs for senior high school graduates to try. Aside from taking good pictures, you are
earning the average amount of PHP 37,578. Just take the Arts and Design track and you
can enjoy the perks of becoming a professional photographer or videographer.
S/Y 2019-2020
 CONTENT WRITER
Job Requirements: Comprehensive Language Skills, Grammar Skills,
Academic Track
If writing is your cup of tea, then content writing is one of the jobs for senior high school
graduates you can try. You just have to know the ins-and-outs of writing, equipping
yourself with software knowledge and you will surely kick start a career.
 CUSTOMER SERVICE OR TECHNICAL SUPPORT REPRESENTATIVE

Job Requirements:
Academic Track
The advent of tech-innovations can never replace a human’s emotional touch in service,
thus, customer and tech support services remains an in-demand job. Besides, the
business process outsourcing industry remains firm and continues to provide our country
with jobs and economic perks.
 SEARCH ENGINE OPTIMIZATION OR SEO SPECIALIST

Job Requirements: SEO Knowledge, Analytical Skills, Computer Skills
Academic Track
Perhaps, you’re aware of how the business industry relies on the fast changing trend of
marketing. And marketing grows along the trend of technology. That’s why SEO is an in-
demand job you must try. You just have to keep learning the game of marketing linked
with social media and its potential market.
 GRAPHIC ARTIST
Job Requirements: Adobe Tools and Graphic Software Skills, Creative
S/Y 2019-2020
Do you love both traditional and modern art? If yes, the graphics artistry profession awaits
you. There are various reasons why you should dwell your creativity in this profession.
Aside from a lucrative career, you can definitely build an image for yourself and show the
industry how creative you are.
 PROGRAMMER
Job Requirements: Programming Skills, Encoding Skills, Computer Skills
Of course, almost every industry that runs with technology needs a programmer. You just
have to be creative and logical when making awesome systems that can set a brand or
service apart from the working ones.
IV. PROGRAM DEVELOPMENT
PROGRAM DEVELOPMENT AND EDUCATIONAL DESIGN

Extension education can be formal (classroom environmental) and informal (webinars).
The delivery method and target audience varies depending upon the needs of the
clientele. But the purpose remains the same - educating people and helping them learn
information they can use to make decisions in their lives. Remember the Extension
purpose is: "to create learning partnerships that help adults and youth enhance their lives
and communities." Even though the various media used have changed, the Ten Guiding
Values of Extension Education has remained true for years.
Educational design is a process. Program planning is a process. You will be asked for
ideas and input. Your program planning team will prioritize and create a list of educational
materials and programs to be developed for all staff to use.
Designing Educational Programs and Materials. As you become more familiar with
Extension and your subject area, you will be expected to teach at your local level.
Resources are all around you - but now it's your turn to deliver. When the time comes to
develop your first program, guidelines are available to assist you with the process: Steps
for Planning Extension Educational Programs. Your mentor, district director and
orientation training will provide tools and guidance as you learn to build strong programs.
Ten Guiding Values of Extension Education
S/Y 2019-2020
Knowledge of what has contributed to Extension's remarkable success in the past

provides some guidance for staff members who want to further the organization's mission,
as well as survive and thrive in their work. To that end, here are ten guiding values of
Extension education:
1. Know Thyself
Extension educators are agents of learning, growth and change. The staff's deepening
self-knowledge is the primary source of Extension's vision and energy
2. Extension's Mission: Helping People Help Themselves
For all its diversity, Extension education always works to encourage people to improve
their condition in all dimensions of their lives. As Seaman Knapp said to the first Extension
agents, "Your mission is to make a great common people and thus readjust the map of
the world."
3. Extension's Goal: Human Development
The development of people is the ultimate goal of Extension education. Providing

research-based information, teaching people new knowledge and skills, helping them to
improve production or increase income--all these are means toward that end, and means
only.
4. Extension's Methods: Encouraging Change in Many Ways
The Smith-Lever Act requires more than information transfer. It calls on Extension to
"encourage the application" of useful and practical information. Extension work is most
successful when it involves learners in its programs so thoroughly that they set their own
goals, apply new ideas and receive feedback from others about their progress. Extension
does not dictate how people will solve problems or make decisions for them. Rather, it
fosters the democratic ideal of self-governance by encouraging each person or group to
choose the best among a variety of options. The methods of Extension education arise
from proven principles, and the most effective Extension educators know and use a
variety of teaching methods.
5. Extension's Methods: An Emphasis on Working With Groups
Working with groups rather than simply with individuals is more cost-effective, allows
more creativity and encourages democratic processes.
6. Extension's Methods: Helping Clients Become Volunteers
Helping learners become volunteer educators has at least two significant effects. For the
learner, it reinforces learning and encourages leadership development; for Extension, it
multiplies the outreach and impact of the Extension professional.
S/Y 2019-2020
7. Extension's Organizational Strategies: Self-Review and Risk Taking
Extension renews itself continually by reviewing its purpose and priorities. When faculty
members take risks with new or expanded publics and with new or rediscovered
educational methods, Extension grows and maintains its relevance to the needs of
people.
8. Extension's Organizational Strategies: Involving People Lessens Risk
Risk taking needs to be considered realistically. When people at all levels are involved,
the greater are the chances of overcoming resistance and ensuring success.
9. Teamwork Is Effective
Extension unit members all share responsibility for the unit's educational program.
Therefore, time and energy devoted to team development make for effective development
and coordination of Extension programs. Far from diminishing individual initiative,
teamwork requires each team member to contribute ideas, feelings and skills in an
atmosphere of mutual respect and open communication. Cooperation can achieve
complex goals more creatively and more easily than individuals alone can do.
10. Public Support Is Essential
County, state, higher education and federal officials need to stay informed about
Extension's efforts and impact. Many indicate their desire to be involved by joining an
advisory or program planning group, by attending educational activities or simply by
visiting an Extension client or family. It is best not to ignore Extension's sponsors or to
assume they know what we do.
V. TITLE OF THE PROGRAM OR CURRICULUM
SUBJECT WILL BE ENUMERATED HERE

(WHAT GRADE LEVEL).
PROPOSED K TO 12 TECH-VOC AGRI-INDUSTRIAL CURRICULUM
Senior High School curriculum in various parts of the world is offered to prepare
students for work or a university life. The World Education News and Reviews
(2016) presented various basic education curriculums in the world. Taiwan, for
example, has three years of either senior vocational schools or senior high schools
made mandatory in 2014. Indonesia also has three years of Upper Secondary
Education (Senior High) with the first curriculum being more generalist and the last
two is either for general academic or vocational stream (WENR, 2014). High schools
in South Korea are divided into general/academic, vocational, and special purpose
S/Y 2019-2020
curriculum which students are graduating from Middle School can opt to enroll
(WENR-2, 2013). Despite not being compulsory or free, the progression rate is as
high as 99% (ibid).
The study of basic education (k-12) curriculum specifically the senior high school
(SHS) of the Philippines. Results of the review show that the SHS curriculum is
intended to prepare students to enter into college/university or to work in the
industry or be an entrepreneur. The SHS program is the last level in all basic
education programs of the countries reviewed. The Philippines has a clearer model
with at least four tracks (academics, tech-voc, sports, arts & design) and at least
ten strands.
BASIC EDUCATION/PRE BACCALAUREATE/PRE-UNIVERSITY PROGRAM

IN THE PHILIPPINES
Kindergarten
Kindergarten is mandatory and compulsory for five-year-oldlearners with public

schools offering it for free. The Kindergarten is the first stage of the basic education
and is delivered using mother tongue (SEAMEO INNOTECH, 2012).
Elementary
Elementary level is completed within six (6) years. The first 3 grade is conducted
using mother tongue and succeeding levels are bilingual using English and Filipino
as medium of instruction. (SEAMEO INNOTECH, 2012)
Junior High School (JHS)
Grades 7 to 10 (four years) are the first part of the secondary education. Grades 7
and 8 students are exposed to core learning areas and TLE exploratory courses
are introduced. On the other hand, Grades 9 and 10 will be based on the preferred
learning areas of the student. (DepEd
Senior High School (SHS)
The career pathway specialization started in JHS continues in the SHS. Grades
11 and 12 is the second part of the secondary education in the Philippines. In
addition to the core competencies, students takes electives under three groups,
academic, tech-voc and entrepreneurship. It is envisioned that the end-of-Grade
12 examination is the exit examination for the secondary level and at the same
time an entrance examination for college. (SEAMEO INNOTECH, 2012)
S/Y 2019-2020
SUBJECT DESCRIPTION BY CATEGORY

(EX. GRADE 7-10 JUNIOR H/S)
ACADEMIC TRACK/STRAND
There are four strands in the academic track, namely,
TECHNICAL/VOCATIONAL TRACK/STRAND
There are four strands under the TVL track namely;
-Fishery Arts (AFA)
The HE strand may have specializations (but not limited to) Food and Beverage
Services and Wellne7ss Massage. ICT strand may specialize in Animation,
Contract Center Services, and the likes. AFA can go into specializations like
Animal Production and Crop Production, while IA can go into the likes of Consumer
Electronics Servicing and Electrical Installation and Maintenance. (DepEd, ND)
OTHERS
Sports track may consider specialization in Human Movement, Sports Officiating

and Activity Management (DepEd, ND) Arts and Design track may focus
specialization on Developing Filipino Identity in the Arts, Leadership, and
Management in Different Arts Fields (DepEd, ND
VI. PROGRAM IMPLEMENTATION SCHEME

S/Y 2019-2020
VII. ADMISSION AND SECTION POLICIES
VIII. RETENSION POLICIES

IX. CMO/DEPED MEMO/RESOLUTION AND TESDA TRAINING REGULATION
Full time/permanent SHS teachers must have completed Bachelor’s degree with at least
15 specialization units in relevant strand/specialized subject and a teachers license
holder. For TVL teachers, they must have Technical Education Skills Development
Authority (TESDA) National Certificate (NC) of at least one level higher than the course
and subject to be taught. For Arts & Design and Sports track, SHS teachers should be
holder of certification of proficiency from recognized respectable relevant
associations/organizations/guild (DepEd, 2015)
SHS teachers without teaching licenses but possess specialization units; for TVL track
has NC certification; for Arts, Design and Sports track has certification/recognition from
respected, relevant association/organization/guild. (ibid)
X. LIST OF SCHOOL ADMINISTRATOR
XI. LIST OF FACULTY
XII. LIST OF ACADEMIC AND NON-TEACHING PERSONNEL
XIII. LIST OF BOOK HOLDING

S/Y 2019-2020
ORGANIZATIONAL STRUCTURE
S/Y 2019-2020
XIV. LIST OF PHYSICAL FACILITIES

 Classrooms
 Laboratory classrooms
 School clinic
 Gymnasium
 Food court/ cafeteria
 Library
 Comfort room
 Stage
 Audio visual room
S/Y 2019-2020
A. PICTURE OF PHYSICAL FACILITIES

S/Y 2019-2020
S/Y 2019-2020
S/Y 2019-2020
S/Y 2019-2020
S/Y 2019-2020
S/Y 2019-2020
S/Y 2019-2020
S/Y 2019-2020
XV. APPENDICES
EX.
A. REFERENCES
Congress of the Philippines (2013). RA 10533, An Act Enhancing the Philippine

Basic Education System by Strengthening its Curriculum and Increasing the
Number of Years for Basic Education, Appropriating Funds Therefore, and for
other Purposes. http://www.gov.ph/2013/05/15/republic-actno-10533/ (Accessed
May 28, 2016)
Corsi-Bunker, A. (ND), Guide to the Educational System in the United States.

ISSS the University of Minnesota.
http://www.deped.gov.ph/sites/default/files/SHS
%20Student%20Primer_Colored%20HiRes.pdf (Accessed June 12, 2016)
Department of Education (2016), Department Order No. 3, s. 2016. Hiring
Guidelines for Senior High School (SHS) Teaching Positions Effective School
Year (SY) 2016-2017. http://www.deped.gov.ph/k-to-12/shs/bulletin (Accessed
June 12, 2016)
Department of Education (DepEd), ND. An Introductory Guide to Senior High

School, http://www.deped.gov.ph/sites/default/files/SH
S%20Student%20Primer_Colored%20HiRes.p df (Accessed May 12, 2016)
Department of Education, Australian Aid & Tayo para sa Edukasyon, (ND).
Senior High, AN Introductory Guide to Senior High School.
http://www.deped.gov.ph/sites/default/files/SHS
%20Student%20Primer_Colored%20HiRes.pdf (Accessed June 12, 2016)
Department of Education and Training – Queensland (2004). "Why is P–12
career education important?". Department of Education and Training
(Queensland). 2004. Archived from http://www.webcitation.org/5mS3DpcUU
(Accessed June 12, 2016).
Fioriello, P. (ND). Top K-12 Educational System in the World. K 12 Educational

System. http://k12educationsystem.com/top-k-12education-system-in-the-world/
(Accessed June 16, 2016)
Haynie, D. (2014). Decide if a STEM High School is Right for Your Child. US
News – High Schools.
JOURNAL OF ACADEMIC RESEARCH Vol. 01 No. 3
22
Sarmiento & Orale (2016)

http://www.usnews.com/education/best-highschools/articles/2014/04/23/decide-
if-a-stemhigh-school-is-right-for-your-child (Accessed June 12, 2016)
S/Y 2019-2020
Lagajino EL, Ibanez M., Guirguiz JM., Tuting A. & Balila, J. Students’ Career
Choices: A guide for Senior High School Preparation. AUP Research Studies
Presented at the 3rd International Scholars Conference.
http://www.aup.edu.ph/alumni/wpcontent/uploads/Vol-19-No-1-ResearchJournal-
Jan-2016-1.pdf#page=106 (Accessed June 19, 2016)
Ministry of Education, Culture, Sports, Science and Technology – Japan (MEXT),
Report and Statistics.
http://www.mext.go.jp/en/publication/statistics /title01/detail01/1373636.htm#02
(Accessed July 4, 2016)
Myllarnieme, V (2015), Literature Review as a Research Method. Aalto
University, School of Science. https://mycourses.aalto.fi/pluginfile.php/13921
1/mod_resource/content/3/T76.5050%20Literature%20review.pdf (Accessed
June 2016)
National Center for Education Statistics (2008). Age range for compulsory school
attendance and special education services, and policies on year-round schools
and kindergarten programs, by state: Selected years, 1997 through 2008
http://nces.ed.gov/programs/digest/d08/tables/ dt08_165.asp (Accessed July 12,
2016)
National Center for Education Statistics (NCES - 1) (2015). Compulsory School

Attendance Laws, Minimum and Maximum Age Limits for Required Free
Education by State. https://nces.ed.gov/programs/statereform/tab5_1. asp
(Accessed June 11, 2016)
National Center for Education Statistics (NCES - 2) (2015). Supplemental Tables

to Education and Certification Qualifications of Departmentalized Public High
School-Level Teachers of Selected Subjects: Evidence From the 2011–12
Schools and Staffing Survey
http://nces.ed.gov/pubs2014/2014059.pdf (Accessed July 20, 2016)

National Center for Education Statistics (ND). Secondary School Taxonomy,
https://nces.ed.gov/pubs/web/95024f01.asp (Accessed June 2, 2016)
Pannoni, A. (2014). Vocational High School Programs an Option for Teens. US
News High Schools. http://www.usnews.com/education/blogs/highschool-
notes/2014/10/20/vocational-high-schoolprograms-an-option-for-teens (Accessed
June 12, 2016)
S/Y 2019-2020
Program for International Student Assessment -PISA, (2015). Singapore tops

latest OECD PISA Global Education survey.
https://www.oecd.org/education/singaporetops-latest-oecd-pisa-global-
educationsurvey.htm (Accessed September 11, 2016)Peano, S., Vergel De Dios,
B., Atchoarena, D., & Mendoza, U. (2008). Investment in Technical Vocational
and Training (TVET) in the Philippines.
http://www.unesco.org/iiep/PDF/pubs/2008/ TVET_Philippines.pdf (accessed
August 6, 2016
Senate of the Philippines (2011). K to 12: The Key to Quality Education?, Policy
Brief. Senate Economic Planning Office
https://www.senate.gov.ph/publications/PB%2 02011-
02%20%20K%20to%2012%20The%20Key%20to%2 0Quality.pdf Accessed May
4, 2016.
Southeast Asian Ministers of Education Organization (SEAMEO) and Regional

Center for Educational Innovation and Training (INNOTECH), (2012). K to 12
Toolkit, Resource Guide for Teacher Educators, School Administrators, and
Teachers.
State University.Com (ND). Japan-Secondary Education.

http://education.stateuniversity.com/pages/740/Ja pan-SECONDARY-
EDUCATION.html (Accessed July 10, 2016).
TIMSS & PIRLS (1), International Mathematics Achievement for Grade 4 and
Grade 8. TIMSS & PIRLS International Study Center
http://timss2015.org/timss2015/science/student-achievement/ (Accessed
September 2, 2016)
JOURNAL OF ACADEMIC RESEARCH Vol. 01 No. 3
23
Sarmiento & Orale (2016)

TIMSS & PIRLS (2), International Science Achievement for Grade 4 and Grade
8. TIMSS & PIRLS International Study Center.
http://timss2015.org/timss2015/science/student-achievement/ (Accessed
September 2, 2016)
World Education News and Reviews (2009). Education in Singapore.

http://wenr.wes.org/2009/06/wenr-june-2009feature (Accessed June 2, 2016)
World Education News and Reviews (WENR - 1), (2013). Asia Pacific, Education
in Japan. http://wenr.wes.org/2005/05/wenr-mayjune2005-education-in-japan
S/Y 2019-2020
World Education News and Reviews (WENR -2), (2013). Asia Pacific, Education
in South Korea. http://wenr.wes.org/2013/06/wenrjune-2013-an-overview-of-
education-in-southkorea (Accessed June 2, 2016)
World Education News and Reviews (WENR), (2014). Asia Pacific, Education in
Indonesia. http://wenr.wes.org/2014/04/education-inindonesia (Accessed June 2,
2016)
World Education News and Reviews (WENR), (2016). Asia Pacific, Education in
Taiwan http://wenr.wes.org/2016/06/education-intaiwan (Accessed June 2, 2016)
B. COMMUNICATION
The K-12 program is a more potent educational model compared to the old
curriculum of basic education in the Philippines. Students can prepare themselves
for a more rigorous training in the higher education or go immediately to
employment or be an entrepreneur. Being new in the Philippines, it is marred with
issues such as lacking qualified teachers and the much-needed facilities for use in
the highly specialized courses, specifically at the SHS level. There were, however,
interventions made and are expected to be in placed very soon.

Project IN Curriculum Development: Submitted By: Noel Patrick H. Mendizabal Bsed3-Filipino

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Central Bicol State University of Agriculture

Impig, Sipocot Camarines Sur

Name: NOEL PATRICK HERRERA MENDIZABAL Date: 05-14-2020

STEPS ON HOW TO DEVELOP A CURRICULUM

II. PROGRAM OBJECTIVES

THIS SCHOOL AIMS TO:

III. CAREER OPPORTUNITY

 CUSTOMER SERVICE OR TECHNICAL SUPPORT REPRESENTATIVE

 SEARCH ENGINE OPTIMIZATION OR SEO SPECIALIST

IV. PROGRAM DEVELOPMENT

PROGRAM DEVELOPMENT AND EDUCATIONAL DESIGN

Knowledge of what has contributed to Extension's remarkable success in the past

The development of people is the ultimate goal of Extension education. Providing

7. Extension's Organizational Strategies: Self-Review and Risk Taking

V. TITLE OF THE PROGRAM OR CURRICULUM

SUBJECT WILL BE ENUMERATED HERE

PROPOSED K TO 12 TECH-VOC AGRI-INDUSTRIAL CURRICULUM

BASIC EDUCATION/PRE BACCALAUREATE/PRE-UNIVERSITY PROGRAM

Kindergarten is mandatory and compulsory for five-year-oldlearners with public

Junior High School (JHS)

Senior High School (SHS)

SUBJECT DESCRIPTION BY CATEGORY

There are four strands in the academic track, namely,

There are four strands under the TVL track namely;

-Fishery Arts (AFA)

Sports track may consider specialization in Human Movement, Sports Officiating

VI. PROGRAM IMPLEMENTATION SCHEME

VII. ADMISSION AND SECTION POLICIES

VIII. RETENSION POLICIES

15 specialization units in relevant strand/specialized subject and a teachers license

holder of certification of proficiency from recognized respectable relevant

associations/organizations/guild (DepEd, 2015)

respected, relevant association/organization/guild. (ibid)

X. LIST OF SCHOOL ADMINISTRATOR

XI. LIST OF FACULTY

XII. LIST OF ACADEMIC AND NON-TEACHING PERSONNEL

XIII. LIST OF BOOK HOLDING

XIV. LIST OF PHYSICAL FACILITIES

A. PICTURE OF PHYSICAL FACILITIES

Congress of the Philippines (2013). RA 10533, An Act Enhancing the Philippine

Corsi-Bunker, A. (ND), Guide to the Educational System in the United States.

Department of Education (DepEd), ND. An Introductory Guide to Senior High

Fioriello, P. (ND). Top K-12 Educational System in the World. K 12 Educational

Sarmiento & Orale (2016)

National Center for Education Statistics (NCES - 1) (2015). Compulsory School

National Center for Education Statistics (NCES - 2) (2015). Supplemental Tables

http://nces.ed.gov/pubs2014/2014059.pdf (Accessed July 20, 2016)

Program for International Student Assessment -PISA, (2015). Singapore tops

Southeast Asian Ministers of Education Organization (SEAMEO) and Regional

State University.Com (ND). Japan-Secondary Education.

Sarmiento & Orale (2016)

World Education News and Reviews (2009). Education in Singapore.

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