Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
ASSESSING THE SENIOR HIGH SCHOOL
PROGRAM

JOCELYN DR ANDAYA
Director IV
Bureau of Curriculum Development
December 4, 2019

Professionalism Integrity Excellence Service 2

1. Access to Basic Education
2. Pivot to Quality
3. Updates on Current SHS Initiatives

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
 SHS Implementation of Standards

PRACTICE

THEORY RESEARCH

SHS Standards SHS Monitoring, Evaluation,

Adjustment
http://natri.uky.edu/resources/reports/theory.html#inter

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 SHS Implementation of Standards

PRACTICE

THEORY RESEARCH

SHS Standards SHS Monitoring, Evaluation,

Adjustment
http://natri.uky.edu/resources/reports/theory.html#inter

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
Source: DO 21, s. 2019 page 8-10

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
DO 21, s 2019
Policy Guidelines on the K
to 12 Basic Education
Program Annex 2
Secondary Education (JHS & SHS)
pp 43-95
Key Stage 3: G7-10 (JHS)

Key Stage 4: G11-12 (SHS)

pp 56-86

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
 (Policy Guidelines on the K to 12 Basic Education Program)
Annex 2 Secondary Education (JHS & SHS)
Key Stage 4: SHS pp 56-86
Core subjects p56
Applied subjects p62
Specialized subjects
Academic ABM p64
STEM p65
HUMSS p67
GAS p69
Sports Track p69
Arts and Design Track p70
TVL Track AFA – p73 HE – p76
IA – p78 ICT - p81
The 9th Specialization p83
Curriculum Flexibilities p86

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
*The Academic track includes four (4) strands: Accountancy, Business and Management (ABM); General Academic;
Humanities and Social Science (HUMSS); and Science, Technology, Engineering and Mathematics (STEM).

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
DepEd ORDER No. 42, s. 2016
POLICY GUIDELINES ON DAILY
LESSON PREPARATION FOR
THE K TO 12 BASIC EDUCATION
PROGRAM

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
DepEd ORDER No. 08, s. 2015
POLICY GUIDELINES ON
CLASSROOM ASSESSMENT FOR
THE K TO 12 BASIC EDUCATION
PROGRAM

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
DepEd ORDER No. 36, s. 2016
POLICY GUIDELINES ON
AWARDS AND RECOGNITION
FOR THE K TO 12 BASIC
EDUCATION PROGRAM

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
DepEd ORDER No. 35, s. 2016
THE LEARNING ACTION CELL
AS A K TO 12 BASIC
EDUCATION PROGRAM
SCHOOL-BASED CONTINUING
PROFESSIONAL DEVELOPMENT
STRATEGY FOR THE
IMPROVEMENT OF TEACHING
AND LEARNING

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 Making the Pivot
from Access to Quality
Undersecretary Nepomuceno A. Malaluan
Undersecretary Annalyn M. Sevilla
07 AUGUST 2019

19
 Making the Pivot
from Access to Quality
Access to Basic Education
Undersecretary Nepomuceno A. Malaluan
Undersecretary Annalyn M. Sevilla
07 AUGUST 2019

20
Historical Enrollment from SY 2015-2016 to SY 2018-2019;
Projected Enrollment for SY 2019-2020
(Public and Private)

Junior High Senior High

Elementary (Gr.
Year Kinder School School Total
1-6)
(Gr. 7-10) (Gr 11-12)

2016 1,814,713 14,100,290 7,564,827 1,445,107 24,924,937

2017 2,268,455 13,483,620 7,826,414 2,733,460 26,311,949

2018 2,409,782 13,265,259 8,320,627 3,022,841 27,018,509

2019
2,330,099 13,271,598 8,527,055 3,087,646 27,216,398
Projected

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
Source: LIS/BEIS SY 2018-2019 Generated as of December 10, 2018

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 SUCs/
CLASSIFICATION Public Private PSO* Total
LUCs
Elementary 37,928 7 7,475 45,410
Junior High School 1,622 52 299 1,973
Senior High School 204 110 1,092 1,406
JHS with SHS 6,177 102 890 7,169
Integrated School (K to
683 9 2,004 5 2,701
G10)
Integrated School (K to
411 29 2,803 15 3,257
G12)
Total Schools 47,025 309 14,562 20 61,916
*Philippine Schools Overseas – learners who are enrolled outside the country with permit granted by DepEd

Source: BEIS SY 2018-2019 – Final (Generated as of December 10, 2018

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 Plantilla Items
Monthly Salary, PhP (As of June, 2019)
Position SG
(2019/Fourth Tranche SSL)
Authorized Filled

Teacher I 11 20,754.00 468,453 436,275

Teacher II 12 22,938.00 139,487 127,999
Teacher III 13 25,232.00 212,384 207,613
Master Teacher I 18 40,637.00 41,854 39,950
Master Teacher II 19 45,269.00 16,810 15,828
Master Teacher III 20 51,155.00 68 65
TOTAL 879,056 827,733

Note: 1. There are others teaching positions such as SPED Teachers.

2. There are step increments within salary grade.

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 Monthly Salary, Plantilla Items
PhP (As of June 2019)
Position SG
(2019/Fourth Authorized Filled
Tranche SSL)
Head Teacher I 14 27,755.00 7,259 6,622
Head Teacher II 15 30,531.00 2,204 1,858
Head Teacher III 16 33,584.00 11,013 10,351
Head Teacher IV 17 36,942.00 418 383
Head Teacher V 18 40,637.00 228 204
Head Teacher VI 19 45,269.00 1029 905
School Principal I 19 45,269.00 15,280 13,432
School Principal II 20 51,155.00 5,810 5,357
School Principal III 21 57,805.00 2,106 1,992
School Principal IV 22 65,319.00 1,316 1,273
Asst. School Principal I, II, III 18-20 1,435 950
TOTAL 47,918 43,327

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 Participation Rate
Level of Education Gross Enrollment Rate Net Enrollment Rate

2016-2017 2017-2018 2018-2019* 2016-2017 2017-2018 2018-2019*

Kinder to Grade 6 106.34% 104.21% 102.65% 96.04% 95.76% 94.80%

JHS to SHS 87.76% 85.55% 91.58% 75.33% 75.94% 79.93%

Transition Rate
Level of Education Transition Rate
2017-2018 2018-2019*
Elem to JHS 93.12% 95.20%
JHS to SHS 90.15% 96.41%

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 CSR, CR & SLR 2- Years comparison, Public, SUCs/LUCs & Private

Grade 1-6 Grade 7-10

Performance
Indicators SY 2017-2018 SY 2018-2019 SY 2017-2018 SY 2018-2019

Cohort Survival
94% 97% 86% 89%
Rate (CSR)
Completion Rate
92% 97% 84% 89%
(CR)
School Leaver
2% 1% 6% 4%
Rate (SLR)
Note: Data on internal efficiency is subject to further analysis

Source: *LIS/BEIS SY 2018-2019; Generated as of December 10, 2018

Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
 2016-2018 Physical Performance of Support to Learners

Voucher Program

Target: 2,148,230 grantees

ESC Program
Target: 2,177,931 grantees
Benefitted: 1,979,597 grantees
Source: FY 2016 and 2018 BAR 1
Benefitted: 1,895,724 grantees
JDVP-TVL
Target: 169,922 grantees
Benefitted: 137,190 grantees

Department of Education-Bureau of Curriculum Development - JDRA

 Access
Observations Interventions
Factor
Age • While accessibility of schools no longer a factor for non- • School-based feeding
attendance overall, it remains a factor for younger age group of • OK (Oplan Kalusugan) sa DepEd
6-11 • SPED
• Illness/disability a factor particularly for younger age group • Alternative Delivery Mode (ADM)
• ALS
Gender • The top two reasons for non-attendance is strongly gender • Comprehensive Sexuality Education
differentiated • Teenage Pregnancy Summit
• Marriage/Family matters is top reason for overall non- • SHS and choices
attendance, but it applies mainly to females and generally at • ALS
post-secondary or college level
• Lack of personal interest is 2nd reason, and it applies more
intensely to males at age 12-15
Geographic • BARMM lags behind considerably in access indicators • Last Mile Schools
• IPED
• ADM
• ALS
Economic • High cost of education/financial concern now just the 3rd reason, • Free public education
reflecting both economic advance and free or highly subsidized • Subsidy to secondary level learners
basic education • SHS with employment exit
• But lower income groups still has higher incidence of drop-outs • ALS
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
 The Basic Education Exits Assessment (BEEA) is administered to determine the levels of
proficiency of all Senior HS graduates. High levels of proficiency would indicate readiness
for employment and at the same time for higher education, entrepreneurship.

TVL graduates who have TESDA-regulated specializations are encouraged to undergo the
Assessment Center. They may receive a National Certificate (NC) or Certificate of
Competency (COC)

Moreover, the Senior HS Work Immersion which is required for TVL and optional for non-
TVL guarantees the SHS graduates with skills that establish their readiness for the
different curriculum exits (employment, higher education, middle level skills development
and entrepreneurship). The non-TVL graduates have products and performances that
include Capstone projects as evidences of their readiness for work.

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
The PBED Campaign/Advocacy for the Employment of SHS Graduates

The Philippine Business for Education (PBED) expressed its commitment to convince companies to
open their doors to K to 12 students and graduates through work immersion and employment
opportunities. This was made possible through the “First Future” Program of PBED where it studied
the employability of the Senior HS graduates. Data showed that “3 of 5 companies are open to
hiring K to 12 graduates while 1 of 5 companies are ready to hire given available facilities and
current hiring policies. PBED announced that over 19,000 entry-level jobs and 400 work immersion
positions for senior high school graduates and students have been opened and available for the K to
12 graduates.

A total of 116 companies offered 19,385 job openings and 773 training positions for SHS students
and graduates. Currently, PBED data shows at least 2,900 positions had already been filled; 544
graduates have been employed; 211 have been trained; while 105 are scheduled for training.
(Reference: https://news.mb.com.ph/2019/10/22/over-19000-jobs-available-to-k-to-12-
graduates-pbed/

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
CSC to Create Job Opportunities for SHS Graduates

With PBED’s report on the employability of SHS, the

government through the CSC may issue a circular to all
government offices to open the employment gates to the SHS
graduates by simplifying the qualification standards yet hire
only the qualified.

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 SY 2017- 2018

Department of Education-Bureau of Curriculum Development - JDRA

DEPARTMENT OF EDUCATION
• The years of investing in education has produced
major improvements in access to education
• Still, we cannot as yet totally abandon access
issues: No one left behind
• However, our access interventions must now be
more nuanced and carefully targeted according to
the reasons for not attending school

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 Making the Pivot
from Access to Quality
Undersecretary Nepomuceno A. Malaluan
Undersecretary Annalyn M. Sevilla
07 AUGUST 2019

43
Quality of Basic Education

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
With major gains in access, DepEd is now in a position to wage a more focused campaign to make
decisive gains in education quality.

Broadly Similar Trend Across ASEAN

“For all countries in the region barring Singapore, the picture is broadly similar. Building on
important recent gains, in the expansion of education at primary, lower secondary and increasingly
upper secondary levels, all are looking to entrench quality learning. There is broad agreement on
three important steps. The first is to design and implement effective learning systems, aligning
competencies/ standards, curriculum, instruction, assessment and examinations. The second is to
develop outstanding teachers and school leaders, to create a challenging learning experience for every
child and to ensure that every student benefits from excellent teaching. The third is to ensure that
students come to school ready to learn, throughout their school career, drawing on an effective early
years’ education and supportive relationships with their parents. Together, these three steps constitute
an agenda for raising learning outcomes, across the region.”

(Raising Learning Outcomes in Southeast Asia, Insights from PISA organized by the Ministry of
Education in Thailand and OECD)

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
• Learning the Intended Competencies
• Diversity of Curricular Offerings
• Employability
• Interest-based Choices for Learners
• Teacher Quality
• Public satisfaction

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 Quality Dimension Interventions

Learning the Intended • Curriculum review to refine K to 12

Competencies • Joined international assessments – Programme for International Student
Assessment (PISA) and Trends in International Mathematics and Science
Study (TIMSS) to complement NAT
• Deepen research on assessment results
• Further improvements in teaching and learning environment through
sustained provision of education inputs
• International Competitions (International Science and Engineering Fair),
Math Olympiad, Robotics Competition
Diversity of Curricular • Inclusive Education Programs
Offerings • Special Interest and Curricular Programs
Employability • Immersion
• SHS
• Government-Industry Education Coordination
• Review of TVL Offerings
• SHS Unique Tracks
Interest-based Choices • SHS
Teacher Quality • NEAP Transformation
• Career Progression
• Freeing Teachers from Non-teaching tasks
Public Satisfaction • Bureau
Department ofPulse ofSurvey
Curriculum
Education-Bureau
Asia Development
of Curriculum Development - JDRA
National Achievement Test
• Standardized test designed to determine students’ achievement of learning
standards and 21st century skills under the K to 12 curriculum
• Results expressed in Mean Percentage Score (MPS), which is the ratio between
the number of correctly answered items in a test and the total number of items
• The 2017 NAT serves as the baseline data for the new National Assessment
Framework (NAF), i.e. 21st Century Skills. Skills are interpreted in terms of
Proficiency Levels

Level of Proficiency
Highly Proficient 90 – 100
Proficient 75 - 89
Nearly Proficient 50 - 74
Low Proficient 25 - 49
Not Proficient 0 - 24

• It is not comparable to the previous NAT (2015 and preceding years) which was
content-based and interpreted in terms of Mastery Levels

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 Subject Areas SY 2017- 2018 MPS SY 2018-2019 MPS
Science 31.26 32.11
Philosophy 37.09 34.89
Humanities 37.05 33.60
Media and Information Literacy 47.87 44.97
Mathematics 29.60 27.91
Language and Communication 38.61 41.63
Social Studies 36.23 36.82
Overall 36.71 36.45

21st Century Skills SY 2017- 2018 MPS SY 2018-2019 MPS

Problem Solving 36.92 38.06
Information Literacy 36.91 35.86
Critical Thinking 36.15 34.94
Overall 36.66 36.29

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
• The results of Gr 6 and 10 NAT, and Gr 12 Exit Assessment,
provide us a benchmark for analysis and progress tracking for
the coming years
• Overall, the results are in the low proficient level in both subject
areas and 21st century skills
• We acknowledge and take on the challenge to improve our large
scale assessment performance
• However, we caution against sweeping judgments. The following
need to be considered:
- The outcomes of curriculum reform such as K to 12 in terms of high
results in attained curriculum will take time, as we align intended,
implemented and assessed curriculum
- Interventions must be a result of research and study

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
Sulong EduKalidad is our
commitment to help our
learners achieve their full
potential, and for their kite of
dreams to fly high through
quality basic education for
all.
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
The performance of our students in large scale assessments,
the National Achievement Test, which we administer for
Grade 6, Grade 10, and Grade 12, gravitates towards the
low proficiency levels especially in Science, Math, and
English.

This will be put in even sharper focus as the results of

Programme for International Student Assessment (PISA),
which we participated in for the first time in 2018, are
released.

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
CORE
Components
of Sulong
EduKalidad
KITE
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
The challenge to produce a new breed of
learners

Teaching our learners to think critically and

creatively, but we have to balance STEM with
humanities and the social sciences, with emphasis
on values.

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
The challenge to improve our facilities and
equipment

We must be able to give our learners a learning

environment where they are able to share their
thoughts, views and experiences without fear of
judgment, and where we are able to empower them
to make informed and responsible decisions.

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
The challenge to upgrade the capacity of our
teachers

There is need for teachers to be more innovative in

teaching and recognize that teaching requires
continuous innovation to become relevant to the
changing times. The battle for quality basic
education will be fought and won inside the
classroom by our teachers.
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
The challenge to engage stakeholders

There is a need for the help of all sectors and

communities. Our Experience is that everyone,
whether local governments, parents, alumni
associations, NGOs, the private sectors,
development partners, is ready to contribute to the
education of our children.

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
 Intel International Science Fair, 2019

• Our 12 learners namely, John Eric Aggarao, Kathleen Chloie Antonio, Anna Beatriz Suavengco, Maria Isabel Lyson, Neil
David Cayanan, Shaira Gozun, E'van Relle Tongol, Maryjoise Karla Buan, Alpha Acain, Lester Sabadao, Lia Denise Tan,
and Nathaniel Reyes were part of the more than 1,800 delegates coming from 80 countries.
• They came from various schools across the nation – Taguig National High School, Iloilo National High School, Angeles
City Science High School, Pangasinan National High School, Quezon National High School and Cagayan National High
School.
• The team from Angeles City Science High School had the distinction of receiving an honorable mention. Their study
“Hibla: An Alternative Sound Absorption Material” was selected as one of the Best Projects at the fair, which had the
sustainable development and preservation of the country’s natural resources at its theme.

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
• DepEd’s approval has risen to 88% in both the
June and September 2018 Pulse Asia Survey

September 2018 Approval

Aware Approve Undecided Disapprove

Total Philippines (100%) 100% 88% 9% 3%

NCR (14%) 100% 77% 15% 8%

Balance Luzon (45%) 100% 89% 9% 2%

Visayas (19%) 100% 93% 6% 1%

Mindanao (23%) 100% 88% 10% 2%

Department Bureau of Curriculum

of Education-Bureau Development
of Curriculum Development - JDRA
• We have made major strides in access to education. However, we continue
to address access gaps through various programs such as school-based
feeding, ALS, and our new Last Mile Schools Program.

• We are in a position to now shift our focus to making major improvements

in education quality. We acknowledge the baseline performance that we
need to address. This requires evidence-based intervention. Our major
interventions include the undertaking of curriculum review, NEAP
Transformation for the professional development and career progression of
teachers, and deepening our analysis of large scale assessment results,
both national and international.

• There are new trends and challenges that we also need to consider, such as
artificial intelligence, robotics, keeping humanistic aspects of education,
and addressing the wide range of contrasts in the education system.
Department Bureau of Curriculum
of Education-Bureau Development
of Curriculum Development - JDRA
 It takes a village to raise a child.

Department of Education-Bureau of Curriculum Development - JDRA

DEPARTMENT OF EDUCATION
 Isang karangalan
ang maglingkod sa bayan!

Department of Education-Bureau of Curriculum Development - JDRA