Trends in

Education
1. NESC
2. NSEC
REFORMS
3. RBEC
CURRICULUM

4. UBD
5. EBEC
CURRICULU
M
Enhance Basic Education
Curriculum of 2013
 RA
10533
Enhanced Basic
Education Act of 2013
Schools used for
study and reviewing
 Manila Science High School
K-12
Don Bosco Technical
College
San Pedro Relocation
Center National High
School
ALS-learning system in the Philippines
that provides a practical option to the
existing formal instruction.
Governance Act for Basic Education otherwise known as the
Republic Act 9155 stipulates the establishment of the Alternative
Learning System (ALS) to provide out-of-school children, youth and adults population
with basic education
SPED- special needs education is the
practice of educating students with
special needs in a way that addresses
their individual differences and needs.
 SPED in the Philippines started in
 -

1908 where the school for deaf

( in Harrison, Pasay City) was
established.

-In 1952, a pilot school for the

SPED ( at the Phil. Women’s
University) of mentally
handicapped children was started
 -Commonwealth Act No. 3203- In 1935, A
provision in this Act for the care and protection
of disabled children

-Republic Act 7277 , Approved on January 22,

1992, Republic Act 7277, otherwise known as
the Magna Carta for Disabled Persons affirms
the full participation and total integration of
persons with disabilities into the mainstream of
our society.
ECE - Republic Act No. 10157 “THE KINDERGARTEN EDUCATION
ACT” Pursuant to the provision of Section 9 of Republic Act No. 10157, "An Act
Institutionalizing The Kindergarten Education Into The Basic Education System And
Appropriating Funds Therefor", otherwise known as the Kindergarten Education Act",
approved on January 20, 2012
Republic Act No. 10533, - Enhanced Basic Education Act of 2013,
Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and
Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for
Other Purposes,” otherwise known as the approved on May 15, 2013, and which took effect
on June 8, 2013,
PHASES
2013RA10533
SY 2012-2013 Kindergarten
SY 2016-2017 Grade 11
SY 2017-2018 Grade 12
2018Graduates
 K-12
STRUCTURE

1. Kindergarten
2. Elementary
3. Secondary
JHS
SHS
MOTHER-TOUNGE BASED-
MULTI LINGUAL EDUCATION

ILOKO HILIGAYNO
PANGASINA N
N CEBUANO
KAPAMPAN MERANAO
GAN CHAVACAN
TAGALOG O
BIKOL MAGUINDA
 TRACKS &
STRANDS
1. Sports Arts and Designs
2. Academic (GAS ABM STEM
HUMSS)

3. Technical Vocational Livelihood

CHARACTERISTIC
Stronger Early Childhood Education
1.
SRelevant Curriculum
2.
3. Building skills through the use of
Second language and Mother tongue
4. Learning is in SPIRAL progression
5. Guaranty College preparedness
6. Full development of the learners
PPST- RPMS
PPST DO No. 42 s.
2017 Results-based
Performance
Management System
PPST -Philippine Professional Standards
for Teachers

RPMS -Results-based Performance

Management System
KRA-Key Result Areas ,Objectives,
Performance Indicators and assign Weight
Per KRA and sign the Performance
Commitment and Review Form (PCR
MOV- Means of Verification that serve
as proof of the attainment of specific
objectives alongside performance
indicators, from outstanding to poor
performance
THE 7 DOMAINS COLLECTIVELY COMPRISE 37 STRANDS THAT REFER TO
MORE SPECIFIC DIMENSIONS OF TEACHER PRACTICES.
DOMAIN 1, CONTENT KNOWLEDGE AND
PEDAGOGY, IS COMPOSED OF SEVEN STRANDS:
1.Content knowledge and its application within and across
curriculum areas
2.Research-based knowledge and principles of teaching and
learning
3.Positive use of ICT
4.Strategies for promoting literacy and numeracy
5.Strategies for developing critical and creative thinking, as well
as other higher-order thinking skills
6.Mother Tongue, Filipino and English in teaching and learning
7.Classroom communication strategies
DOMAIN 2, LEARNING ENVIRONMENT, CONSISTS OF
SIX STRANDS:

1. LEARNER SAFETY AND SECURITY

2. FAIR LEARNING ENVIRONMENT
3. MANAGEMENT OF CLASSROOM
STRUCTURE AND ACTIVITIES
4. SUPPORT FOR LEARNER PARTICIPATION
5. PROMOTION OF PURPOSIVE LEARNING
6. MANAGEMENT OF LEARNER BEHAVIORs
DOMAIN 3, DIVERSITY OF LEARNERS, CONSISTS OF
FIVE STRANDS:

1. LEARNERS’ GENDER, NEEDS, STRENGTHS,

INTERESTS AND EXPERIENCES
2. LEARNERS’ LINGUISTIC, CULTURAL, SOCIO-
ECONOMIC AND RELIGIOUS BACKGROUNDS
3. LEARNERS WITH DISABILITIES, GIFTEDNESS
AND TALENTS
4. LEARNERS IN DIFFICULT CIRCUMSTANCES
5. LEARNERS FROM INDIGENOUS GROUPS
DOMAIN 4, CURRICULUM AND PLANNING,
INCLUDES FIVE STRANDS:

1. PLANNING AND MANAGEMENT OF TEACHING

AND LEARNING PROCESS
2. LEARNING OUTCOMES ALIGNED WITH
LEARNING COMPETENCIES
3. RELEVANCE AND RESPONSIVENESS OF
LEARNING PROGRAMS
4. PROFESSIONAL COLLABORATION TO ENRICH
TEACHING PRACTICE
5. TEACHING AND LEARNING RESOURCES
INCLUDING ICT
DOMAIN 5, ASSESSMENT AND REPORTING, IS
COMPOSED OF FIVE STRANDS:

1. DESIGN, SELECTION, ORGANIZATION AND

UTILIZATION OF ASSESSMENT STRATEGIES
2. MONITORING AND EVALUATION OF LEARNER
PROGRESS AND ACHIEVEMENT
3. FEEDBACK TO IMPROVE LEARNING
4. COMMUNICATION OF LEARNER NEEDS,
PROGRESS AND ACHIEVEMENT TO KEY
STAKEHOLDERS
5. USE OF ASSESSMENT DATA TO ENHANCE
TEACHING AND LEARNING PRACTICES AND
PROGRAMS
DOMAIN 6, COMMUNITY LINKAGES AND
PROFESSIONAL ENGAGEMENT, CONSISTS OF FOUR
STRANDS:

1. ESTABLISHMENT OF LEARNING
ENVIRONMENTS THAT ARE RESPONSIVE
TO COMMUNITY CONTEXTS
2. ENGAGEMENT OF PARENTS AND THE
WIDER SCHOOL COMMUNITY IN THE
EDUCATIVE PROCESS
3. PROFESSIONAL ETHICS
4. SCHOOL POLICIES AND PROCEDURES
DOMAIN 7, PERSONAL GROWTH AND
PROFESSIONAL DEVELOPMENT, CONTAINS
FIVE STRANDS:

1. PHILOSOPHY OF TEACHING
2. DIGNITY OF TEACHING AS A PROFESSION
3. PROFESSIONAL LINKS WITH
COLLEAGUES
4. PROFESSIONAL REFLECTION AND
LEARNING TO IMPROVE PRACTICE
5. PROFESSIONAL DEVELOPMENT GOALS
1. CAREER STAGES
Career Stage 1 or Beginning Teachers have gained the qualifications
recognized for entry into the teaching profession.

2. Career Stage 2 or Proficient Teachers are professionally independent in the

application of skills vital to the teaching and learning process.
3. Career Stage 3 or Highly Proficient Teachers consistently display a high level
of performance in their teaching practice. They manifest an in-depth and
sophisticated understanding of the teaching and learning process

4. Career Stage 4 or Distinguished Teachers

embody the highest standard for teaching grounded in global best practices.
They exhibit exceptional capacity to improve their own teaching practice and
that of others
TOTAL QUALITY
MANAGEMENT (TQM)
ORGANIZATION
MASSIVE OPEN-
ONLINE COURSE
(MOOC)