MONITORING OF THE PHILIPPINE DEPARTMENT OF EDUCATION S MODEL SENIOR HIGH SCHOOL PROGRAM

MONITORING OF THE PHILIPPINE DEPARTMENT OF EDUCATION S MODEL SENIOR HIGH SCHOOL PROGRAM Senior High School Modelling: Moving Towards the New K to 12 Curriculum

Philippine Copyright 2014 SEAMEO INNOTECH ISBN XXX-XXX-XXXX-XX-X All rights reserved. No part of this publication may be reproduced or distributed in any form or any means or stored in a database or retrieval system without prior written permission of SEAMEO INNOTECH. www.seameo-innotech.org Table of Contents 2

TABLE OF CONTENTS Table of Contents... 3 List of Tables... 5 List of Figures... 7 List of Acronyms... 8 Acknowledgement... 10 Executive Summary... 11 1. Guidelines/Policies... 19 2. Sources of Funds... 20 3. Capacity Building... 20 4. Linkages... 21 5. Curriculum Development... 21 6. SHS Program Management... 23 Introduction... 24 Objectives of the Study... 29 Method of Study... 29 The SHS Curriculum... 31 Core Subjects... 33 Track Subjects... 34 Academic Track... 35 Technical-Vocational-Livelihood Track... 37 Sports Track... 38 Arts and Design Track... 38 General Trends... 40 A. Pre-implementation Experiences... 40 1. Rationale... 41 2. Linkages... 43 3. Curriculum Development... 44 4. Capacity Development... 45 5. Certifications... 45 B. Implementation Experiences... 46 1. Inputs... 46 Table of Contents 3

2. Processes... 49 3. Output... 51 4. Challenges and Potentials... 52 C. Recommendations (Moving Towards K-12 Implementation)... 55 1. Guidelines/Policies... 55 2. Sources of Funds... 56 3. Capacity Building... 57 4. Linkages... 57 5. Curriculum Development... 58 6. SHS Program Management... 60 Profiles of Model Senior High Schools... 61 A. San Pedro Relocation Center National High School... 61 B. Sangley Point National High School... 70 C. Bacolod City National High School... 74 D. Sum-ag National High School... 81 E. Doña Montserrat Lopez Memorial National High School... 88 F. Palo National High School... 96 G. Merida Vocational School... 101 Annex 1: Duration of Pre-University Programs in Southeast Asia... 110 Annex 2: List of Key Informants... 111 References... 113 List of Tables 4

LIST OF TABLES Table 1: General Profile of SHS Model Schools, SY 2012-2013... 27 Table 2: SHS Model Schools Specializations... 27 Table 3: List of SHS Model Schools Included in the Monitoring Study... 31 Table 4: Proposed SHS Curriculum (2012)... 31 Table 5: SHS Core Subjects... 34 Table 6: Common Track Subjects... 35 Table 7: Specialized Track Subjects (Academic Track - ABM Strand)... 35 Table 8: Specialized Track Subjects (Academic Track - General Academic Strand)... 36 Table 9: Specialized Track Subjects (Academic Track - HUMSS Strand*)... 36 Table 10: Specialized Track Subjects (Academic Track - STEM Strand)... 36 Table 11: Specialized Track Subjects (Technical-Vocational-Livelihood Track*)... 37 Table 12: Specialized Track Subjects (Sports Track)... 38 Table 13: Specialized Track Subjects (Arts and Design Track)... 38 Table 14: Summary of Revised SHS Curriculum (2014)... 39 Table 15: List of Selected Model SHS... 40 Table 16: Curriculum for Senior High School, SY 2012-2013... 62 Table 17: Curriculum for Senior High School, SY 2012-2013... 63 Table 18: Curriculum for Senior High School, SY 2012-2013... 63 Table 19: Curriculum for Senior High School, SY 2012-2013... 64 Table 20: Program Schedule for Grade 11, First Semester... 75 Table 21: Program Schedule for Grade 11, Second Semester... 75 Table 22: Program Schedule for Grade 12, First Semester... 76 Table 23: Program Schedule for Grade 12, Second Semester... 76 Table 24: Area of Specialization... 76 Table 25: Curriculum Design Senior High School, Grade 11... 77 Table 26: Curriculum Design Senior High School, Grade 12... 78 List of Tables 5

Table 27: Proposed Curriculum Grade 11... 83 Table 28: Proposed Curriculum for Grade 12... 83 Table 29: Sum-ag NHS SHS Area of Specialization, Description and Number of Hours... 84 Table 30: Additional Competencies inputted by industries... 84 Table 31: Class Program of Grade 11... 89 Table 32: SHS Area of Specialization, Description & Number of Hours... 89 Table 33: Additional Competencies Inputted by Industries... 90 Table 34: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Tourism... 97 Table 35: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Tourism... 97 Table 36: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Tourism... 97 Table 37: Proposed Senior High School Curriculum (Revised), SY 2012-2013, Tourism... 98 Table 38: Proposed Senior High School Curriculum (Revised), SY 2012-2013, ICT... 98 Table 39: Proposed Senior High School Curriculum (Revised), SY 2012-2013, ICT... 98 Table 40: Proposed Senior High School Curriculum (Revised), SY 2012-2013, ICT... 99 Table 41: Proposed Senior High School Curriculum (Revised), SY 2012-2013, ICT... 99 Table 42: Proposed Senior High School Curriculum, SY 2012-2013... 102 Table 43: Proposed Senior High Curriculum, SY 2012-2013... 102 Table 44: Proposed Senior High Class Schedule, SY 2013-2014... 103 Table 45: Proposed Senior High Class Schedule, SY 2013-2014... 103 Table 46: Proposed Senior High Class Schedule, SY 2012-2013... 104 Table 47: Proposed Senior High Class Schedule, SY 2012-2013... 104 Table 48: Proposed Senior High Class Schedule, SY 2013-2014... 105 Table 49: Proposed Senior High Class Schedule, SY 2013-2014... 105 List of Tables 6

LIST OF FIGURES Figure 1: DepEd s Enhanced Basic Education Program... 24 Figure 2: The K to 12 Graduate... 25 Figure 3: Framework of Study... 30 Figure 4: Revised Senior High School Curriculum (2014)... 32 Figure 5: SHS Core and Track Subjects... 33 Figure 6: SHS with Indigent/Very Poor Students... 41 Figure 7: SHS with Working Students... 42 Figure 8: SHS with Overaged Students... 42 Figure 9: SHS Program Track... 45 Figure 10: Learning Materials Used in SHS... 48 Figure 11: Teaching-Learning Strategies Used in SHS... 50 Figure 12: Type of Student Assessment Used in SHS... 51 List of Figures 7

LIST OF ACRONYMS ABM ADM APEX BESRA BPO CHED CLIMBS COA CSC DepEd DMLMNHS DO DOLE Edukasyon 2Ps EFA EIM ERIO EVSU FBS FGDs GE HE HEIs HESS HRM ICOT-P ICT IETI IRR KASVs KIIs LET LGUs LNU LTLDPC MAPEH MBCCI MOA MOOE National Certificate NHS NORIA NSSC Accountancy, Business, Management Alternative Delivery Mode Applied Academics for Excellence Basic Education Sector Reform Agenda Business Process Outsourcing Commission on Higher Education Coop-Life Mutual Benefit Services Association Commission on Audit Civil Service Commission Department of Education Doña Montserrat Lopez Memorial National High School DepEd Order Department of Labor and Employment Edukasyon Pantulay Pangkabuhayan Education for All Electrical Installation and Maintenance Educational Research and Innovation Office (SEAMEO INNOTECH) Eastern Visayas State University Food and Beverage Service Focus Group Discussions General Education Home Economics Higher Education Institutions Humanities, Education, Social Sciences Hotel and Restaurant Management Income-Creating Opportunities thru Technology Projects Information and Communications Technology International Electrical and Technical Institute Implementing Rules and Regulations Knowledge, Attitude, Skills, and Values Key Informant Interviews Licensure Examination for Teachers Local Government Units Leyte Normal University Leyte Technology Livelihood Development Productivity Center Music, Arts, Physical Education, and Health Metro Bacolod Chamber of Commerce and Industries Memorandum of Agreement Maintenance and Other Operating Expenses National Certificate National High School Negros Organic Rice Industry Association Naval Sea System Command List of Acronyms 8

NSTP OCCI OHSP OISCA OJT PCCI PD PEIs PESO PNP PRC Project EASE PUP RA RBEC RPL RSU SARDOs SBM SEAMEO INNOTECH SEAU SHS SMAW SPRCNHS STEM STVEP TESDA TechVoc TLE TR TVET Institutions TVL TWG National Service Training Program Metro Ormoc Credit Cooperative, Inc. Open High School Program Organization for Industrial, Spiritual, and Cultural Advancement On-the-job Training Philippine Call Center Institute Presidential Decree Private Educational Institutions Public Employment Service Office Philippine National Police Professional Regulations Committee Project Effective Alternative Secondary Education Polytechnic University of the Philippines Republic Act Revised Basic Education Curriculum Recognition of Prior Learning Research Studies Unit (SEAMEO INNOTECH, under ERIO) Students at Risk of Dropping Out School-Based Management Southeast Asia Ministers of Education Organization Regional Center for Educational Innovation and Technology Solutions Evaluation and Adaptation Unit (SEAMEO INNOTECH, under ERIO) Senior High School Shielded Metal Arc Welding San Pedro Relocation Center National High School Science, Technology, Engineering, Mathematics Strengthened TechVoc Education Program Technical Education and Skills Development Authority Technical-Vocational Technology and Livelihood Education Training Regulations Technical Vocational Educational Training Institutions Technical-Vocational-Livelihood Technical Working Groups List of Acronyms 9

ACKNOWLEDGEMENT Our deepest gratitude goes to the Department of Education (DepEd), Bureau of Secondary Education under the former leadership of Dr. Lolita Andrada for providing the overall direction, context and expectations of DepEd about the Senior High School Modelling Program. The Center significantly extends its gratitude to the school principals, teachers, students, parents of the seven SHS model schools included in this monitoring study for sharing their experiences, achievements and challenges during the first year of implementation. This report was prepared under the general guidance of SEAMEO INNOTECH Center Director Ramon C. Bacani, and Educational Research and Innovation Office Manager Philip J. Purnell. Led by Senior Specialist Yolanda C. De Las Alas, the research team include Lauren Nerisse S. Bautista, Senior Associate, Eugene L. Tecson, Project Research Associate, and Rhio DC Dilag, Program Assistant. Special thanks goes to Ms. Evelyn D. Juan for copy editing the report. We salute all the SHS learners, especially including those who have successfully graduated from the program and now enjoying the fruits of their hardwork in their chosen careers. Acknowledgement 10

EXECUTIVE SUMMARY In early 2013, the Solutions Evaluation and Adaptation Unit (SEAU) under the Educational Research and Innovation Office (ERIO) of the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH) 1 undertook a monitoring study to document the developments on the first year of implementation of the Senior High School (SHS) Modeling in selected SHS model schools in the country. The research study was funded through SEAMEO INNOTECH s Educational Research and Innovation Fund as part of the Center s complimentary set of program interventions to support the Department of Education (DepEd) s need for sustained technical support in operationalizing the new K to 12 Basic Education Program. The study aimed to generate knowledge drawn from the experiences of model schools that can serve as a good resource for refining the guidelines for the full implementation of SHS beginning SY 2016-2017. Specifically, the study aimed to 1) determine the preimplementation considerations, and actual implementation needs and processes under the SHS Modeling; 2) identify strengths and innovations of the selected SHS model schools; 3) ascertain challenges and potentials for improvement; and 4) formulate policy recommendations based on the lessons learned by the selected SHS model schools. Key informant interviews (KIIs) and focus group discussions (FGDs) were conducted with school heads, teachers and SHS students to obtain relevant information on the SHS Modeling. Included in the monitoring study are four general public high schools, namely, 1) Sangley Point National High School (NHS) in Sangley Point, Cavite City, Cavite; 2) Bacolod City NHS; 3) Sum-ag NHS in Bacolod City, Negros Occidental; and 4) Palo NHS in Palo, Leyte; and three public technical-vocational (TechVoc) high schools, namely, 5) San Pedro Relocation Center NHS in San Pedro, Laguna; 6) Doña Montserrat Lopez Memorial NHS in Silay City, Negros Occidental; and 7) Merida Vocational School in Merida, Leyte. The study also utilized data generated from a survey administered by the Research Studies Unit (RSU) of SEAMEO INNOTECH. The survey, conducted from February to March 2013, was part of a research project that aimed to generate case studies of Alternative Delivery Mode (ADM) models in selected provinces of the Philippines that would allow for deeper understanding of the implementation of appropriate and effective ADMs for the SHS stage of the K to 12 program. A review of related literature was also conducted to provide contextual background to the study. 1 SEAMEO INNOTECH is one of the three (3) SEAMEO regional centers hosted by the Government of the Philippines (GOP). Executive Summary 11

General Findings The general findings of the monitoring study paid attention to pre-implementation and implementation experiences of the seven SHS model schools. Challenges and recommendations were likewise drawn from the experiences of the schools in SHS Modeling. A. Pre-Implementation Experiences Based on the data obtained from the KIIs and FGDs conducted, the seven schools engaged in SHS Modeling to contribute to achieving Education for All (EFA). Particularly, the schools aim to provide poor, working, and mostly overaged students greater access to senior high school education while they are unable to enroll in college. These schools also envisioned to strengthen the employability of the SHS students through the provision of quality education. Initially, the SHS model schools consulted the academe, labor-related government agencies, industry partners, and local government units (LGUs) in preparation for the SHS Modeling implementation. They sought technical support from DepEd from the central office down to the division level, the Commission on Higher Education (CHED), and Higher Education Institutions (HEIs) to determine the specialization that they could engage in and to help develop their curriculum and other academic requirements. On the other hand, the Department of Labor and Employment (DOLE), Technical Education and Skills Development Authority (TESDA), and the industry partners oriented them on labor market, the career pathways that they could offer and focus on, and the training, capacity building, and certification requirements to strengthen the employability of SHS students. For example, TechVoc schools usually provided National Certificate (NC) I for junior high school and NC II for senior high school which can be obtained by passing the assessment tests administered by TESDA. At the same time, the SHS model schools met with either provincial or city/municipal LGUs recognizing their key role as links to the industries as well as for the financial and logistical support they can provide to help sustain the SHS implementation. Partnerships of the SHS model schools with industries depended on the type of specialization that they engage in. The specialization offered by the schools depended on various considerations such as the type of industries and economic/business activities that are prevalent in their area, the type of jobs that the industries require, and the capacity of the school itself to undertake such career pathway offering. Partnerships with industries were formalized through a Memorandum of Agreement (MOA). The signed MOAs explained the nature of the K to 12 Program, the objectives of SHS Modeling, and the roles and responsibilities of each party related to the implementation of SHS Modeling. Executive Summary 12

The school heads and teachers were oriented and trained on the K to 12 Program and SHS Modeling. Most of the teachers were either holders of a Master s degree or had completed a number of Master s degree units. In some SHS model schools, the teachers conducted their own research studies to build their capacities and enrich the learning materials that they use. The LGUs and industries partners were likewise oriented on the K to 12 Program and SHS Modeling to ensure their awareness of their roles and responsibilities in the modeling program. B. Implementation Experiences The success or failure of the SHS Modeling depended on a number of factors including human resources, funding, facilities, curriculum, learning modules, and guidelines or policies. Intervention programs, teaching methodologies, and student assessment were also identified as crucial in sustaining the program. 1. Inputs a. Human Resources, Funds, and Facilities Different SHS model schools have different human resource and other resource requirements depending on their program strategies. Teachers that are hired for SHS teaching are often either holders of a Master s degree or have completed a number of Master s degree units. While some schools employ SHS teachers from their own faculty roster, other schools tap teachers from HEIs or trainers from their industry partners. Given that the school head is busy in overseeing the school s day-to-day operations and the teachers are already swamped with their teaching load, some SHS model schools hire a full-time industry coordinator to assist in tapping prospective industry partners, coordinate on-the-job training (OJT) of the students, and facilitate job placement of SHS graduates. Only two of the seven SHS model schools interviewed were given PhP 1 million each by the DepEd for SHS Modeling since they were part of the original pilot schools. They were able to use the said fund to purchase school facilities and equipment. The rest of the SHS model schools did not receive the same funds because they were only identified later. Since the program is still in its modeling stage, these schools are unable to cover expenses for their SHS modeling through their regular fund for maintenance and other operating expenses (MOOE). As it is, most of the SHS model schools make use of whatever resources or facilities that the schools have. For instance, some schools alternate the use of classrooms for junior high school (first to fourth year) and senior high school (Grades 11 and 12) students. One Executive Summary 13

school even uses its computer laboratory to hold classes for SHS. In some cases, teachers had to shoulder some expenses of students. To help augment their financial requirements, the schools sought assistance from government officials, LGUs, or industry partners. b. Curriculum The SHS model schools implement a curriculum that they developed in consultation with DepEd, CHED, HEIs and industry partners. Most of the SHS model schools follow a common academic curriculum, with a few additional subjects that are relevant to the specializations the schools offer, such as TechVoc or entrepreneurship courses. They align the curriculum with the General Education subjects in college to prepare the SHS students for possible entry to second or third year college. The curriculum includes core subjects such as English, Filipino, mathematics, science, social studies, and music, arts, physical education, and health (MAPEH). Two new subjects, literature and philosophy, were added based on the General Education curriculum of CHED. The SHS model schools covered four areas: 1) Entrepreneurship/Business; 2) Technical- Vocational; 3) Humanities (Sports, Arts, Music, Languages, Journalism); and 4) Science, Technology, and Engineering. Students specializing in entrepreneurship or TechVoc can take the National Certification (NC) II exams administered by the TESDA which they can use in applying for jobs. c. Learning Modules As of SY 2012-2013, no instructional materials had been developed by the DepEd for SHS Modeling. To compensate, the SHS model schools used: 1) printed modules or digitized resources (83%); 2) printed text or workbooks (67%); and 3) online resources (50%). d. Guidelines or Policies Among the governing policies used by the SHS model schools in relation to the K to 12 Program and SHS Modeling are 1) DepEd Order (DO) No. 36 s. 2012 entitled, Guidelines on the 2012 Implementation of the Senior High School (SHS) Modeling in Selected Technical and Vocational and General Secondary Schools under the K to 12 Basic Education Program ; 2) DO No. 71 s. 2012 entitled, Additional Information to and Changes in DepEd Order No. 36, S. 2012; and Presidential Decree (PD) No. 42, as amended, entitled, A Decree Instituting a Labor Code thereby Revising and Consolidating Labor and Social Laws to Afford Protection to Labor, Promote Employment and Human Resources Development and Insure Industrial Peace based on Social Justice, particularly its provisions on apprenticeship with business organizations. Executive Summary 14

In the case of Doña Montserrat Lopez Memorial NHS, they made use of DO No. 48 s. 2007 to be able to hire contractual teachers to help address the lack of teachers. The said department order authorizes TechVoc school heads to hire contractual teachers. 2. Processes a. Intervention programs for disadvantaged learners and/or students at risk of dropping out (SARDOs) The SHS model schools employ various intervention programs depending on the needs of disadvantaged learners and/or SARDOs. In some cases, local officials offer scholarship programs to deserving students. There is also the adopt-a-child program for teachers who can afford to support a student. The schools also employ the Open High School Program (OHSP) to address the constraints of some students in attending daily classes. Learning materials used under such arrangements include modules or workbooks. Some SHS model schools also implement feeding, health, and nutrition programs. In addition, the school encourages parents to support their students whenever possible. b. Teaching Methodologies The SHS model schools apply various learning strategies and approaches depending on their preferences and the needs of the SHS students. Face-to-face teaching, mediaassisted teaching and work-oriented teaching are the most commonly employed teaching strategies; of the seven schools, six (86%) identified at least one of these three as part of their teaching methodology. Five schools (71%) mentioned using flexible learning, group or cooperative learning, or process-oriented learning. Three schools (43%) have individualized learning methods. Except for the Bacolod City NHS, which only uses face-to-face learning, all other schools use a combination of two or more teaching strategies. The Doña Montserrat Memorial NHS employs all strategies mentioned above, including pure web-based learning. c. Student Assessment The RSU survey showed that all seven SHS model schools make use of the traditional type of assessment for SHS students. Next to this, 71.42 percent said that they conduct performance assessment to evaluate the students. On the other hand, 57.14 percent mentioned that they use either portfolio or self-assessment in assessing the SHS students. Executive Summary 15

3. Output a. Innovations Among the innovations disclosed during the interviews are the following: 1) Establishing a strong and sustained partnerships with LGUs, industries, and HEIs to help provide the needed assistance for the Program; 2) Undergoing on-the-job (OJT) training programs as early as Grade 11 to accommodate all students and prevent congestion of trainees at the end of the SHS term; 3) Screening of incoming SHS students through qualification tests, scholastic grades and interviews; 4) Making the school accessible to indigent students by strictly implementing a zero collection policy; 5) Giving consideration and flexible timeframe to students who are deployed in OJT program to comply with requirements; ICT was likewise used for consultation; 6) Using real life scenarios, skill-oriented learning and treating students as adults to motivate and challenge them to do well in school; 7) Designating a teacher as industry coordinator, one who had been in the industry for a long time to facilitate the OJT program of the students; 8) Encouraging SHS teachers to earn a Master s degree or units, have a NC Level II, or attend TESDA training programs and competency assessment; 9) Encouraging SHS teachers to conduct action research and develop their own instructional materials to help enrich existing instructional materials; 10) Hiring contractual teachers to help mitigate the lack of teachers; and 11) Providing laboratory access for SHS students through the Public Employment Service Office (PESO) to augment the school s limited resources. b. Student Tracking The SHS model schools are yet to develop a system of tracking since all of their SHS students are only in Grade 11. Executive Summary 16

Challenges and Potentials The interviews with the seven SHS model schools revealed that SHS Modeling has a number of challenges and potentials with respect to guidelines or policies, resources and LGU and parental support, awareness, and linkages. A. Guidelines/Policies One of the challenges raised with respect to guidelines in the hiring of teachers is the continued implementation of the Localization Law, which prevents schools from hiring qualified teachers. In the case of SHS model schools that offer call center service as a specialization, they are faced with the fact that call centers do not allow on-the-job training (OJT) for prospective call center agents and technical support staff. Instead, they only provide training for personnel that they have initially screened for hiring. Another challenge in terms of guidelines is that in some SHS model schools, Grade 11 students are not required to join extracurricular activities. One area of potential or opportunity related to policy is DepEd Order (DO) No. 48 series of 2007 which authorizes TechVoc principals to hire contractual teachers. B. Resources Many challenges and concerns raised by the SHS model schools were related to resources. These resource-based challenges and concerns include the following: 1) TESDA examination fee for National Certification (e.g., PhP 550 examination fee per student, uniforms and other paraphernalia required by TESDA in the case of NC exam for security services as noted by Sangley Point NHS) 2) Transportation cost of students who are undergoing their OJT programs 3) Accommodation expenses of students who need to stay near their workplaces for their OJT programs 4) Cost of insurance premium for SHS students who are undergoing their OJT programs 5) Some of the SHS students do not have their own classroom. 6) In some SHS model schools, there is insufficient number of computer units for SHS students. Executive Summary 17

7) Since SHS is to be fully implemented only starting in 2016, some of the SHS model schools have no budgetary allocation from its MOOE for SHS Modeling. This situation forces the teachers to personally pay for some of the students requirements for the SHS Program. C. LGU support Based on the interviews and the survey research, LGUs may provide various types of support to SHS model schools such as infrastructure support, financial assistance, technical assistance including provision of computer laboratory training, and advocacy and promotion. While the SHS model schools are able to access such support from LGUs, they are constrained under COA regulations to purchase equipment/gadgets with a value not exceeding PhP 10,000. D. Parental support Parents, based on the findings of the study, may help address students concerns, help motivate students, provide financial support, and assist in advocacy and promotion of the SHS Modeling Program. E. Awareness Since the SHS Modeling Program employs a stakeholder approach in its implementation, awareness building and promotion of the Program may be done in a collaborative way among the school, the LGUs, the industry partners, the HEIs, the parents, and the students. F. Linkages One of the challenges with respect to linkages was on the possible mismatch between specialization and labor demand, particularly agriculture or crop production as a specialization. Sum-ag NHS explained that with their consultations with HEIs and industry groups, they do not see much potential in crop production in helping SHS students obtain jobs. They said that agriculture in their area seems to be declining in terms of importance and job demand. On the other hand, there is a lot of potential in fostering linkages between SHS model schools and industries especially if the partnerships end up as being mutually beneficial for them. Executive Summary 18

Recommendations The following are the recommendations based on the findings of the study: 1. Guidelines/Policies 1.1 San Pedro Relocation Center NHS recommended amending the Localization Law in the hiring of teachers so SHS model schools will be able to hire qualified teachers. Section 1 of Republic Act (RA) No. 8190 or the Localization Act 0f 1996 entitled, AN ACT GRANTING PRIORITY TO RESIDENTS OF THE BARANGAY, MUNICIPALITY OR CITY WHERE THE SCHOOL IS LOCATED, IN THE APPOINTMENT OR ASSIGNMENT OF CLASSROOM PUBLIC SCHOOL TEACHERS provides that, In the appointment or assignment of teachers to public elementary and secondary schools, priority shall be given to bona fide residents of the barangay, municipality, city or province where the school is located: Provided, That the teacher possesses all the minimum qualifications for the position as required by law. 1.2 It is recommended that regional/division ranking of teachers be done based on time requested by the school. The Professional Regulations Committee (PRC) should provide temporary assignment of new graduates of science, mathematics, technology and engineering courses who are qualified to teach in SHS since they have the newest/latest technology inputs. The need for a policy on hiring teachers for provisional appointment was identified. However, for those teaching in TLE, the NC qualification and industry experience should be highlighted. Industry experts and university professors should be allowed to teach part-time in SHS. 1.3 It is recommended that the designation or hiring of industry coordinators for SHS model schools be institutionalized. Industry coordinators can help significantly in coordinating with existing industry partners and in tapping additional industry partners. They can also assist the students in the preparation and conduct of their OJTs, particularly in contracting on OJT terms, providing for mobility/transportation of OJTs, scheduling of assessment and monitoring of OJTs. 1.4 It is suggested that senior high schools adopt the following considerations in selecting specialized TechVoc programs: Availability of basic technical facility and resources needed to teach and train students; Availability of instructors-trainers who have the necessary competencies, education and training to teach the technology; Integration of a strong career guidance program to guide the students in selecting their preferred specialized track/electives; Availability of funds for the operating expenses of the school and supplemental funds particularly for TechVoc high schools; Enhancement of the job or trade to attract students to consider it as their career; and Identification of one or two jobs that can be readily offered by the schools as a pilot program/course. Executive Summary 19

1.5 It is suggested that conflicts in policy issues be addressed. While the Civil Service Commission (CSC) rules that students should be in school for eight hours, SHS students are required to have two hours of paper work/ojt outside of their schools. This seems to violate the CSC rule. Policies which can be addressed by the Legal Office of DepEd were already brought up to the Regional/Division Offices. However, as of date, a resolution is yet to be taken by school authorities. 2. Sources of Funds 2.1 Sufficient budgetary support for the provision of additional classrooms, training facilities for hands-on activities and equipment such as LCD projectors and laptops, and learning materials of the SHS students should be made available. This can be done by increasing the allocated funds from Maintenance and Other Operating Expenses (MOOE), providing TechVoc Funds which is usually at PhP 1 million per school, or requesting for financial or in-kind support from Local Government Units (LGUs) or the business sector. 2.2 It is recommended that assessment fees for TESDA should be shouldered by the School Division and not by schools. OJT should be covered by TESDA if the school is given the fiscal autonomy to encourage students to undergo industry immersion. 2.3 It is further recommended that GAA funds disbursement be released directly to schools and not through several channels. Effective 2013, the new DepEd Memo Order stipulates that K to 12 funds will have to be downloaded from the Regional Office and Schools Division to TESDA before it goes to the school level. 3. Capacity Building 3.1 There is a need to provide skills training to build the capacities of SHS teachers. These training programs include TESDA training for the specialization subjects that they will teach, in-school training and orientation sessions on new curriculum for academic subject and career pathway teachers, and leadership training for schools heads and SHS/industry coordinators on how to properly administer and implement SHS Modeling. They should also be given scholarship opportunities by TESDA to improve their technical competencies and their perspectives/styles in teaching SHS students. 3.2 Enhancement training for guidance counselors on Career Preparation and Counseling should also be conducted. In this way, the guidance counselor would have the necessary knowledge and capacity to advise SHS students on proper career preparation. Executive Summary 20

4. Linkages 4.1 Multi-stakeholder partnerships between the academe, the industries, and national and local government institutions should be encouraged and promoted. Building strong linkages provides access to accredited Technical Vocational Educational Training Institutions (TVET) trainers, equipment and facilities, workshops, training, and seminars, resource materials, etc. At the same time, the partnerships can help mobilize financial and other related resources needed to sustain SHS Program implementation. Moreover, requirements for learner assessment and qualifications can be addressed through the partnerships fostered. Working together with HEIs provides clarity and direction in the needed academic subjects and types of assessments for learners in order for SHS students to be at least at par with freshmen and sophomore college students. Developing the curriculum handin-hand with TESDA helps spell out the requirements for career pathway qualifications to improve the chances of SHS graduates in getting jobs. 4.2 There is a need to come up with innovative partnerships with LGUs and other related government or private agencies that would help subsidize transportation costs, rent fees, testing fees, and uniform and paraphernalia. 5. Curriculum Development 5.1 Incorporate a strong career guidance component in the curriculum, coupled with ardent counseling from the Guidance/SHS Counselor, beginning at Year 10, to guide students in selecting their preferred specialized track/electives. 5.2 SHS model schools in coordination with the DepEd, CHED and other HEIs, and TESDA should work together to review the planned SHS curriculum and incorporate lessons learned from its SHS Modeling experience. There is a need for greater flexibility in the implementation of the said curriculum, particularly in adopting General Education (GE) subjects from college, hiring of SHS teachers, trainers from industry partners and coordinators, allowing academic subjects to be credited in college, and using flexible delivery options (such as modules for OHSP) for students who cannot attend school regularly due to work commitments. As recommended by some of the SHS model schools, flexible time may be applied, for example, to self-paced working students to allow them to complete their academic requirements. Learners and instructors may meet once or twice a week as they may agree on. 5.3 Best practices of SHS model schools with respect to curriculum development should be adopted. This includes aligning academic subjects with knowledge relevant to career pathways, utilizing general education subjects from college, maximizing options for dual credit in partnership with HEIs and TESDA, and providing ample number of units and hours needed to complete the core and specialized learning areas. Executive Summary 21

5.4 Technical-Vocational skills alignment should be subject to labor market priorities and not driven by supply. Schools might overlook the importance of checking whether TechVoc programs could address the labor requirements of the community and simply ensure that the graduates could contribute to the local economy. As such, schools may be producing skilled graduates but there may not be enough business enterprises to employ them in within the community. This may result in underemployment and school-industry mismatch, which may lead to manpower displacement and migration of graduates for employment in other communities. 5.5 SHS students should be given more exposure to hands-on learning activities to facilitate skills development and application of knowledge, attitude, skills, and values (KASVs). 5.6 School-community partnerships should be considered as a viable option for SHS Program implementation. This means that SHS can be implemented through flexible delivery options such as OHSP, particularly by tapping community resources. For instance, Doña Montserrat Lopez Memorial NHS explained that a SHS student taking Shielded Metal Arc Welding NC I can use in his project a neighbor s welding machine, and the teacher can then evaluate the project completed. On the other hand, Sum-ag NHS is contemplating on establishing partnerships with other barangays where their SHS students from distant areas can do farming practicum. And in Palo National High School, the school partnered with the provincial government for the provision of financial and technical assistance to SHS students and to provide funding support for the SHS faculty. 5.7 Given that many SHS students will need to spend time contributing to their families, priority flexible learning opportunities through self-instructional materials are encouraged. Students could study auxiliary subject matter via self-instructional modules and only report to school periodically for practical activities (e.g., laboratory work in science), skills training and completion of assessment tasks. This would reduce the strain on SHS classroom-based facilities. Experiences of these SHS model schools that also integrated its OHSP into their SHS Program should be carefully studied for possible replication and upscaling. 5.8 Students should be given access to insurance services (i.e., PHILHEALTH, Coop-Life Mutual Benefit Services Association or CLIMBS of Metro Ormoc Credit Cooperative, Inc. or OCCI) to secure their protection for their mobility during the dual training program, apprenticeship, or job immersion program. 5.9 Learner assessment and certification maximize links with TESDA certificate mechanism and also HEIs for cross credit recognition and recognition of prior learning (RPL). The ladderized curriculum of the K to 12 Program makes it more crucial for SHS Schools to closely work together with TESDA to ensure that the SHS students will be able to complete their career pathway competencies and certification. At the same time, collaboration with the HEIs facilitates the crediting of SHS academic subjects in preparation for the SHS students entry to college. Executive Summary 22

5.10 The formation of Technical Working Groups (TWGs) and the conduct of consultations should be sustained because these provide guidance and areas for cooperation in sustaining SHS Program implementation. 5.11 DepEd, in partnership with TESDA and DOLE, should draft different training regulations for the K to 12 SHS program. As a policy, every school should identify its field of specialization in at least four trades to allow students to focus on their career choice. 5.12 SHS model schools should focus on work readiness values and attitudes since these are priority requirements of business and industries. The importance of these soft work readiness skills should be highlighted in the curriculum. 5.13 Limit the TLE programs for Grades 7 to 10 from 23-24 TLE programs to two specialized programs by the end of Junior HS and two to three specializations for SHS students. 6. SHS Program Management 6.1 Application of school-based management (SBM) approach (DepEd Order No. 48) will provide the school with greater autonomy to manage its SHS program based on the needs of business community. The success of SHS program lies in the political will of the school principal to implement education reforms. But the school policies (i.e., Basic Education Sector Reform Agenda or BESRA) are not truly decentralized to allow the schools to have some flexibility in conducting regular classes for SHS (e.g., ADM application such as Open High School Program). Also, the practice of reshuffling school principals is not necessary if the school head is performing well. 6.2 It is recommended that monitoring of SHS be done by the Schools Division so that they would know what s happening in SHS modeling; however, they currently have no specialized staff to do it. 6.3 In reality, not all public secondary schools can offer SHS. As a macro strategy for SHS implementation, the 140 TechVoc schools should first be strengthened to enable them to lead and guide the 40,000 public secondary schools as they serve as model schools or training centers for SHS. DepEd should allocate funding to model SHS schools to build their capacities as leader schools in every region before the SHS is done massively by 2016. If possible, there should be at least one SHS model school per province or one high school offering the SHS program in every municipality. Executive Summary 23

INTRODUCTION The Philippine Department of Education (DepEd) is currently undertaking a series of major reforms anchored on the implementation of a new K-12 system as it seeks to improve basic education outcomes for Filipino children and achieve its national Education for All commitments. The new K-12 Basic Education Program 2 (Figure 1) involves the introduction of a new 12-year basic education curriculum, plus a year of mandatory kindergarten, benchmarked on international standards 3. The 12-year curriculum includes six years of elementary education (Grades 1 to 6), four years of junior high school (Grades 7 to 10), and two years of senior high school (Grades 11 to 12) marked with multiple pathways and elective subjects supported by a comprehensive career guidance program. 4 Figure 1: DepEd s Enhanced Basic Education Program Source: Department of Education, February 2014 2 The Enhanced Basic Education Act of 2013 (Republic Act 10533) was signed in May 2013. 3 The Philippines, prior to the K-12 reform agenda, was the only country in Asia and one of the only three countries in the world (together with Djibouti and Angola in Africa) with a 10-year pre-university program. See Annex 1. 4 SEAMEO INNOTECH Technical Support Program for the Philippine Department of Education K-12 Reform Agenda Introduction 24

With the addition of the multifaceted curriculum to be offered in senior high school, graduates are expected to holistically develop and possess these 21 st century skills: 1. Information, media and technology skills visual and information literacies; media literacy; basic, scientific, economic, and technological literacies; and multicultural literacy and global awareness 2. Learning and innovation skills creativity and curiosity; critical thinking, problem solving and risk-taking; adaptability, managing complexity and self-direction; and higher order thinking and sound reasoning 3. Effective communication skills teaming, collaboration and interpersonal skills; personal, social and civic responsibility; and interactive communication 4. Life and career skills flexibility and adaptability; initiative and self-direction; social and cross-cultural skills; productivity and accountability; and leadership and responsibility A K to 12 graduate (Figure 2) will be ready to take on higher education or middle level skills development, or enter the world of entrepreneurship or employment. Figure 2: The K to 12 Graduate Source: SEAMEO INNOTECH, 2012 Introduction 25

In anticipation of the full implementation of SHS starting June 2016, DepEd has undertaken the Senior High School Modeling Program or SHS Modeling beginning SY 2012-2013. The Guidelines on the 2012 Implementation of the Senior High School (SHS) Modeling 5 provides that prior to the implementation of the senior high school, a research and development process will be explored by implementing a Senior High School Modeling Program in selected public technical-vocational (TechVoc) and general secondary schools as participants or model schools ahead of the projected nationwide implementation of the SHS in 2016-2017. The modeling started in June 2012 for selected model high schools (Grades 11). The enrollees were the fourth year high school (Grade 10) completers of SY 2011-2012. The implementing guidelines (D.O. No. 36 s. 2012) further indicate the following objectives: 1. introduce and prepare the concerned model schools for the implementation of the Grades 11 and 12 through the provision of appropriate interventions, e.g., training of teachers, and provision of support facilities and instructional materials; 2. generate actual learning experiences of the different participating/volunteer secondary schools in order to come up with different modalities as vital inputs in the implementation of the SHS; and 3. prepare and carry out the communication plan to generate support from the media, civil society, academe, local government units (LGUs), and private sectors. Technical support for the SHS Modeling was provided by SEAMEO INNOTECH in developing a sustainable model for Grades 11 to 12 by evolving a comprehensive education system linking education tiers with businesses and industries, and by drawing from the innovative work completed under the Center s Applied Academics for Excellence (APEX) project experience. The Center assisted selected DepEd Regional Offices in modeling the senior high school program through adaptation of existing APEX models. 5 DepEd Order (D.O.) No. 36 series of 2012: Guidelines on the 2012 Implementation of the Senior High School (SHS) Modeling in Selected Technical and Vocational Education and General Secondary Schools under the K to 12 Basic Education Program Introduction 26

DepEd identified selected schools to be part of the modeling program based on a set of criteria. Prior to modeling, a school must have the following: 1. an established post-secondary education; 2. a strong school-local industry partnership, e.g., its graduates are prioritized by the neighboring/local industries for employment; 3. available functional workshop laboratories; 4. available qualified teachers; and 5. established linkages with local colleges/higher education institutions for possible recognition of subject units taken in SHS if and when the student chooses to continue academic advancement. Table 1 describes the general profile of the selected SHS model schools. Table 1: General Profile of SHS Model Schools, SY 2012-2013 School Type No. of Schools No. of Enrollees Public High Schools General High Schools 8 260 Technical-Vocational High Schools 14 1,012 Higher Education Institutions (HEIs) Private HEIs 7 5,268 Local University/College 1 Total 30 6,540 Source: Yolanda S. Quijano, 2012 Specializations offered by some of the SHS model schools are enumerated in Table 2. Table 2: SHS Model Schools Specializations Region/Division School Specialization General Public High Schools IV-A Batangas Pinagtongulan National High Coffee Course School IV-A Cavite Sangley Point National High School Security and Peacekeeping VI Bacolod City Bacolod City National High School Call Center VI Negros Occidental Negros Occidental National High Call Center School VI Bacolod City Sum-ag National High School Agricultural VIII Leyte Palo National High School Tourism and Information and Communication Technology X Bukidnon Bukidnon National High School Automotive Food Trade XII Cotabato City Notre Dame Village National High School Electric Wiring Installation Introduction 27

Region/Division School Specialization Public TechVoc High Schools III Bulacan Balagtas National Agricultural High Agriculture School IV-A Laguna San Pedro Relocation Center National High School Electronics Automotive Garments Food Technology VI Silay City VII Mandaue Doña Montserrat Lopez Memorial National High School Subangdaku Technical Vocational School Food and Beverage Welding Housekeeping Electricity Welding Garments Commercial Cooking VIII Leyte Merida Vocational School Automotive Service, Metals and Engineering Higher Education Institutions NCR Makati City University of Makati Tech Voc Basic Technology Business Education Call Center / BPO Information Technology Art Education Performing and Broadcast Arts Dance and Sports Citizenship and Leadership Training Allied Health / Caregiving Athletics NCR Caloocan City Manila Central University Optical Laboratory Technician NCR Makati City ADM Consortium Information Technology, Journalism and Medical Technology V Naga City Ateneo de Naga University Information Technology Early Childhood Teacher-Aide Program XI Davao Source: Yolanda S. Quijano, 2012 Philippine Women s College of Davao City Bread and Pastry Production Commercial Cooking Computer Programming Clothing Technology Drafting Technology Entrepreneurship Food and Beverage Service Graphic and Digital Animation Tourism The modeling involved developing a curriculum, designing and organizing a set of appropriate instructional materials, and identifying and using varied teaching and learning strategies all at the school level, based on the needs of its students and the demands of local businesses or industries. Introduction 28