K - 12 Plus News

Immersion in K to 12

MINI CRITIQUE By Isagani Cruz (The Philippine Star) | Updated September 10, 2015 - 12:00am


The word “immersion” as it applies to the K to 12 curriculum is defined in the Department of Education (DepEd) Order No. 40, series of 2015:

“Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting of 80 hours of hands-on experience or work simulation which the Grades 11 and 12 students will undergo to expose them to the actual workplace setting and to enrich the competencies provided by the school under the supervision of the School Head and the designated personnel of the Partner.”

Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined as “the place where work immersion of students is done. Examples of work immersion venues include offices, factories, shops and project sites.”

What could lead to confusion is that the word “immersion” actually has two meanings in K to 12. The first meaning refers to a required SHS subject in the curriculum. The second meaning refers not to a subject but to a preferred mode of delivery of Tech-Voc subjects.

Let us take the first meaning – immersion as a subject in the curriculum.

In the Curriculum Guides posted on the DepEd website, the word “immersion” occurs in the Specialized Subjects of the tracks (Academic, Technical-Vocational-Livelihood or TVL, Sports, and Arts and Design).

Immersion is only one of four options under “Work Immersion / Research / Career Advocacy / Culminating Activity.” (Let us call that subject WRCC for convenience.) In the Academic Track, WRCC is the ninth required specialized subject in the Accountancy, Business and Management (ABM), Humanities and Social Sciences (HUMSS), and Science, Technology, Engineering, and Mathematics (STEM) strands. WRCC is not listed in the General Academic Strand (GAS), but since two Electives may be taken from the other strands, it may be required also by particular schools.

Immersion is only one of four options under “Work Immersion / Research / Career Advocacy / Culminating Activity.” (Let us call that subject WRCC for convenience.) In the Academic Track, WRCC is the ninth required specialized subject in the Accountancy, Business and Management (ABM), Humanities and Social Sciences (HUMSS), and Science, Technology, Engineering, and Mathematics (STEM) strands. WRCC is not listed in the General Academic Strand (GAS), but since two Electives may be taken from the other strands, it may be required also by particular schools.

WRCC is a required specialized subject in the Sports Track. In this particular track, the phrase “Apprenticeship (off-campus)” is added as an example of a WRCC. The use of this phrase is unfortunate, because the word “apprenticeship” has a legal meaning in RA 1826 (National Apprenticeship Act of 1957). Legally, an apprentice is “a worker of at least 16 years of age who is covered by a written apprenticeship agreement with an employer, an association of employers, an organization of workers, or an apprenticeship committee registered with the Apprenticeship Division, which contract provides for not less than two thousand hours of reasonably continuous employment for such worker and for his participation in an approved schedule of work experience through employment and supplemented by related classroom instruction. No person shall work or be engaged as apprentice unless he is at least sixteen years of age, has completed the high school course or such course or courses as the Secretary of Labor may prescribe.”

There are two things that show that the word “apprentice” cannot be used within the Sports track. First, the apprentice must already have finished high school, and second, the apprentice must render at least 2,000 hours. Immersion as a subject covers only 80 hours, or if the student spends all day Monday to Friday, only two weeks out of the school year.

WRCC is a required specialized subject in the Arts and Design Track. In this track, there is another required specialized subject called “Apprenticeship and Exploration of Different Arts Fields.” Here, the word “apprenticeship” does not fall under RA 1826, because the word has an established meaning in the field of arts. In the US, for example, a “Fine Arts Apprentice Program provides specialized experiences beyond the regular art, music and drama curriculum for selected high school students (rising 10th, 11th, or 12th graders). Opportunities for students may include ensemble works, master classes, attendance at professional rehearsals and performances, museum courses, small group instruction, seminars, exhibit and performance opportunities.” In the UK, there are apprenticeships for new media, such as “animation assistant, archive assistant, broadcast assistant, junior designer, production runner, digital assistant.” The use of the word “apprentice” in the Arts and Design track may lead to legal confusion, but there is no choice. The word has a longer history in the arts than it does in our laws.

The House of Representatives has approved a bill amending both RA 1826 and the Labor Code, but the equivalent Senate Bill has not yet been passed. In House Bill 5303, the word “apprenticeship” refers to “a training within an enterprise involving a contract between an apprentice and an enterprise on an approved apprenticeable occupation.” This House Bill specifies that it is the Technical Education and Skills Development Authority (TESDA) that will supervise apprentices, as it does today, not DepEd.

As one of the options for WRCC, immersion is limited to at most 80 hours, because it is merely one subject. It may not even be chosen by the student or the school to comply with the requirement. DepEd Order No. 40 covers the procedures for a school that has decided to use immersion as their WRCC.

The other meaning of the word “immersion” in K to 12 refers to a mode of delivery of Tech-Voc subjects.

Here, immersion is not limited to 80 hours. In fact, the TVL curriculum posted on the DepEd website specifies that immersion should take at least 640 hours.

(To be continued)

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What TESDA is doing to prepare for tech-voc in K to 12 by Jee Y. Geronimo

Rappler. MANILA, Philippines. Sep. 2, 2015

A Teacher Representative Mariano Piamonte Jr wants to know if students in remote areas will have access to 'more sophisticated' livelihood courses

The Department of Education (DepEd) estimated that, by 2016, as senior high school is rolled out nationwide, 4,553 schools will open up 596,000 slots to students who will take the technical-vocational-livelihood (TVL) track.

This is 48.7% of the total 1.2 million estimated enrollees in DepEd senior high schools.

Both DepEd and the Commission on Higher Education have reported to Congress their preparations for the full implementation of the K to 12 program, but what is the third agency in system doing?

During the budget hearing of the Technical Education and Skills Development Authority (TESDA) on Wednesday, September 2, the agency said it has a partnership with DepEd that will continue until summer of 2016 "so that we are well-prepared."

"As we are nearing the official start of the K to 12 program in June next year, we are heavily working with DepEd in the training of [Technology and Livelihood Education and TVL] teachers in assessment and certification...and in the preparation of learning materials for TLE [and TVL]," TESDA Deputy Director General for Policies and Planning Irene Isaac told lawmakers.

This national partnership is with public schools, but Isaac said the agency's regional and provincial offices are also extending assistance to private schools. (READ: Senior high experiment: The case of QC's Roces school)

But A Teacher Partylist Representative Mariano Piamonte Jr asked if students in remote areas will have access to "more sophisticated" TVL courses. (READ: What senior high school tracks fit your locality?)

"Students there will have very limited choices as regards tech-voc courses…. They need more sophisticated tech-voc courses like plumbing...welding, masonry, because these students cannot go down to towns where some TESDA schools are located. There are many barangays in the remote areas with high schools," he added.

Isaac assured that strands under the TLE and TVL track that will be offered in accredited senior high schools were identified based on a study conducted by DepEd and TESDA.

This means both agencies identified the courses carefully, so students can expect offerings that are "sophisticated," as Piamonte put it.

Will there be a senior high school near you? Check out this Rappler map to find out. (MAP: DepEd schools that will offer senior high in 2016) – Rappler.com http://www.rappler.com/nation/104543-tesda-preparations-k12

 

Philippine school gathers pace for K-12 curriculum By Mariecar Jara-Puyod

 

The Gulf Today. DUBAI: A controversial programme pursued by the Aquino administration is the so-called “K-12 Educational Highway”.

Its aim is to level up the Philippines’ 10-year basic educational system in accordance with global standards so that Filipino students are more prepared for gainful employment, even if they were only high school graduates.

It is an initiative begun during the term of President Gloria Macapagal-Arroyo (2004-2010), the predecessor of President Benigno Aquino III.

It has met gargantuan opposition from stakeholders citing lack of funds, resources and capabilities to overhaul the system.

Parents, particularly in the lower strata, refuse to see the bright side. Alongside others who have joined the bandwagon of protesters, they have protested loudly, chanting it is an additional financial burden.

In the UAE and in the last few years, The Gulf Today has heard of the some cacophonous parents’ apprehensions.

High school graduates of Philippine schools in the UAE whose parents had decided that they will continue their tertiary education in their country, found themselves enrolling in supplementary courses so they will qualify for university degrees.

One case is University of London-Western International College, BSc Accounting & Finance Clarize Baisus.

She is taking the Edexcel BTEC National Diploma in Business as a prerequisite to her Accounting course, “because our Philippine curriculum does not have Grade 12.”

Meanwhile, back in 2012 and in their Master of Public Administration (MPA) degree requirement at the University of Southeastern Philippines-College of Governance, Business and Economics, Helen Grace de Justo, Elma John Degal and Glenne Lagura analysed the K-12 programme. In their report “An Analysis of the Policy K-12 Education Programme” submitted to Prof Rodrigo Giducos MPA, they stated that the “model to be implemented in the country is an educational system for basic and secondary education patterned after the US, Canada and some parts of Australia” even as “the current basic education system is also an archetype of American schools but with a 10-year-cycle.”

With four options, the group recommended that K-12 be deferred and pursued “for succeeding years” since in order to create positive outcomes, the lack of resources must be addressed, teachers must be empowered, and parents as well as students are yet to be more informed of the positive outcomes.

With the Aquino government in its last 10-month stretch, this reporter thought of checking on how a Philippine school in the UAE is progressing with regard to K-12.

Canadian University of Dubai-School of Business Administration-Management Programme (CUD-SBA-MP) chairman Dr Rommel Pilapil Sergio, a seasoned Filipino educator and human resources expert, was also consulted.

Far Eastern Private School (FEPS) Vice Principal Ericson Javillo said the school in Sharjah “full supports and adheres to the implementation of the Enhanced K-12 Curriculum which covers 13 years of basic education with stages of Universal Kindergarten, Grades 1 to 6 (Elementary), Grades 7 to 10 (Junior High School) and Grades 11 and 12 (Senior High School) because being in an international arena, the improvement of the quality of our education is very essential, imperative and critical.”

Like other K-12 advocates, he said graduates “will be more equipped to cross the threshold of the labour force and employment vigour as senior high school students can opt to decide on a ground that they are good at and they are interested in.”

Javillo further argued: “Since we are following the international education standards, they will be outfitted with the skills needed to be employable and competitive for a specific job even without a college education.”

The school official said the incorporation of technological courses in the additional two-level senior high school and consequent awarding of the Technical Education and Skills Development certificates to the students, would be their entry pass to “decent jobs” even if they were only high school graduates.

Javillo explained that these jobs could pave the way for acquiring a college of university diploma.

He expressed relief that the school management is now on its “last stretch of implementing K-12.”

 

K-12 program seen to affect PMA By Roel Pareño. Philippine Star.

With the implementation of the K-12 program, the Philippine Military Academy (PMA) will have older lieutenants and shorter terms for senior military officers due to mandatory age of retirement. Philstar.com/File photo

The Philippine Military Academy (PMA) will have older batch of graduates as lieutenants and shorter terms for senior military officers once the K-12 program of the Department of Education (DepEd) takes effect.

Armed Forces Chief of Staff Gen. Hernando Iriberri said that while there will be no vacuum in the PMA with the implementation of the K-12 program; it will affect the academy in a way.

Iriberri, who was here in Zamboanga City, his first out of town visit outside Metro Manila, said the first effect will be on the graduates of the PMA.

“If that (K-12) will be implemented, we will have older graduates because based on the law, those who will join the PMA are high school graduates,” Iriberri said. “There will be additional two years so the aspiring cadets will be 18 years old.”

He said there will be a minimal effect if cadets joining the PMA are 18 years old at that time.

“Kaya nga lang tatanda ‘yong ating mga kadete at tenyente and later on ang effect niyan sa shorter term ng mga officers or early retirement (because of the mandatory age of retirement),” Iriberri said.

 

http://www.philstar.com/nation/2015/08/22/1491023/k-12-program-seen-affect-pma

Dual training in the Philippines

Cost-benefits surveys for dualised training programmes are being conducted in order to persuade companies in the Philippines of the cost-effectiveness of their commitment to vocational education and training. BIBB is advising its Philippine partners on implementation.

The Philippine Government aims to use the K to 12 Reform to improve the quality of vocational education and training in the Philippines. The objective in future is for VET to be more closely aligned to the real demands of the workplace and to the requirements of the labour market in order to take equal account of the needs of modern trade and industry and of the (largely informally organised) SME sector. The reform process seeks to enhance vocational orientation and practical professional training for young people within the formal educational sector. In addition to this, the Philippine Government is endeavouring to achieve greater integration of companies into the training process and striving to raise awareness of the cost-effectiveness of vocational education and training.

BIBB cooperation agreement

BIBB has had an institutional cooperation agreement in place in the field of VET with the Philippine Technical Education and Skills Development Authority (TESDA) since September 2014. Alongside TESDA, the Philippine Chamber of Commerce and Industry, the Cebu Chamber of Commerce and Industry and the Department of Education are also involved in the K to 12 PLUS Project on the Philippine side.

The project partners on the German side are the Federation of Catholic Entrepreneurs /AFOS Foundation for Development Cooperation (BKU/AFOS), the German Investment and Development Corporation (DEG), the Association of German Chambers of Industry and Commerce/German-Philippine Chamber of Commerce and Industry (DIHK/GPCCI), the German Agency for International Cooperation (GIZ), the Savings Banks Foundation, the development organisation sequa and the German Confederation of Skilled Crafts (ZDH). Continue reading below or click here for more information.