i
COUNTRY BACKGROUND REPORT
PHILIPPINES
UNESCO’S SUPPORTING COMPETENCY-BASED TEACHER
TRAINING REFORMS TO FACILITATE ICT-PEDAGOGY
INTEGRATION PROJECT
ii
AUGUST 2014
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TABLE OF CONTENTS
Page
Table of Contents ii
List of Tables iv
List of Figures iv
List of Acronyms v
Executive Summary vii
Chapter 1: AN OVERVIEW OF EDUCATIONAL SYSTEM
Introduction 1
The Education System 1
Education Policies and Administration 2
National Vision of Basic Education 3
Basic Education Statistics 3
Budgetary Allocation 4
Monitoring and Evaluation 4
Chapter 2: THE NATIONAL CURRICULUM
K to 12 Basic Education Program 5
Curriculum Development 5
Innovations by Teachers 7
Teaching Methods 7
Alignment with Higher Education 7
Chapter 3: ASSESSMENT
National Assessments 8
International Assessments 9
Stakeholders’ Views 9
Chapter 4: TEACHER AND TEACHER DEVELOPMENT
Assessment of Teacher Effectiveness 10
Teacher Qualification System 10
National Competency Standards 10
Challenges of the Implementation of ICT Competency Standards 13
Main Providers of the Pre-service Training 13
Financing and Scholarship 14
Entry Requirements 15
Length of Courses 15
Graduation requirements 15
In-Service teacher Professional Development 15
Teachers Incentives 16
iii
Chapter 5: INFORMATION AND COMMUNICATIONS TECHNOLOGIES
IN EDUCATION
National Policies on ICT in Education 16
Government Agency for ICTs Policy 16
Data on ICT in the Home and Schools 17
Digital Content in the National Curriculum 18
Skills Development of Teachers on ICT 18
Challenges 19
References 20
iv
List of Tables
Page
Table 1: Number of Schools, Teachers and Enrolment 3
Table 2: Participation Rate (in Percentage), SY 2011-2012 to 4
SY 2012-2013
Table 3: Annual Budget of the Department of Education 4
Table 4: Achievement Rate (MPS) of Elementary and Secondary 8
School Students (in Percentage)
Table 5: Percent Share of Learners with 75MPS and Above 8
Table 6: MPS of the NCAE Sub-tests 9
Table 7: Program Offerings in Philippine Teacher Education 14
Institutions, as of April 2012
Table 8: ICT Packages 17
List of Figures
Page
Figure 1: The Philippine Education Ladder 2
Figure 2: Comparison of the BEC 2002 and K to 12 Curriculum 5
Figure 3: K to 12 Curriculum Model 6
Figure 4: Process Flow for Teacher Recruitment 10
Figure 5: Teacher Education and Development Map 11
Figure 6: The Seven Domains of the NCBTS 12
v
List of Acronyms
BEC - Basic Education Curriculum
BEP - Basic Education Program
BESRA - Basic Education Sector Reform Agenda
CB-PAST - Competency-Based Performance Appraisal System for Teachers
CHED - Commission on Higher Education
CICT - Commission on Information and Communications Technology
COC - Certificate of Competency
DepEd - Department of Education
DECS - Department of Education, Culture and Sports
DOST - Department of Science and Technology
DOST-SEI - Department of Science and Technology – Science Education Institute
EFA - Education for All
EDCOM - Congressional Commission on Education
HOTS - Higher Order Thinking Skills
ICTO - Information and Communication Technology Office
INSET - In-Service Training
IRR - Implementing Rules and Regulations
LET - Licensure Examination for Teachers
LRA - Logical reasoning Ability
LSB - Local School Board
LGU - Local Government Unit
MA - Mathematical Ability
MPS - Mean Percentage Score
MTPDP - Medium-Term Philippine Development Plan
MTB-MLE - Mother Tongue-Based Multi-Lingual Education
NAT - National Achievement Test
NCAE - National Career Aptitude Examination
NC - National Certification
NCBTS - National Competency-Based Teacher Standards
NCBTS-TSNA - National Competency-Based Teacher Standards-Teacher Strength
and Needs Assessment
NEDA - National Economic and Development Authority
NEAP - National Educators Academy of the Philippines
NETRC - National Education Research and Testing Center
NICS - National ICT Competency Standards for Teachers
PCK - Pedagogical Content Knowledge
PQF - Philippine Qualification Framework
PRC - Professional Regulation Commission
SC - School Committee
SDO - Schools Division Office
SDOC - Schools Division Office Committee
SDS - Schools Division Superintendent
SEF - Special Education Fund
vi
SFI - School First Initiative
SST - Secondary School Teacher
STEM - Science, Technology, Engineering and Mathematics
TEC - Teacher Education Council
TEDP - Teacher Education and Development Program
TEIs - Teacher Education Institutions
TESDA - Technical Education and Skills Development Authority
TLE - Technology and Livelihood Education
TVA - Technical Vocational Ability
TIMSS - Third International Mathematics and Science Study and/or Trends in
Mathematics and Science Study
VMS - Visual Manipulative Skills
vii
EXECUTIVE SUMMARY
The Philippine Education landscape is significantly shifting to respond to the national and
global demands, specifically to ASEAN neighbours. The Department of Education (DepEd) is
implementing the K to 12 Curriculum that added two years for senior high school and one year
compulsory kindergarten prior to entry to grade one. On the other hand, the Commission on Higher
Education (CHED) is pursuing a paradigm shift to learning competency based standards in Philippine
higher education. Thus, the different curricula are now being aligned towards learning competency-
based standards/outcomes-based education, including teacher education. CHED is also preparing
vigorously its programs to address the needs of the K to 12 graduates, who will enter colleges and
universities by 2018. Furthermore, the Technical Education and Skills Development Authority
(TESDA) is responding to both developments in basic and higher education taking greater emphasis in
technical vocational education.
With the three government agencies overseeing the three levels of education: basic education,
technical-vocational, and higher education, ICT has become a primary thrust. This educational effort
is one of the positive responses as the Philippines prepares for economic convergence with the ASEAN
nations and other countries in Asia and the Pacific.
Although the digital highway is open for everyone in the global village including the
Philippines, its utilization and access have been constrained by factors related to limited human skills,
material resource scarcity, weak ICT learning environment, and lethargic policy implementation.
Despite the efforts provided by the DepEd to use ICT for teaching and learning, disparity still exist
among basic education schools in view of geographical location. Hence, continuous teacher and staff
capacity building is being pursued to respond to this situation. Likewise, CHED in the Teacher
Education Programs has also responded positively to address ICT as a part of teacher preparation.
It is in this context that teacher education programs in higher education responds quickly in
order to provide, appropriately prepared and skilled teachers for the digital classrooms in basic
education in particular and in Philippine education in general.
Although ICT has been infused into the curriculum of teacher education to address the
development of lifelong ICT skills, there is a dire need to heighten support to enhance the curriculum
that responds to the utilization of ICT for teaching and learning in formal, informal, and non-formal
structures and in various delivery modes. This would call for curricular reviews, provision of enough
ICT hardware and software, making available energy and power supply and easy access to connectivity
in the digital highways.
Thus, a need to strengthen the ICT in teacher education, which would create a seamless
articulation of all ICT initiatives from basic education, technical-vocational education and higher
education in this country is imperative.
After all, in whatever level of education, an enhanced ICT TEACHER is desired.
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CHAPTER 1
AN OVERVIEW OF EDUCATIONAL SYSTEM
Introduction
The Philippines is an archipelago composed of 7,107 islands. It is situated in the eastern rim
of Asiatic Mediterranean between the Pacific and Indian oceans and between Australia and mainland
Asia. It stretches from China to the north and the Indonesian archipelago to the South. It is located in
the heart of Southeast Asia.
The country is divided into three major island groups: Luzon, Visayas, and Mindanao. It has
17 regions, 79 provinces, 117 cities, 1,501 municipalities and 41,982 barangays. Its capital city, Manila,
is located in Luzon, the largest and most populated island of the country.
For purposes of communication and instruction, the official languages of the Philippines are
Filipino and English. The regional languages are the auxiliary official languages in the regions and shall
serve as auxiliary media of instruction.
As of 2014, the country’s population has reached 100 million. The population is relatively
young with a median age of 23.5 years. This is further shown by the age structure where 33.7 percent
belong to the 0-14 age range, 19 percent for the 15-24 years old and 37 percent for those who are 25-
54 years old. The Philippines is predominantly Catholic (83 percent), 15 percent are Muslims and the
rest are Buddhists and other denominations.
Over the past years, there had been some structural reforms in the Philippine economy – a more
effective monetary environment was established, the financial sector was deregulated, banking reforms
were instituted, and critical segments of the economy were opened up such as foreign exchange, banking
and finance, foreign and domestic investments, telecommunications, insurance, inter-island shipping,
and transportation. Over the past years, these were sustained through implementation of good
governance policy and intensified by public private partnerships.
The Education System
The Department of Education, Culture and Sports (DECS) used to manage and supervise the
three levels of education, namely, elementary, secondary and tertiary until 1994. Based on the
recommendations of the Congressional Commission on Education (EDCOM) in 1991 and through
enactment of laws by Congress, the administration of the different levels of education was tri-focalized.
The Department of Education (DepEd) takes care of basic education. The Technical Education Skills
and Development Authority (TESDA) supervises post secondary non-degree technical and vocational
education, while the Commission on Higher Education (CHED) oversees undergraduate or
baccalaureate, graduate and post-graduate degree programs.
Currently, the educational system of the Philippines as shown in Figure 1 illustrates the
education ladder as managed by the three government agencies. It shows the number of years in every
level. Children at five years old enter Kindergarten and complete the six years elementary education at
11 years old. They continue in the secondary level and complete Junior High School at age 16 and
Senior High School at age 18. At the tertiary level, students may pursue technical, vocational non-
degree programs, or baccalaureate degrees and eventually may proceed to taking graduate and post-
graduate degrees.
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Figure 1: The Philippine Education Ladder
(Source: Department of Education)
Education Policies and Administration
Per Article XIV, Section 2 of the 1987 Philippine Constitution, all education policies and
guidelines are anchored on the following provisions:
Section 2. The State shall:
• Establish, maintain and support a complete, adequate and integrated system of
education relevant to the needs of the people and society;
• Establish and maintain a system of free public education in the elementary and high
school levels. Without limiting the natural right of parents to rear their children,
elementary education is compulsory for all children of school age;
• Establish and maintain a system of scholarship grants, student loan programs,
subsidies, and other incentives which shall be available to deserving students in both
public and private schools, especially to the underprivileged;
• Encourage non formal, informal and indigenous learning systems as well as self
learning, independent, and out of school study programs particularly those that
respond to community needs; and
• Provide adult citizens, the disabled and out-of-school youth with training in civics,
vocational efficiency and other skills.
The above provision was further strengthened with the approval of Republic Act No. 6655,
otherwise known as the Free Secondary Education Act of 1988.
In 1994, Republic Act No. 7722 (Higher Education Act of 1994), created the Commission on
Higher Education (CHED). This law mandates to protect, foster and promote the right of all citizens to
affordable quality education at all levels and shall take appropriate steps to ensure that education shall
be accessible to all. Likewise, the State shall ensure academic freedom and promote continuing
intellectual growth, the advancement of learning and research, the development of responsible and
effective leadership, the education of high-level and medium-level professionals, and the enrichment of
historical and cultural heritage.
In the same year, Republic Act No. 7796 created the Technical Education and Skills
Development Authority (TESDA) in line with the policy of the State to provide relevant, accessible,
high quality and efficient technical education and skills development in support of the development of
high quality Filipino middle-level manpower responsive to and in accordance with Philippines
development goals and priorities.
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Further, Republic Act No. 9155 (Governance of Basic Education Act of 2001) provided that
the management of basic education will be the main mandate of the Department of Education. Based
on its Implementing Rules and Regulations (IRR), basic education intends to lay the foundation for
subsequent levels of learning. It includes early childhood, elementary and high school education as well
as alternative learning systems for out-of-school youth and adult learners and includes education for
those with special needs.
National Vision of Basic Education
The Vision and Mission of the Department of Education are contained in DepEd Order No. 36,
Series of 2013, to wit:
DepEd Vision
“We dream of Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation. As
a learner-centered public institution, the Department of Education continuously improves itself
to better serve its stakeholders.”
DepEd Mission
“To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
supportive environment for effective learning to family, community, and other
stakeholders are actively engaged and share responsibility for developing life-
long learners.”
Basic Education Statistics
In School Year 2012-2013, there were 23,823,030 students enrolled in 59,282 public and
private elementary and secondary schools. There were about 574,000 basic education teachers in public
schools excluding teachers in the private sector. Detailed data are shown below:
Table 1: Number of Schools, Enrolment and Teachers, SY 2012–2013
Classification Kindergarten Elementary Secondary
Schools 46,404 12,878
Public 38,659 7,748
Private 7,745 5,130
Enrollment 2,202,486 14,509,690 7,110,944
Public 1,773,505 13,259,489 5,702,597
Private 428,981 13,836 1,408,147
Teachers 377,831 169,743
Teacher-Student Ratio 1:36 1:35
Source: Fact Sheet as of October 2013, Office of Planning Service, DepEd
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Table 2: Participation Rate (in Percentage), SY 2011-2012 to SY 2012-2013
Indicator Elementary Secondary
SY 2011-2012 SY 2012-2013 SY 2011-2012 SY 2012-2013
Cohort Survival 73.46 75.27 78.83 78.21
Completion 70.96 73.67 74.23 74.81
Drop Out 6.38 7.82
Transition 96.58 99.68
Source: Fact Sheet as of October 2013, Office of Planning Service, DepEd
Budgetary Allocation
Among the agencies of the government, the Department of Education receives one of the
highest annual budget allocation. As shown below, the budget steadily increased from 2011 to 2014.
About 85 percent of the budget is for personnel services and the rest is allocated for maintenance and
other operating expenses which include instructional materials, facilities, furniture, and capital outlay
for classrooms.
Table 3: Annual Budget of the Department of Education
Year Amount (in Billion Pesos)
2011 192.087
2012 201.497
2013 293.227
2014 309.430
2015 (proposed) 336.900
Source: www.dbm.gov.ph
The per capita cost for elementary and secondary school students is Twelve Thousand Eight
Hundred Eighty Five pesos (Php12,885 or approximately $300) and Eighteen Thousand Twenty Three
pesos (Php18,023 or approximately $400), respectively. The average per capita cost per student is
Fourteen Thousand Three Hundred Ten Pesos (Php14,310 or approximately $350).
Local Government Units (LGUs) contribute to the cost of education in their respective localities
through the Special Education Fund (SEF). As provided in the Local Government Code (Republic Act
7160), the SEF may be spent only for any of the following: salaries of teachers who are locally hired,
repair of classrooms and student development activities such as athletics. The Municipal or City Mayor
or the Provincial Governor serves as the chair of the Local School Board (LSB) while DepEd’s District
Supervisor or School’s Division Superintendent or Assistant School’s Division Superintendent serves
as the co-chair.
Monitoring and Evaluation
The Department of Education has five levels of system of monitoring and evaluation. The first
level is the Central Office. It is concerned with policy formulation and standard setting. It conducts
monitoring of compliance with policies and standards and gathers feedback on its implementation
which serve as bases for revising policy issuances. Second level is the Regional Offices which undertake
5
monitoring and evaluation and assessment of regional learning outcomes. The third is the division level
which is in charge of ensuring compliance of quality standards for basic
education programs and for this purpose, the role of division supervisors as subject area specialists is
strengthened. The fourth is the district level which is in charge of the provision of professional and
instructional advice and support to schools/learning centers. And lastly, the fifth is the school level
which takes charge of the implementation of the school curriculum and is accountable for higher
learning outcomes including implementation of educational programs, projects and services which
provide equitable opportunities for all learners in the community.
CHAPTER 2
THE NATIONAL CURRICULUM
Before the implementation of the K to 12 Basic Education Curriculum, the Philippines was the
last in Southeast Asia and only one of three (3) countries in the world with a 10-year basic education.
This caused problems for students wanting to study overseas because they lacked 2-3 years of basic
education.
K to 12 Basic Education Program (BEP)
In June 2012, the Department of Education launched the K to 12 BEP which provides additional
years of basic education. Being implemented is mandatory kindergarten, six years of elementary
education, four years of junior high school and two years of senior high school, providing a total of 13
years basic education. The following diagram is a comparison of the 10-year against the 13-year basic
education structure.
Figure 2: Comparison of the BEC 2002 and K to 12 Curriculum
(Source: Department of Education)
Curriculum Development
Curriculum development workshops were held to craft the framework, content and performance
standards and competencies at key stages, by curriculum grade and by learning area in the curriculum.
Specialists from the academe provided expert advice on the content and structure of each learning area.
The workshops followed a cycle of development, validation and finalization. The next step was the
development of materials in the form of learning materials and teacher’s guide. Teachers, master
teachers and education supervisors who are specialists in the learning area worked with the specialists
from the Bureaus in the Central Office. During the validation of materials, the curriculum developers
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piloted the use of the materials with actual students in schools of the grade level and learning areas.
The K to 12 Basic Education Curriculum Model is composed of eight (8) learning areas for
Grades 1 to 10. These are Araling Panlipunan (Social Studies), Edukasyong Pantahanan at
Pangkabuhayan (EPP)/ Technology and Livelihood Education (TLE), Edukasyon sa Pagpapakatao
(EsP), Filipino, Mathematics, Music, Arts, PE and Health (MAPEH) and Science. The Mother Tongue-
Based-Multi-Lingual Education (MTB-MLE) is offered from Grades 1 to 3. Technology and
Livelihood Education in the Junior High School is exploratory at Grades 7-8 and a specialization in
Grades 9-10. There are also core areas in Senior High School and a choice of 4 tracks (Academic,
Technical-Vocational, Sports, and Arts and Design). A student may also opt to choose a strand from
the Academic track such as STEM (Science, Technology, Engineering, and Mathematics), ABM
(Accounting, Business and Management), HUMSS (Humanities and Social Sciences) and GAS
(General Academic Strand).
Figure 3: K to 12 Curriculum Model
(Source: Department of Education)
The legal bases for the implementation of the K to 12 BEP are the following:
Republic Act No. 10157 : The Universal Kindergarten Law (providing for all 5-year
old children to attend the free and compulsory kindergarten schooling)
RA 10533: An Act Enhancing the Philippine Basic Education System by
Strengthening its Curriculum and Increasing the Number of Years for Basic Education
To support the implementation of the approved laws on the education reforms, DepEd crafted
the Implementing Rules and Regulations (IRR) embodied in the following issuances:
DepEd Order No. 31, s. 2012 (Policy Guidelines on the Implementation of Grades 1-10
of the K to 12 Basic Education Curriculum (BEC) effective School Year 2012-2013)
DepEd Order No. 32, s. 2012 (Implementing Guidelines of RA No. 10157)
DepEd Order No.73, s. 2012 (Guidelines on the Assessment and Rating of Learning
Outcomes under the K to 12 Basic Education Curriculum)
DepEd Order No.74, s. 2012 (Guidelines on the Selection of Honor Pupils and
Students of Grades 1 to 10 of the K to 12 Basic Education Curriculum)
DepEd Order No. 43, s. 2013(Implementing Guidelines of RA No. 10533)
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The Curriculum Development Divisions of the Bureaus of Elementary (BEE) and Secondary
Education (BSE), Bureau of Alternative Learning Systems (BALS), the Instructional Materials Council
Secretariat (IMCS) are responsible for curriculum development. The national curriculum is expected
to be implemented by every public school and private elementary and secondary schools in the country.
Compliance to its implementation is monitored by the DepEd Regional Office (RO) and Schools
Division Offices (SDO).
Innovations by Teachers
While the K to 12 Curriculum has universal content standards and competencies for every grade
level and specific discipline, such curriculum provides flexibility and creativity among classrooms
teachers in their teaching delivery. Contextualization and indigenization of the strategies are utilized
for teaching and learning to be more meaningful. There are various evidences of teachers on the ground
that introduces innovative ways of doing in activities that relate to teacher’s role and responsibilities.
These include but not limited to include teaching strategies that encourages cooperative learning,
enhanced parents and community involvement in the school learning, maximization of the learning
environment as a resource for teaching and the use of mobile library resources. Classroom teachers do
action research to try their innovations, the results of which are shared during teacher conferences in
the district, division, regional or national levels.
Teaching Methods
Appropriate teaching methodologies are utilized by the classroom teachers in the Philippines.
The teaching strategies depend to a large extent on the kind of learners, the learning outcomes to be
achieved, the materials available, and the teaching skills of the teacher. Classroom teachers use the time
tested methods like the inductive or deductive approaches as well as constructivist approaches like
cooperative learning, inquiry and problem-based teaching, hands-on minds-on approaches, among
others. Since teachers are capacitated in both pre-service and in-service to provide alternative and better
ways of teaching, the use of ICT in more developed schools is evident. The use of traditional teaching
technologies is still predominant in rural public school classrooms however there is significant
development and progress provided by the Department of Education along this area.
Alignment with Higher Education
The Teacher Education Curriculum in higher education is vertically articulated with the K to
12 Basic Education Curriculum, in content standards and competencies. The vertical articulation and
alignment are guided by the Philippine Qualification Framework (PQF), where Competencies
(knowledge, skills and values), Application and Degree of Independence move from basic education to
higher education which is equivalent to Level 1 to Level 8 of the PQF.
In order to address the need of teachers in basic education, the pre-service teacher education
programs provide substantial pedagogical content knowledge (PCK) in its curriculum. This PCK
considers the different subject disciplines in basic education and different year levels (K to 12) they will
be teaching. The different subject disciplines have corresponding major degree programs (i.e BSE in
English, BSE in Mathematics) for high school teaching, while those who will teach in the elementary
level will have to take all content subjects offered in the elementary level. Correspondingly, professional
education subjects prepare the future teachers the pedagogies in either the elementary or secondary level
teaching (CMO 30, s. 2004).
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CHAPTER 3
STUDENT ASSESSMENT
Various forms of student assessment in the school system are implemented. National
assessments are conducted for system evaluation. On the other hand, educational placement test is used
as a mechanism to bring school leavers back to the formal school system. At the classroom level,
formative and summative assessment are administered for reporting progress and achievement in formal
schooling and alternative learning system. These forms of student assessment aim to: 1) assess learner
development; 2) enhance teaching; 3) identify and implement appropriate interventions; and 4) provide
exit evaluation of learning and accomplishment.
The school year is divided into four (4) grading periods or quarters consisting of 10 weeks each.
At the end of every quarter, a summative test or examination is conducted. In addition, outputs and class
participation are included as basis in grading the learner’s performance during the quarter. Furthermore,
a culminating activity showing the students products and performances are exhibited as evidence of
their learning and attainment of content and performance standards.
The student’s grade is described by the levels of proficiency: Beginning, Developing,
Approaching Proficiency, and Proficient Advanced. While the levels of assessment is described in terms
of Knowledge, Process, Understanding, and Products/Performances as defined in DepEd Order No. 73,
s. 2012.
National Assessments
The DepEd’s National Educational Research and Testing Center (NETRC) is tasked with the
development and administration and reporting of the results of national achievement tests and other
tests administered nationwide. The National Achievement Test (NAT) is administered at mid-cycle or
at exit points at both the elementary and secondary levels. The purposes of national assessment are: 1)
evaluate the effectiveness of the curriculum; 2) monitor trends in school performance overtime; 3)
improve educational processes and outcomes; and 4) provide accountability information to the public.
The 5-year results of the NAT are shown in the following table:
Table 4: Achievement Rate (MPS) of Elementary and Secondary School Students
(in Percentage)
School Year Grade VI Second Year Fourth Year
SY 2008 – 2009 65.55 46.71
SY 2009 – 2010 68.01 45.56
SY 2010 – 2011 68.15 47.93
SY 2011 – 20 12 66.79 48.90
SY 2012 – 2013 68.88 51.41
Source: National Educational Testing and Research Center, DepEd
The NAT covers five (5) learning areas, namely, English, Filipino, Science, Mathematics and
Araling Panlipunan. The results show that the mean percentage scores (MPS) for secondary school
students are way below the mastery level of 75MPS set by the Department. Table 5 shows that over
three (3) years, only an average of 30 percent and 7 percent of those who took the NAT scored 75 MPS
or above among the learners of the sampled elementary and secondary schools.
Table 5: Percent Share of Learners with 75MPS and above
G6 365,468 510,151 588,845
G6, N 1,609,728 1,644,638 1,656,418
% share 23% 31% 36%
Y2 82,270 109,331 41,297
Y2, N 1,245,707 1,183,871 1,171,283
% share 7% 9% 4%
Actual
SY 08-09
No. of Learners
with MPS of 75
and Above,
Public Schools
SY 06-07 SY 07-08Indicator Level
9
Source: NETRC, DepEd
The National Career Assessment Examination (NCAE) is administered among fourth year high
school students every August to determine the interest and inclination of graduating students and to
help them decide what to pursue in college. It will assist the parents in giving guidance to their children
in the choice of a lifetime career. The examination focuses on the Scholastic Ability, Vocational
Aptitude, Entrepreneurship Ability, and other aspects.
The results of the NCAE in SY 2011-2012 are shown in Table 6. MPS was highest in Clerical
Ability (CA), Technical Vocational Ability (TVA) and Visual Manipulative Skills (VMS) and the
lowest was in Mathematical Ability (MA), Logical Reasoning Ability (LRA) and Scientific Ability
(SA). This performance is also reflected in the results of international assessments that the students
participated in.
Table 6: MPS of the NCAE Subtests
Source: NETRC, DepED
International Assessments
The Philippines participated in the TIMMS (Third International Mathematics and Science
Study and/or Trends in Mathematics and Science Study) in 2003 and 2008 to find out how Filipino
students compare with their counterparts in other countries. The results showed that the country ranked
among the lower performing countries. The main reason for such performance was the short (10
years) basic education of the learners and much younger age of students compared to the older-aged
students from other countries. Thus, the government pushed for the implementation of the K to 12 basic
education curriculum. It also triggered the emphasis of science teaching, learning and assessment on
the development of higher order thinking skills (HOTS). Further on, teachers were given enhanced
training in science and mathematics.
Stakeholders’ Views
The NAT and NCAE are not the sole basis for entry into a college or university since institutions
of higher learning have their respective admission requirements. DepEd uses the results of these
assessments to focus its efforts towards improving performance in Science and Mathematics through
teacher training, provision of instructional materials and curriculum review.
In a survey conducted by DepEd-NETRC in 2007 on the annual administration of the NCAE,
nineteen (19) higher education institutions and TESDA accredited schools in twelve (12) schools
divisions participated. The results are the following:
The NCAE annual administration was viewed positively by 81.31 percent of the
students.
Eighty percent of the parents affirmed the necessity to administer the NCAE yearly.
Eighty-five percent of the school officials favored the annual administration of the
NCAE.
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Across the four (4) groups of respondents (students, parents, school officials,
CHED/TESDA institutions), the NCAE elicited high acceptance. All groups
manifested agreement on the yearly administration of the NCAE.
CHAPTER 4
TEACHER AND TEACHER DEVELOPMENT
The provision of continuing education and training to more than half million teachers (547,574)
is a big task for the Department. This responsibility has been delegated to the regional offices in
cooperation with the regional National Educators Academy of the Philippines (NEAP) and the teacher
training institutions (TEIs) as the provider.
Assessment of Teacher Effectiveness
Assessment of teacher effectiveness is done through: 1) class observations by the school or
department head and by regional and division education supervisors; 2) administration of the
Competency-Based Performance Appraisal System for Teachers (CB-PAST); and 3) performance
evaluation by students. Based on the result of assessment, teachers provided with technical assistance
and support to further improve teaching effectiveness that shall be reflected in the performance of
learners.
Teacher Qualification System
The application, screening and recruitment of teachers in the public schools are spelled out in
DepEd Order No. 12, s. 2012 -Revised Guidelines on the Hiring of Teacher 1 Positions Based on the
Reform Actions in BESRA). It is a requirement that the applicant has passed the Licensure Examination
for Teachers (LET) administered by the Professional Regulation Commission (PRC).
Figure 4: Process Flow for Teacher Recruitment
National Competency Standards
The National Competency-Based Teacher Standards (NCBTS) is a major document of the
Teacher Education and Development Program (TEDP) of the Department of Education. The
development of the TEDP is a formal partnership of DepEd, CHED, TEIs, PRC and the Civil Service
Commission for the improvement of both the pre-service and the in-service teacher education. It
describes the teacher’s career path as a continuum that starts with entry to the teacher education program
SC reviews
documents; submits
list of qualified to
School Division
Office Committee
(SDOC)
Applicant submits
documents to the
School Committee
(SC)
SDOC reviews
documents, conducts
screening SDOC prepares a
list of qualified
applicants and post
it at the SDO
11
and concludes when a teacher retires from formal service. At its center is the National Competency-
Based Teacher Standards.
Figure 5: Teacher Education and Development Map (ELC Handbook, 2009)
TEDP is a policy reform to create the critical changes necessary to further accelerate, broaden,
deepen and sustain the improved education effort already started. This package of policy reforms is
referred to as the Basic Education Sector Reform Agenda (BESRA).
One key element of the TEDP is the development of the NCBTS which provides a single
framework for teacher performance and development. The framework will enable teachers, learners and
stakeholders to appreciate the complex set of behaviors, attitudes and skills that each teacher in
Philippine schools must possess in order to carry out the satisfactory performance of their roles and
responsibilities. The NCBTS is composed of seven (7) domains that represent the desired features of
the teaching learning process. These domains incorporate a series of twenty one (21) strands of desired
teaching performance statements and are identified by eighty (80) observable indicators.
There are two (2) sets of competency standards for teachers in the country. All teachers must
adhere to the teacher standards specified in the National Competency-Based Teacher Standards
(NCBTS) while teachers of Technology and Livelihood Education (TLE) must likewise be assessed
and certified by TESDA to be granted a National Certificate (NC) in the level of the training
qualification. Meanwhile the Competency- Based Teacher Appraisal System for Teachers (CB-PAST)
is used to rate the performance of the teacher at the end of each school year.
The public school teachers in basic education are assessed with the use of an assessment tool
developed for the purpose. The tool, known as the Competency-Based Performance Appraisal System
for Teachers (CB-PAST) was designed based on NCBTS.
The tool aims to assess the performance of teachers in 7 domains. The performances of the
teachers are assessed and rated using the following scale: 4 (Highly proficient); 3 (Proficient); 2
(Basic); and 1 (Below Basic).
The NC is required of all teachers of TLE especially in the 24 courses/Training Regulations
that are the areas of specialization in Grades 9 and 10 TLE and the Tech Voc track of the Senior High
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School. Prior to the assessment, the teachers undergo the Self-Assessment Guide and if confident
enough, goes for the assessment with a TESDA-accredited center for that Training Regulation. The
teacher receives the NC and is listed in TESDA’s database of skilled workers if s/he is certified as
having mastered all the competencies. However, s/he only receives a COC (Certificate of Competency)
if s/he only mastered some of the competencies.
The NCBTS is a set of teacher standards clustered in seven (7) domains. The domains are
shown in the following illustration:
Figure 6: The Seven Domains of the NCBTS
The National Competency-Based Teacher Standards (NCBTS) defines effective teaching as
being able to help attain the different learning goals in the curriculum. It also guides the teacher to
come up with his/her Individual Plan for Professional Development.
The NCBTS-TSNA tool is anchored on the NCBTS Framework set by the Department of
Education that contains seven integrated domains for effective teaching. These are: Domain 1–Social
Regard for Learning; Domain 2–Learning Environment; Domain 3–Diversity of Learners; Domain 4–
Curriculum; Domain 5– Planning, Assessing, and Reporting; Domain 6–Community Linkages; and
Domain 7–Personal Growth and Professional Development.
For pre-service, National Competency-Based Teacher Standards (NCBTS) is adopted by all
TEIs to design and implement effective teacher education curricula (CMO 30. S. 2004 and CMO 52, S.
2007) as these apply in all professional subjects offered. NCBTS has been included as a major
component of all professional education courses. Instructional syllabi include a focus on a particular
NCBTS domain which is applicable to a particular professional education subject. Further, the NCBTS
has been adopted as a basis for the PRC’s Table of Specification (TOS) for the Licensure Exam for
Teachers (PRC BPT Resolution 10, S. 2009)
As a framework for teacher development, the NCBTS was used as a basis to craft a tool to assess
the training needs of teachers in the in-service. This tool is the NCBTS-TSNA (NCBTS-Teacher
Strength and Needs Assessment) which contains detailed indicators of the teacher competencies.
(DepEd NCBTS-TSNA Guide and Toolkit, 2010). It is in this tool where specific items on ICT
13
competencies are found. The NCBTS-TSNA contains one (1) strand, one (1) indicator and nine (9)
competencies that relate to ICT, to wit:
ICT Competencies, Indicator and Strand
A. Strand 4.7 Demonstrates skills in the use of ICT in teaching and learning.
B. Indicator 4.7.1 Utilizes ICT to enhance teaching and learning.
C. Competencies: (At what level do I . . . . . )
173. Know the nature and operations of technology systems as they apply to teaching and
learning?
174. Understand how ICT-based instructional materials/learning resources support
teaching and learning?
175. Understand the process in planning and managing ICT- assisted instruction?
176. Design and develop new or modify existing digital and/or non-digital learning
resources?
177. Use ICT resources for planning and designing teaching-learning activities?
178. Use of ICT tools to process assessment and evaluation data and report results?
179. Demonstrate proficiency in the use of computer to support teaching and learning?
180. Use ICT tools and resources to improve efficiency and professional practice?
181. Value and practice social responsibility, ethical and legal use of ICT tools and
resources?
182. Show positive attitude towards the use of ICT in keeping records of learners?
Although, the ICT indicators are enshrined for the in-service teachers NCBTS-TSNA tool, pre-
service teacher education institutions, in anticipation of the future roles of teachers use these indicators
to guide their pre-service teacher training and development.
Challenges of the Implementation of ICT Competency Standards
Despite the acknowledgement of the TEIs of the need of ICT for teaching and learning, there
are reasons and challenges that hold back the full implementation of the developed competency
standards in ICT. First is the inadequacy of faculty members of less developed TEIs to handle the ICT
courses for teacher education. In more than a thousand teacher training institutions in the country, not
all have qualified faculty members who can handle the ICT components in teacher education curricula.
Some faculty members are inadequately prepared or unwilling to undergo training because of age and
attitude towards ICT. Second reason is the lack of appropriate hardware and software in these less
developed institutions. In some schools where there are qualified faculty members, appropriate
hardware and software are lacking, outmoded or non-functional. These two major reasons compound
the inadequacy of addressing the identified need for teacher education preparation.
Main Providers of the Pre-service Training
In the tertiary level, the main providers for pre-service training are the Teacher Education
Institutions (TEIs). Some are classified as college or university or a unit within a higher education
institution, either public or private, with authorization from CHED to offer teacher education programs.
As of Academic Year 2012–2013, there are 1,207 TEIs in the Philippines offering two major degree
programs, one for teaching in high schools and the other for teaching in elementary schools. The
Bachelor of Secondary Education program is offered in 1,207 TEIs while the Bachelor of Elementary
Education is offered in 1,156 TEIs. In many TEIs, both degree programs are offered.
14
Table 7: Program Offerings in Philippine Teacher Education Institutions, as of April 2012
Bachelor of Elementary
Education Bachelor of Secondary Education
Region Private Public Total Private Public Total
I 47 18 65 50 21 71
II 26 17 43 26 20 46
III 86 30 116 91 32 123
IV-A 92 31 123 101 42 143
V 51 29 80 52 32 84
VI 32 49 81 32 53 85
VII 67 27 94 70 25 95
VIII 31 25 56 26 34 60
IX 33 42 75 27 35 62
X 45 17 62 42 15 57
XI 49 10 59 50 11 61
XII 40 6 46 34 8 42
NCR 94 11 105 117 18 135
CAR 17 14 31 20 12 32
ARMM 28 5 33 24 7 31
CARAGA 31 9 40 27 11 38
MIMAROPA 17 30 47 20 22 42
Grand Total 786 370 1,156 809 398 1,207
Source: CHED-OMIS data as of April 2012
Financing and Scholarship
Attracting the best high school graduates to enrol in teacher education degrees has been an issue
for a long time. Private TEIs, either non-profit, non-stock or stock corporation, are operated and
maintained through tuition fees or private funds. On the other hand, public institutions such as State
Colleges and Universities are supported by the National Government through the General
Appropriations Act (GAA) and local government budget, in the case of local colleges and universities.
In order to provide greater opportunities, the government offered scholarship to students of
teacher education degree programs through the CHED’s Student Financial Assistance Program
(STUFAP) (CMO No. 13, S. of 2014). The coverage of StuFAPS are Scholarships either Full or Partial
Scholarship (F/PS) and Private Education Student Financial Assistance (PESFA) Scholarship. It also
includes Grants-in-Aid or the Tulong Dunong (TD) and Study Now Pay Later Plan.
The Teacher Education is one among the priority courses for the Financial Assistance Program
(CMO No. 1, S. 2014). Furthermore, the Department of Science and Technology-Science Education
Institute (DOST-SEI) has also scholarship grants for students who will major in sciences or
15
mathematics. Private corporations, NGOs, international partner countries also provide scholarship
grants for teacher education.
Entry Requirements
For tertiary education, all undergraduate teacher education degrees per CHED Memorandum
Order No. 30, series of 2004 shall be completed in four years and two summers. The general entry
requirements are the following:
1. Must have graduated secondary education from a recognized high school.
2. Must have passed the written entrance examination of the TEIs.
3. Must have passed an oral interview of the TEIs.
4. Must possess good moral character as certified by the high school principal where the
applicant graduated.
5. Must be in good physical and mental health condition.
6. Additional requirements may be included by the TEIs where the applicant intends to be
admitted.
Length of Courses
The teacher education curriculum is composed of general education courses (common to all
four year-degree programs), professional education courses (for prospective teachers only) and major
courses in the discipline for prospective teachers in the high school and enhanced content courses for
prospective elementary teachers. Special Education teachers are given special education courses. The
professional education courses are approached as experiential learning where the content and theories
are taught in the classroom and will be applied in the Field Study Courses. The professional courses
will conclude with Practice Teaching/Student Teaching/Practicum or Apprenticeship for both In-
Campus Laboratory Schools and Off-Campus Cooperating basic education schools both with the
elementary or secondary levels of the Department of Education. This last phase of their teacher
preparation will enable them to immerse in the real learning environment for their future jobs. While in
Practice Teaching, the prospective teacher is under the guidance and mentorship of a cooperating
teacher and student teaching supervisor (CMO No. 30, S. 2004). Normally, the teacher education
degrees can be completed in four school years and two summers.
Graduation Requirements
Generally, the graduation requirements are: 1) have complied and passed all the subjects
required in the teacher education curriculum; and 2) must have complied with all other requirements of
the TEIs where they are earning the degree.
In-Service Teacher Professional Development
As designed in the TEDP map, the professional development of teachers is a continuous
integrated process with inter-agencies collaborating with each other. This provides the systematic link
in the initial teacher education preparation or the pre-service and the in-service professional
development of teachers. Specific to this, is the Teacher Induction Program (TIP) which was initiated
by the Teacher Education Council (TEC) and now, has been institutionalized as part of the School Based
Management (SBM) program of DepEd. Also, there is a direct link of the pre-service and the in-service
through the Field Study Courses and Practice Teaching where the basic education teachers (in-service)
act as mentors or resource teachers for the pre-service prospective teachers. A memorandum of
agreement has been forged by the DepEd and the CHED TEIs regarding this practice as guidelines in
the deployment of pre-service teachers on Experiential Learning: Field Study and Practice Teaching
(Joint CHED and DepEd Order, January 2007). There are other initiatives undertaken by the basic
16
education sector as well as the higher education sector to promote continuous undertakings for the
sustainability of quality teacher education.
In-Service Training (INSET) teacher professional development is provided by the DepEd from
the Central down to the Regional, the Division and finally by the school. In the school level, INSET
are usually conducted towards the end of May in preparation for the opening of classes and during the
last week of October when the students are having their semestral break.
The purpose of an INSET is usually to update the teachers of reforms and developments in the
Department. Some examples are the mass training of teachers on the K to 12, the Department’s Child
Protection Policy, Madrasah and Indigenous Peoples Education. Sometimes other government
agencies will offer to train teachers on relevant topics and concerns such as consumer education, special
education exceptionalities, energy conservation, gulayan sa paaralan, among others.
In matters of school INSET, teachers who attended a training program or a seminar-workshop
will usually share their new found knowledge with the other teachers. During professional/staff
meetings, teachers would share their concerns or problems, look at test results, compare notes on
teaching strategies to cooperate and collaborate to improve their performance.
Teachers Incentives
Teachers receive additional compensation for credits earned at the masters level or for years of
continuous satisfactory service. Further, a teacher is entitled to a one-year sabbatical leave of absence
with pay after rendering at least seven (7) years of service. This will enable him/her to pursue graduate
or post-graduate courses in the graduate school.
CHAPTER 5
INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICTs) IN EDUCATION
ICTs in education is delivered in two ways, either as an object of study or an instructional tool.
As an object of study, ICT is one of the components of Technology and Livelihood Education in which
related courses such as computer servicing or programming are studied. As a tool to enhance
instruction, ICTs is used by teachers across learning areas to make learning more interesting and
effective.
National Policies on ICT in Education
The integration of ICTs in basic education is in line with several national policies underpinning
basic education in the Philippines. The first of these national policies is the Medium Term Philippine
Development Plan (MTPDP) 2004–2010, which envisions ICT as a development tool: “ICT will be
harnessed as a powerful enabler of capacity development. It will therefore be targeted directly towards
specific development goals like ensuring basic education for all and lifelong learning, among others.”
(National Economic Development Authority, 2004a, p.2.)
The MTPDP provides for the wider use of computers to support teaching and learning
processes, the promotion of e-learning and information literacy, and the establishment of e-learning
competency centers.
In the 2002 Basic Education Curriculum, the curriculum developers recognized the need to
harness ICT in “the acquisition of life skills, a reflective understanding and internalization of principles
and values, and the development of the person’s multiple intelligences.” It was also conceived that the
2002 BEC is an interactive curriculum that promotes integrated teaching and interdisciplinary,
contextual and authentic learning. The use of ICTs in all learning areas is encouraged as a means for
promoting greater interactivity, widening access to knowledge that will enrich learning, and for
17
developing “ skills in accessing, processing and applying information, and in solving mathematical
problems and in conducting experiments.” (BEC, 2002, p, 15)
In addition to the MTPDP and 2002 BEC, the strategic planning for ICT use in basic education
is framed by DepEd’s Schools First Initiative (SFI) and the National Action Plan to Achieve Education
for All (EFA) by the year 2015. Both policies recognize the extreme factors that impinge on the basic
education system and offer a clearly articulated framework and strategy for mitigating the effects of
these factors.
The following major goals on the use of ICTs were identified. To use ICTs to:
Broaden access to basic education;
Improve the quality of learning;
Enhance the quality of teaching; and
Improve educational planning and management.
Accordingly, a range of strategies were proposed to ensure the sustainable use of ICTs in the
four (4) programmatic areas identified above. These strategies, taken together, address the five inter-
related dimensions of sustainability- political, social, technological, educational and economic.
Government Agency for ICTs Policies
The Department is not alone in integrating the use of ICTs in education. It has the support of
various government and non-government agencies: Office of the President, Department of Budget
Management, and the Commission on Information Communication Technology (CICT), Department
of Science and Technology and industries involved with ICTs.
The Commission on Information Communication Technology (CICT) in 2004 was the primary
policy, planning, coordinating, implementing, regulating and administrative entity of the executive
branch of the Philippine government that would promote, develop and regulate integrated and strategic
information and communications technology (ICT) systems. However, through Executive Order No.
47 in 2011, this office was reorganized, and renamed as Information and Communication Technology
Office (ICTO) and was placed under the policy, administrative supervision of the Department of
Science and Technology (DOST).
Among the ICTO functions related to ICT in education are: (Section 2: EO No. 47, 2011)
a. Formulate, recommend and program framework that will promote the rapid development
and improved global competitiveness of the country’s information and communications
technology industry through research and development and through effective linkages to
industry.
b. Conduct continuing research and development in partnership with the academe towards
improving the quality of ICT education and the production of globally competitive ICT
manpower.
Data on ICT in the Home and Schools
The Department has a Computerization Program that is fully funded by the national
government. Over the years, the Program provided ICT packages to secondary schools and just recently
to elementary schools. The ICT packages are composed of the following:
Table 8: ICT Packages
Elementary Secondary
1 interactive whiteboard
1 PC shared server
7 thin client PCs
1 LCD projector
10 networked PCs
1 server
1 printer
1 network switch
18
1 modem 1 modem
Source: ICT Unit, Technical Services, DepEd
To date only 428 or 6 percent of the secondary schools do not have a computer laboratory.
Also, 3,107 or 43 percent of the schools are scheduled for internet connection. Of the elementary
schools, only 4 percent have been provided the e-classroom packages. There are no available data on
ICT usage in the homes of students.
Digital Content in the National Curriculum
A national policy on ICT integration into the education system starting in basic education needs
to be defined according to a curriculum standard. Bonifacio (2014) argues that “ICT curriculum
standards for the K to 12 curriculum in the Philippines will serve as a framework for technology
integration in various academic content area instructions from Kindergarten through Grade 12. It will
also function as a guide for curriculum decisions by providing examples of classroom activities and
instructional strategies utilizing ICT that will also guide teachers as they design instruction to help their
students meet learning expectations.
The DepEd provides digital content through the Learning Resource Management and
Development System (LRMDS) portal. This is a web-based portal that aims to provide access to
quality learning resources (i.e., learner’s materials, teacher’s guides, supplementary, reference and
reading materials, teaching and professional development resources). These could be accessed through
http://lrmds.deped.gov.ph.
To date, the portal contains Kindergarten, Grades 1, 2, 3, 7, 8, 9 learner’s materials and activity
sheets that were developed to support the implementation of the K to 12 basic education curriculum. It
also contains various instructional materials developed by DepEd projects that were tagged to align
them to the K to 12 curriculum. Interactive instructional materials developed by Education Services
Australia, a DepEd partner, can also be accessed.
Skills Development of Teachers on ICT
At the pre-service, future teachers are prepared to use ICT by providing a general education
subject of Computer Education (3 units) and in professional education courses, two subjects of
Educational Technology (6 units) where the Educational Technology 1, is about the traditional
technologies for teaching and learning while Educational Technology 2, for modern and recent
technologies for teaching and learning.
Recently, DepEd launched the National Strategic Planning Initiative for ICT in Basic Education
as part of a system-wide reform process to bring Philippine basic education out of crisis. Round table
discussions and consultative meetings attended by different agencies and organizations formulated the
National Framework Plan for ICT which set parameters, goals and strategies for ICT integration in basic
education.
The Plan sought to respond to the genuine need of the public school teaching and learning
system. However, despite its rigorous efforts to promote ICT integration in the schools computerization
program, teachers’ training, IT curriculum development and multi-media content development, the
Department continues to grapple with problems related to ICT-based instruction. The result of the
NCBTS Teachers’ Strengths and Needs Assessment (TSNA), specifically on the item that shows a
result that the teachers’ skill in using ICT in the teaching and learning process falls under beginner level.
This can be attributed to teachers’ low level of ICT competence, insufficient ICT-based training and
limited ICT resources.
Almost at the same time the NCBTS was developed in 2004, the former Commission of
Information and Communication Technology (CICT) also crafted the National ICT Competency
Standards for Teachers (NICS). The NICS is composed of Domains, Standards and Indicators. Domain
A- Technology Operation and Concepts; Domain B- Social and Ethical Domain; Domain C-
19
Pedagogical Domain and Domain D-Professional Domain. Under each domain are Standards with
several specific Indicators.
The ICT standards aimed to prepare teachers to become users of various ICTs to help both the
students and teachers benefit from the technology. The benefits are access to information and
knowledge resources, communication and knowledge sharing, and work efficiency. Some of these
competencies are expected during the pre-service training while the rest will be acquired in the in-
service (Handbook National Competency Standards for Teachers, CICT, undated).
Challenges
The DepEd’s vision of increasing the students’ academic performance through intervention
activities such as the integration of ICT in the teaching and learning process continues to be a challenge.
The results of the NAT in English for the last three (3) years did not meet the national planning standard
of 75 percent. The scenario indicates that the DepEd’s aim of increasing the academic performance of
learners in English through the aid of technology has not been realized.
In the light of the Enhanced Basic Education Law, there is a need to support the implementation
of ICTs policies in education.
Furthermore, based on the current landscape of ICT in the country, there are several challenges
that should be addressed in integrating ICT in school teaching and learning in both basic education and
pre-service teacher training such as:
1. Modifying negative attitude or mindset of older in-service teachers towards ICT through
continuing professional development and capacity building.
2. Redesigning curricula and assessment by making shifts in pedagogical approaches.
3. Providing needed ICT infrastructure to support teaching and learning in both basic and
higher education.
4. Creating a harmonized teamwork between the ICT specialists and teacher educators.
20
References
Basic Education Curriculum 2002
CHED Memorandum Order No. 30, series of 2004, “Revised policies and Standards for Undergraduate
Teacher Education Curriculum”
CHED Memorandum Order No. 52, series of 2004, “Addendum for CHED Memorandum Order No.
30, series of 2004 entitled “Revised Policies and Standards for Undergraduate Teacher Education
Curriculum.
CHED Memorandum Order No. 01, series of 2014. “CHED Priority Courses for AY 2014-2015 to AY
2017-2018
CHED Memorandum Order No. 13, series of 2014, Revised Guidelines for the Implementation of
Student Financial Assistance Programs (StuFAPS), Effective AY 2014-2015
Department of Education, National Competency-Based Teacher Standards-Teacher Strength and
Needs Assessment (NCBRS-TSNA Guide and Toolkit). 2010
DepEd Order No. 12, s. 2012. “Revised Guidelines on the Hiring of Teacher 1 Positions Based on the
Reform Actions in BESRA)
DepEd Order No. 31, s. 2012 (Policy Guidelines on the Implementation of Grades 1-10 of the
K to 12 Basic Education Curriculum (BEC) Effective School Year 2012-2013
DepEd Order No.74, s. 2012. Guidelines on the Selection of Honor Pupils and Students of
Grades 1 to 10 of the K to 12 Basic Education Curriculum
DepEd Order No. 43, s. 2013. Implementing Guidelines of RA No. 10533
Executive Order No. 47, 2011. “Reorganizing, Renaming and Transferring the Commission on
Information and Communications Technology and its Attached Agencies to the Department of Science
and Technology, Directing the Implementation Thereof and for Other Purposes”, p.2
Experiential Learning Courses Handbook, A Joint Project of the Teacher Education Council,
Department of Education and Commission on Higher Education. 2009
Joint CHED and DepEd Order, January 2007
Medium Term Philippine Development Plan, 2004-2010
National Economic and Development Authority, 2004a, p.2.
Professional Regulation Commission, Board of Professional Teacher Resolution No. 10, Series of 2009
Terminal Report: Development and Updating of ICT-related Courses in the Teacher Education
Curriculum Workshop. (2011) UPSITF, UP. Diliman
Tinio, V. (2002). Survey of Information & Communication Technology Utilization
in Philippine Public High Schools Preliminary Findings
21
Web References
Bonifacio, A. (2013) Developing Information Communication Technology (ICT)
Curriculum Standards for K-
12 Schools in the Philippines http://linc.mit.edu/linc2013/proceedings/Session7/Session7Bonifacio.p
df
Correos C. (2014), Teachers’ ICT Literacy and Utilization in English Language Teaching, ‘ICT &
Innovations in Education’ International Electronic Journal, 2(1), 1-25.
http://ictejournal.com/Volume_2/Issue_1/ICTEJ_21_1.pdf
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[http://philbasiceducation.blogspot.com/2012/07/ict-and-deped-k-to-12-different-
angles.html#ixzz36lPkOmXe]
http://philbasiceducation.blogspot.com/2012/07/ict-and-deped-k-to-12-different-angles.html
DepEd No. 32, s. 2012. Implementing Rules and Regulations of republic Act (RA) No. 10157
Otherwise Known As “The Kindergarten Education. Act”
http://ceap.org.ph/upload/download/201210/17
Deped Order No. 73, S. 2012 Guidelines on The Assessment and Rating of Learning Outcomes Under
The K To 12 Basic Education Curriculum
http://www.gov.ph/2012/09/05/deped-order-no-73-S-2012/
Foundation for Information Technology Development, Inc., National Framework Plan for ICTs in
Basic Education (2005-2010) Harnessing ICTs for Quality Basic Education for All.
http://www.fited.org/downloads/National%20Framework%20Plan%20for%20ICTs%20in%20Basic%
20Education.pdf
Republic Act No. 10157. An Act Institutionalizing the Kindergarten Education into the Basic Education
System and Appropriating Funds Therefor
http://www.gov.ph/2012/01/20/republic-act-no-10157/
Republic Act No. 4670 June 18, 1966. The Magna Carta For Public School Teachers
http://www.lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html
Republic Act No. 7160 AN ACT PROVIDING FOR A LOCAL GOVERNMENT CODE OF 1991
http://www.lawphil.net/statutes/repacts/ra1991/ra_7160_1991.html
Quijano, Y. (2012). K-12 BEP Implementation Updates, 2012
http://knowledgecommunity.ph/pdf/Yolanda_Quijano_Kto12_BEP_Implementation_Updates_23Oct2
012.pdf
Republic Act No. 10533. An 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
http://www.gov.ph/2013/05/15/republic-act-no-10533/
The 1987 Constitution of the Republic of the Philippines.
http://www.gov.ph/constitutions/the-1987-constitution-of-the-republic-of-the-philippines/
22