'Matatag' K-10 curriculum, inilunsad ng DepEd
'Matatag' K-10 curriculum, inilunsad ng DepEd
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00:00 the launch of the new K-10 curriculum of the Department of Education.
00:05 We will discuss this with the House Committee on Basic Education and Culture Chairman and Pasig City Representative, Roman Romulo.
00:13 Congressman, good morning. Welcome back to the public briefing.
00:16 Yes, sir Audrey. Good morning to all of you and to all the listeners of our program. Good morning to all of us.
00:25 Yes, sir. What can you say about the launch of the new K-10 curriculum of the Department of Education?
00:34 And what is the purpose and importance of this change from the current K-12 curriculum?
00:41 Yes, thank you, sir Audrey.
00:45 Maybe to better understand, the most important thing is to put it in the right context.
00:50 We know that before the pandemic, we failed in three international assessment examinations.
01:00 These are PISA, CEA-PLM, and TIMSS.
01:03 We know, sir Audrey, that the results of the international assessment exams that our learners took were not good.
01:13 Secondly, during the pandemic and after the pandemic, a report was released by the World Bank
01:23 that their estimate is that because we are not face-to-face and we are doing remote learning,
01:30 they have an estimate of more or less 90% learning loss.
01:35 Learning loss means that our 10-year-old learners cannot understand simple texts and basic mathematics.
01:46 Thirdly, I will continue to mention, we also know that, sir Audrey, surveys were released that say
01:55 that even though in 2012 and 2013, when the K-12 law was passed,
02:00 the commitment was job-ready, college-ready, but the industry told us that it is not job-ready.
02:09 The industry's preference told us that they will still hire at least two-year-old students.
02:16 In our state universities and colleges, there are many reports, including in tertiary level,
02:21 that there are so-called bridging programs.
02:24 This means that there is a reduction in education, which means that they are returning to reading comprehension lessons and basic mathematics.
02:36 So having said that all, those three aspects, we know that the Department of Education needs to do something.
02:43 Because if there is nothing to do, how can the results be different?
02:47 So this is what they said, because they say that we are a bit weak in reading comprehension and simple mathematics.
02:54 The Department of Education said that this is a recalibrated curriculum.
02:58 They are focused on what is called functional literacy.
03:02 This means that by the time a learner reaches 10 years old,
03:07 they should be able to read and understand what they are reading.
03:11 And the basic mathematics, the addition, subtraction, division, multiplication,
03:16 they should be able to master by the time they reach that age of 10 years old.
03:23 Basically, that is their solution, their proposal.
03:28 Let's reduce the number of subjects, let's reduce the number of competencies.
03:32 We are just focusing on what I call reading, reading, reading, and basic mathematics.
03:38 Okay, recalibrated.
03:42 Let's go to the basics that children need to learn.
03:46 But Congressman, what is the difference between a solid curriculum and the current K-12 curriculum?
03:52 What are the changes when it comes to the subjects of students in the new curriculum?
04:00 First, Sir Audrey, when it comes to grades 1 and 2,
04:05 in the current curriculum, there are 7 subjects.
04:09 The Department of Education said that for grades 1 and 2,
04:12 we will teach 5 subjects first.
04:14 And all of those, if you look at it,
04:17 reading and literacy, languages,
04:21 the public, GMRC, and mathematics,
04:26 all of those are aimed at functional literacy,
04:29 reading comprehension, and basic mathematics.
04:32 When it comes to grade 3,
04:33 in the current curriculum, there are more or less 8 subjects in the beginning of grade 3.
04:38 In the proposal of the Department of Education, we will reduce that.
04:41 We will just do 6 subjects.
04:43 They will add science so that by grade 3,
04:47 our students will have science.
04:51 One of the important things that we should see in the recalibrated curriculum,
04:58 they removed the mother tongue as a subject.
05:03 It is left as a medium of instruction,
05:06 but it is no longer a separate subject.
05:09 That is important because, in truth, as the Department of Education said,
05:13 we have a lot of languages in the Philippines.
05:17 We have about 180.
05:19 The Commission of Filipino Languages said
05:21 there are 19 major languages.
05:24 So, in truth, it is right not to make it a subject in grades 1, 2, and 3.
05:31 It will remain a medium of instruction because it is already in the K-12 law.
05:37 And maybe, just here, we will see that we will have a focus,
05:42 our depth-ed in ensuring that reading comprehension will improve
05:49 and that our learners will possess basic mathematics skills in grades 1 to 3.
05:55 Congressman, I remember our previous generations,
05:59 we had a lot of subjects when we were still in elementary school.
06:04 Why should we reduce and change these curriculums in this generation?
06:11 Yes.
06:12 Sir Audrey, again,
06:15 it is not only subjects that our Department of Education reduced.
06:21 Even competencies,
06:23 these are the learning areas within a particular subject or subjects
06:28 that they think are excess,
06:32 they also removed those so that we can really focus on functional literacy.
06:38 Now, to your question,
06:40 Sir Audrey, if you remember,
06:43 our parents used to say that even in our generation,
06:48 the three R's are important,
06:50 reading, writing, and arithmetic.
06:54 Those are the basic foundational skills that a child should have.
07:00 Here, you can see that the cut-down on the five subjects,
07:04 that is where it is important, the three R's that our learners should know.
07:13 Previously, in terms of subjects,
07:17 there might be a lot of them,
07:19 but the competencies, the learning areas,
07:23 were done by the depth-ed.
07:25 They focused on the most essential learning competencies.
07:29 Meaning, Sir L. Audrey, these are the essential competencies
07:34 that you will need when you reach the next level.
07:37 For example, in mathematics,
07:40 you really need to know addition and subtraction.
07:43 You really need to get the concept of that before you can go to the next level.
07:48 For example, there are fractions, there are decimal points,
07:52 but if we don't have,
07:54 we won't be able to give the process of the basics of mathematics,
07:59 the simple mathematics.
08:00 It's harder when you reach the next level.
08:03 And maybe, even in reading,
08:06 as you progress, as you rise in your levels,
08:10 what you read becomes specific.
08:12 If we don't have reading comprehension,
08:15 if we are weak there,
08:17 even as we advance,
08:20 it's harder to understand particular subject matters.
08:25 Sir, how will the implementation of this new curriculum be done?
08:29 Will it be implemented in all grade levels this year?
08:34 The Department of Education said,
08:37 because in August 29, we will start the new academic calendar,
08:43 they said, for this upcoming academic calendar,
08:47 they will do a pilot first for the neighboring schools.
08:52 The reason for this is that they need to prepare.
08:56 First, our teachers, so that they can upskill,
09:00 so that they know the exact subject matter
09:03 that we want our learners to learn.
09:07 That's right, so that we are ready.
09:10 Second, they also want to make sure that there will be learning materials and modules.
09:16 Learning materials or textbooks,
09:19 so that our students can read them.
09:24 Next year, next academic calendar,
09:26 they said, again, it's not for the public to read.
09:29 First, the Kinder 1, 4, 6, and 10 grades.
09:35 That's what I remember.
09:36 And then, by face-in, what they will do,
09:40 step-by-step, what they will do,
09:42 so that they are sure that we have upskilled the teachers,
09:46 so that they know what exactly the subject matter that they will teach is,
09:52 and we have textbooks and learning materials.
09:56 Okay, Congressman, this is clearly what will be implemented from Kinder students
10:00 until Grade 10.
10:01 What do you think should be changed
10:05 in the curriculum for Grades 11 to 12?
10:09 Yes.
10:10 You know, Sir Audrey,
10:12 at the moment, we have four tracks, right?
10:15 The track that's really important,
10:18 but what's important and many enroll,
10:20 of course, is the academic track.
10:22 And the second one is the tech voc track.
10:25 But we saw, Sir Audrey,
10:27 in the implementation now,
10:30 in the tech voc track, there are some problems.
10:34 First of all,
10:35 NC2 didn't give it.
10:38 Second, what the industry is saying,
10:41 they were not consulted,
10:43 and the time given for tech voc training was not enough.
10:48 But in the part of DepEd,
10:49 because it's still under DepEd,
10:51 what they're saying is,
10:52 they should make sure that
10:55 there is still functional literacy,
10:57 or what's called academic subjects.
10:59 In the academic track,
11:01 there are so many strands.
11:03 In truth,
11:04 the time given for upskilling our teachers was not enough.
11:09 It's not enough,
11:11 as other teachers said, the subject is not up to standard
11:14 in the knowledge that they have
11:16 when they entered the college,
11:19 their master's, their doctorate.
11:21 So, first of all,
11:22 we should really do that.
11:24 In 11th and 12th,
11:25 we should just simplify.
11:28 Those who will go to colleges or universities,
11:31 that's the only thing we should allow,
11:34 or let's say,
11:35 that they can still get a +2,
11:37 grades 11th and 12th.
11:38 And in their curriculum,
11:40 we should simplify it, Sir Audrey.
11:42 Again and again,
11:43 we should make sure that
11:45 there is functional literacy.
11:47 They should understand what they're reading,
11:50 and they should know the basic mathematics and sciences
11:53 so that when they go to college,
11:55 the basics are already there for them,
11:57 they can easily learn whatever course they choose.
12:01 In the case of TechVoc,
12:02 Sir Audrey,
12:03 maybe it's time to think
12:05 that our graduates in grade 10,
12:08 we should give them a chance
12:11 to complete their skills training
12:14 and to lower their entire curriculum
12:17 in TESDA and in the industry.
12:19 Because it's really important
12:21 to have an apprenticeship or internship
12:24 in the industry.
12:26 So that the skills they need
12:28 can really be learned
12:30 when they enter the TechVoc track.
12:33 We should really make sure that
12:36 our graduates are job-ready.
12:39 We should make sure that the curriculum is correct.
12:42 And what he said,
12:43 in the TechVoc track,
12:45 in the industry and in TESDA,
12:48 in the academic track,
12:49 when they go to the university,
12:50 that's where the depth ed is.
12:51 But we should simplify it.
12:54 Okay, you said job-ready.
12:57 In order to produce job-ready graduates,
13:00 Congressman,
13:01 are you still helping others
13:03 in the basic education of our country?
13:07 Sir Audrey,
13:08 like what I said,
13:10 to be job-ready,
13:11 especially those who will choose the TechVoc track,
13:14 the curriculum should be
13:17 the one that is being made,
13:21 it should be in the industry and in TESDA.
13:24 And they should be given more time
13:28 in the apprenticeship or training
13:30 in the industry.
13:31 Because now, the time is really divided.
13:34 The TechVoc track will include
13:36 many academic subjects.
13:39 When they choose TechVoc,
13:41 we should make sure that
13:43 they have a mastery of skills.
13:45 We should make sure that
13:48 the industry is really involved
13:50 in the development of the curriculum
13:53 and TESDA.
13:54 And the trainings,
13:55 they should be given more time
13:58 in the industry
14:00 so that they can learn
14:03 the actual skills that they need.
14:07 Okay, as the last, Congressman,
14:09 your message to our countrymen,
14:11 especially to the youth.
14:15 First of all, Sir Audrey,
14:16 thank you very much for this public briefing
14:20 that will give us a chance to explain
14:23 what we understand in the new curriculum.
14:25 Because sometimes,
14:27 there will be some arguments
14:29 that we wonder why subjects are reduced,
14:33 why competencies are reduced.
14:35 But again, to our learners,
14:37 to their parents,
14:38 especially to our teachers,
14:41 what DepEd is doing,
14:43 in my opinion,
14:44 this is the answer.
14:45 This is what they are doing
14:46 to address the problems
14:49 identified by the education stakeholders
14:52 of our assessment exams
14:54 in our education system.
14:57 The reading comprehension
14:59 and the possession of basic mathematical skills.
15:03 In this new curriculum,
15:05 in these new competencies,
15:07 they will really be able to focus on that
15:08 for our youth.
15:10 It's a waste if the Filipino is good
15:13 if our education system
15:17 will not prepare them to be job-ready
15:19 or college-ready.
15:21 Alright, thank you very much for your time
15:23 and the information
15:24 that you brought to us this morning.
15:25 We were joined by the House Committee
15:27 on Basic Education and Culture Chairman
15:29 and Pasig City Representative Roman Romulo.
15:32 Thank you, sir.