The document discusses the Department of Education's K-12 Basic Education Program. It notes that the current 10-year basic education program in the Philippines leads to underachievement and lacks competitiveness compared to other countries' 12-year programs. The K-12 program aims to enhance the quality of basic education through a decongested curriculum, better preparing students for work, entrepreneurship or higher education. It will involve adding 2 years to the current elementary and secondary levels, bringing the total basic education to 12 years.

1. Department of Education
K-12 Basic Education Program
Paraluman R. Giron, Ed. D
Chair-TWG K to10 - PNU

2. Chronic underachievement of students
Insufficient mastery of basic competencies
due to congested curriculum
High school graduates (<16 year-old
graduates lack basic competencies and
maturity)
 Other countries view the 10 – year education
cycle as insufficient
 The Philippines is the only remaining country
in Asia with a 10 – year basic education
program

3. K-12 Basic Education
Program
Historical Background
• K+12 is not NEW…
• studies have been made since 1925
• need to be more competitive
• lack of political will

4. 1925 - Monroe Survey
1949 - UNESCO Mission Survey
1953 - Education Act
1960 - Swanson Survey
1970 - Presidential Commission
to Survey Philippine
Education (PCSPE)

5. 1976 - Survey of Outcomes of Elementary
Education (SOUTELE)
1990 - Philippine Education For All (EFA)
2015 National Action Plan
1991 - Congressional Commission on
Education (EDCOM) Report
2000 - Presidential Commission on
Educational Reforms
2008 - Presidential Task Force on Education

6. OVERALL GOAL
FUNCTIONAL LITERACY
FOR
ALL FILIPINOS

7. DepEd’s VISION
DepED IS GLOBALLY RECOGNIZED
FOR THE DEVELOPMENT OF
FUNCTIONALLY LITERATE AND GOD-
LOVING FILIPINOS WHO HELP
ATTAIN THE NATIONAL GOALS OF
SOCIAL JUSTICE, UNITY, FREEDOM
AND PROSPERITY

8. VISION
•grounded on human
development
•achieved through an
enhanced curriculum
•with socio-economic
relevance

9. DepEd’s MISSION
PROVIDE QUALITY BASIC
EDUCATION THAT IS EQUITABLY
ACCESSIBLE TO ALL AND LAY THE
FOUNDATION FOR LIFELONG
LEARNING AND SELF-ACTULIZATION
NEEDED FOR EFFECTIVE CITIZENSHIP
AT THE LOCAL,
NATIONAL AND
GLOBAL MILIEU

10. SUB-GOALS
•To give every learner an
opportunity to receive
quality education based
on an enhanced and
decongested curriculum
that is internationally
recognized and
comparable.

11. SUB-GOALS
•To change public perception
that high school education is
just a preparation for college
Rather, it should allow one to take
advantage of opportunities for gainful
career or employment and/or self-
employment in a rapidly changing and
increasing globalized environment.

12. RATIONALE
1. Enhancing the quality of basic
education in the Philippines is
urgent and critical
2. The poor quality of basic
education is reflected in the low
achievement scores of Filipino
students.

13. 3. International tests results like 2003
TIMSS (Trends in International
Mathematics and Science Study) rank the
Philippines 34% out of 38 countries in HS
II math and 43% out of 46 countries in HS
II Science; for grade 4, the Philippines
ranked 23rd out 25 participating countries
in both Math and Science. In 2008, even
with only the science high schools
participating in the Advanced
mathematics category, the Philippines
was ranked lowest (Table 1).

14. Table 1 Philippine Average TIMSS Scores
Scores International Rank Participating
Average Countries
2003 Results
Grade IV
Science 332 489 23 25
Mathematics 358 495 23 25
HS II
Science 377 473 43 46
Mathematics 378 466 34 38
2008Results
Advanced 355 500 10 10
Mathematics
Source: TIMSS, 2003 and 2008

15. 4. The congested curriculum partly explains
the present state of education
5. This quality of education is reflected in the
inadequate preparation of high school
graduates for the world of work or
entrepreneurship or higher education
6. Further, most graduates are too young to
enter the labor force.
7. The current system also reinforces the
misperception that basic education is just
a preparation for higher education.

16. 8. Our graduates are not automatically
recognized as professionals abroad.
Table 3 Comparative Data on the Pre- University Education in Asia
Country Basic Education Cycle Total
Brunei 12
Cambodia 12
Indonesia 12
Lao PDR 12
Malaysia 12
Myanmar 11
Philippines 10
Singapore 11
Thailand 12
Timor-Leste 12
Vietnam 12
Mongolia recently added grades to make basic education 12 years.

17. Aptitude for College SY 2006-2007
High Aptitude
for College
9,066
0.72%
Moderate
Aptitude for
College
Low Aptitude 478,909
for College 37.85%
777,236
61.43%
General Scholastic Aptitude
Source: NETRC 2006

18. Aptitude for College SY 2007-2008
High Aptitude
for College
77,869
6%
Moderate
Aptitude for
Low Aptitude
College
for College 418,931
726,665 34%
60%
General Scholastic Aptitude
Source: NETRC 2006 18

19. Aptitude for Tech-Voc SY 2006-2007
Low Aptitude
for Tech-Voc
programs
124,780
10%
High
Aptitude
Moderate
for Tech-
Aptitude for
Tech-Voc Voc
programs programs
468,901 711,526
36% 54%

20. Aptitude for Tech-Voc SY 2007-2008
Low
Aptitude High
for Tech- Aptitude
Voc for Tech-
programs Voc
22% programs
19%
Moderate
Aptitude
for Tech-
Voc
programs
59%

21. Aptitude for Entrepreneurship SY 2006-2007
Low
Aptitude
for Entrep
programs
Moderate 3,849
Aptitude 0%
for Entrep High
programs Aptitude
544,006 for Entrep
42% programs
757,356
58%

22. Aptitude for Entrepreneurship SY 2007-2008
Low
Aptitude
for Entrep
Moderate programs
Aptitude 3,751
for Entrep 0.31%
High
programs Aptitude
502,482 for Entrep
41% programs
717,232
58.62%

23. Unemployed VS. Available Skilled Jobs
Source: NSO, 2009 & 2010
972,458 972,458
Unemployed
650,000 ++ 887,678 HS Grad
Available Skills 681,340
Based Jobs 607,012
405,707 554,092
621,940
222,984 370,337
192,014
203,544
15,485 175,274
14,135
Complete
HSGradu
Undergra
Undergra
Undergra
Graduate
Graduate
No Grade
College
College
Elem
ate
HS
d
d
d
d

24. Job-Skills Mismatch
WHITE COLLAR VS. BLUE COLLAR JOBS
EXECS
MANAGERS COLLEGE
TECHNICIANS
STUDENTS
SKILLED
WORKERS TECH-VOC
STUDENTS
24

25. Typical Progression of a Cohort of Pu
(based on cohort of Grade I pupils from SY 1995 -1996
to College Graduates SY 2008-2009)
Public and Private
PHILIPPINES
100
74
66 65
46
20 16

26. 9. More importantly, the short basic
education program affects the human
development of the Filipino children.
10. Cognizant of this urgent and critical
concern and in line with the priorities of
the Aquino Administration, the
Department of Education is taking bold
steps to enhanced the basic education
curriculum.

27. 11. K-12 means
Kindergarten and the 12
years of elementary and
secondary education.

28. BENEFITS OF ENHANCED
BASIC EDUCATION PROGRAM
1.The Enhanced K-12 Basic
Education Program will be
instrumental in achieving the
nation’s vision of high school
graduates. The benefits of the
K-12 proposal far outweigh the
additional costs that will be
incurred by both government
and families.

29. To Individuals and Families
2. An enhanced curriculum
will decongest academic
workload.

30. 3. Graduates will possess
competencies and skills relevant
to the job market.
4. Graduates will be prepared for
higher education.
5. Graduates could now be
recognized abroad.

31. For the Society and the Economy
6. The economy will experience
accelerated growth in the long run.
7.The Philippine education system
will be at par with international
standards.
8. A better educated society provides
a sound foundation for long-term
socio-economic development.

32. WHY ADD TWO YEARS?
Decongest and
enhance the basic
education curriculum
 Better quality
education
for all

33. K-12 Basic Education Program
“We need to add two years
to our basic education. Those
who can afford pay up to
fourteen years of schooling
before university. Thus, their
children are getting into the best
universities and the best job after
graduation.
I want at least 12 years for
our public school children to give
them an even chance at
succeeding.”
President Benigno S. Aquino III

34. K-12
BasicEducationProgram
2 years Senior HS
4 years Junior HS
6 years Elementary
Kindergarten
K+6+4+2

35. K-12
BasicEducationProgram
Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo
What will each graduate get?
Grade VI
Junior HS
Senior HS

36. What is the
proposed
K-12
curriculum

37. PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL
LEGAL BASES . Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
emotions, multiple intelligences, learning
. The 1987 Phil. Constitution . Poverty reduction and human development
styles
. B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
. R.A. 9155, Governance of Basic Education people
maker of meaning not a passive recipient
Act of 2001 . Development of a strong sense of nationalism
of information
. The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute
. The vision- mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane
. The EDCOM Report of 1991 society
. Life skills
. Basic Education Sector Reform Agenda . Ensuring environmental sustainability
. Self-actualization
(BESRA) . Global partnership for development
. Preparation for the world of the work,
entrepreneurship, higher education
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT SOCIETAL SUPPORT
INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ SUPPORT Media,GO,NGO
INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT
Teachers’ CPD , Textbooks CO, RO, DO School
and other IMs

38. PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL
LEGAL BASES . Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
emotions, multiple intelligences, learning
. The 1987 Phil. Constitution . Poverty reduction and human development
styles
. B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
. R.A. 9155, Governance of Basic Education people
maker of meaning not a passive recipient
Act of 2001 . Development of a strong sense of nationalism
of information
. The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute
. The vision- mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane
. The EDCOM Report of 1991 society
. Life skills
. Basic Education Sector Reform Agenda . Ensuring environmental sustainability
. Self-actualization
(BESRA) . Global partnership for development
. Preparation for the world of the work,
entrepreneurship, higher education

39. PHILOSOPHICAL
and LEGAL BASIS
•The 1987 Phil. Constitution
• B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance
Act
• The 4 pillars of education
(UNESCO)
• The vision-mission statement of
DepED
• The EDCOM Report of 1991
• BESRA

40. NATURE OF THE LEARNER
•Has a body and spirit, intellect, free
will, emotions, multiple
intelligences, learning styles, culture.
•Constructor of knowledge and active
maker of meaning not a passive
recipient of information
NEEDS OF THE LEARNER
•Life skills
• Self-actualization
• Preparation for the world of
work, entrepreneurship, higher

41. NEEDS OF NATIONAL and GLOBAL
COMMUNITY
•Poverty reduction and human
development
•Strengthening the moral fiber of the
Filipino people
•Development of a strong sense of
nationalism
•Development of productive citizen who
contributes to the building of a
progressive, just and humane society
•Ensuring environment sustainability
• Global partnership for development

42. PHILOSOPHICAL and NATURE OF THE LEARNER NEEDS OF NATIONAL
LEGAL BASES . Has a body and spirit, intellect, free will, and GLOBAL COMMUNITY
emotions, multiple intelligences, learning
. The 1987 Phil. Constitution . Poverty reduction and human development
styles
. B.P. 232, Education Act of 1982 . Strengthening the moral fiber of the Filipino
. Constructor of knowledge and active
. R.A. 9155, Governance of Basic Education people
maker of meaning not a passive recipient
Act of 2001 . Development of a strong sense of nationalism
of information
. The 4 pillars of education ( UNESCO ) . Development of productive citizens who contribute
. The vision- mission statements of DepEd NEEDS OF THE LEARNER to the building of a progressive, just and humane
. The EDCOM Report of 1991 society
. Life skills
. Basic Education Sector Reform Agenda . Ensuring environmental sustainability
. Self-actualization
(BESRA) . Global partnership for development
. Preparation for the world of the work,
entrepreneurship, higher education
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT SOCIETAL SUPPORT
INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ SUPPORT Media,GO,NGO
INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT
Teachers’ CPD , Textbooks CO, RO, DO School
and other IMs

43. CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT SOCIETAL SUPPORT
INTERNAL AND EXTERNAL Public-Private Partnership
STAKEHOLDERS’ SUPPORT Media,GO,NGO
INSTRUCTIONAL SUPPORT ADMINISTRATIVE SUPPORT
Teachers’ CPD , Textbooks CO, RO, DO School
and other IMs

44. MONITORING and EVALUATION SYSTEM

46. MONITORING and EVALUATION SYSTEM

48. Guiding
Principles
and Features
of K-12
Curriculum

49. Outcomes
Comprehensive
Standards based
competency Systematic
M&E System
Learner-
K-12 centered
CURRICULU Seamless
M
Developmentally
appropriate
Balanced-
assessment Constructivist

50. Decongested Value-laden
and enriched
Lean but meaty
Inclusive K-12
CURRICULU
M
Integrative
Flexible Inquiry-based

51. INCLUSION OF
CO-CURRICULAR
ACTIVITIES AND
COMMUNITY
INVOLVEMENT
PROGRAM

52. CORE CONTENT
1.COMMUNICATION AND
LITERACIES
2. CRITICAL THINKING AND
PROBLEM SOLVING
3. CREATIVITY AND INNOVATION
4. ETHICAL, MORAL and
SPIRITUAL VALUES

53. CORE CONTENT
5. LIFE and CAREER
COMPETENCIES
6. DEVELOPMENT OF SELF AND
SENSE OF COMMUNITY
7. NATIONAL and GLOBAL
ORIENTEDNESS

54. LEARNING DOMAINS
KNOWLEDGE and
UNDERSTANDING
ESSENTIAL SKILLS
ATTITUDES AND VALUES

55. PEDAGOGICAL
APPROACHES
• CONSTRUCTIVIST
• INQUIRY-BASED
• INTEGRATIVE
• COLLABORATIVE
• REFLECTIVE

56. ASSESSMENT
ASSESSMENT as LEARNING
ASSESSMENTforLEARNING
ASSESSMENTofLEARNING
BALANCE OF TRADITIONAL and
AUTHENTIC ASSESSMENT

57. MONITORING and EVALUATION SYSTEM
OUTCOMES-and STANDARDS-
BASED, COMPREHENSIVE, SYSTE
MATIC, and VALID MONITORING
and EVALUATION SYSTEM SET IN
PLACE AIMED AT IMPROVING
THE QUALITY OF BASIC
EDUCATION

58. PROPOSED
ROADMAP FOR THE
K-12 PHILIPPINE
BASIC EDUCATION
PROGRAM

59. Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level
Curriculum
Program
General Academic Program
Learning Domains
•Values Education •English •Adv English
Core •Physical health &
•Eng •Filipino
•English
•Adv Science
motor dev’t •Science
Learning •Social & emotional•Fil •Mathematics •Mathematics •Adv Math
Area dev’t •Math •Science & Health •Filipino •Adv Filipino
•Cognitive dev’t •Science &
•Heograpiya, Kasaysayan at •Contemporary
•Creative Arts •MAPEH
Health Sibika Issues
•Language & •Social Studies
Readiness for Reading •MAPEH •Values Education (includes
& Writing •Sibika at •EPP •TLE work, ethic, busi
•Language, Literacy &
Kultura •EdukasyongPagpapakatao ness
Communication
•MAPEH •Aptitude ethics, etc.)
Exploratory stage of test
career paths/choices Program in:
Special
-Arts
-Sports
-Journalism
Speciali- -Engineering Science Education Program
zation (ESEP)
-Mother Tongue & foreign Languages
NONE NONE NONE -Technical-Vocational education
- Agriculture/Fisheries Consolidation of
- Arts & Trades complex knowledge
& skills; dev’t of
attitude & values as a
result of a strong
liberal education.
Adequate
Development of Development & mastery of Consolidation of knowledge & skills; preparation for the
Key Stage complex knowledge & skills;
knowledge, skills, attitudes and values; development of world of
mastery & application of basic skill dev’t of attitude & values attitudes, values, aptitudes & interest entrepreneurshi
work,
Outcomes p, middle level skills
dev’t & higher
education

60. Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level
Program
General Academic Program
Curr.

61. Grade Level K 1 2 3
Learning Domains
•MT
Learning Area
• Values Education
• Physical health & •English
motor dev’t •Filipino
• Social &
emotional dev’t •Math •Science
• Cognitive dev’t & Health
• Creative Arts
• Language &
Readiness for
Core
Reading & Writing
• Language, •Sibika at Kultura
Literacy & •MAPEH
Communication

62. Grade Level 4 5 6
•MT
Learning Area
•English
•Filipino
•Mathematics
•Science & Health
•Heograpiya, Kasaysayan at Sibika
•MAPEH
Core
•EPP (TLE)
•EdukasyongPagpapakatao

63. Grade 7 8
Level
Learning Area
•MT
•English
•Science
•Mathematics
•Filipino
•MAPEH
Core
•Social Studies
•Values Education
•TLE

64. Grade 7 8 9 10
Level
Learning Area
•English
•Science
•Mathematics
•Filipino
•MAPEH
•Social Studies
Core
•Values Education
•TLE

65. Grade 11 12
Level
Learning Area
• English
• Science
• Math
• Filipino
• Contemporary Issues (includes
Core
work ethic, business ethics, etc.)

66. Grade 7 8 9 10 11 12
Level
Exploratory
Specialization
stage of career
paths/ Special Program in:
choices - Arts
- Sports
- Journalism
- Engineering Science Education
Program (ESEP)
- Mother Tongue & foreign Languages
- Technical-Vocational education
- Agriculture/Fisheries
- Arts & Trades

67. Alignment of curriculum
to the business and
industry needs (Key
Employment Drivers for
2011-2020)
DOLE Project Job
Fit 2020 vision

68. Industry Prospects
Growth of Philippine economy will be driven by:
1. High-value foreign direct investment (FDI) led
agribusiness
2. Infrastructure (roads and
highways, logistics, physical infrastructure
projects
3. Tourism (diving edge)
4. Medical Tourism
5. Retirement Estates (Subic, NCR, and cities of
Tagaytay, Cebu, and Dumaguete)

69. Industry Prospects
6. BPOs (35% annual growth, $13 billion in
revenues in 2010)
7. Investment in ICT
8. Real estate (BPOs investing in office space,
growth in domestic and international
tourism0;
9. Shipbuilding (exports of ships to the US,
Mexico, and Norway); and
10. Long term demand for OFWs

70. Key
Employment
Generators
(KEG)

71. 1. Agribusiness
2. Cyber services
3. Health and Wellness
4. Hotel, Restaurant and Tourism
5. Mining
6. construction
7. Banking and finance
8. Manufacturing
9. Ownership Dwellings and Real Estate
10. Transport and Logistics
11. Wholesale and Retail Trade
12. Overseas Employment

72. Emerging Industries
•Renewable Energy
•Power and Utilities
•Diversified Farming and Fishing
•Creative Industries

73. Grade K 1 2 3
Level
Outcomes
Development of
Key Stage
knowledge, skills, attitudes and
values; mastery & application of
basic skill

74. Grade 4 5 6
Level
Development & mastery
Outcomes
Key Stage
of complex knowledge &
skills; dev’t of attitude &
values

75. Grade 7 8 9 10
Level
Consolidation of
Outcomes
Key Stage
knowledge, strategies, and
skills; development of
attitudes, values, aptitudes &
interests

76. Grade 11 12
Level
Consolidation of complex
knowledge & skills; dev’t of
attitude & values as a result of a
Outcomes
Key Stage
strong liberal education.
Adequate preparation for the
world of work, entrepreneurship,
middle level skills dev’t & higher
education

77. COMMUNICATION & LITERACIES CRITICAL THINKING
& PROBLEM SOLVING CREATIVITY & INNOVATION
Grade K 1 2 3 4 5 6 7 8 9 10 11 12
Level
Curriculum
THE LEARNER
Program
EMPLOYMENT
Core
Learning ENTREPRENEURSHIP
Areas
MIDDLE LEVEL
Speciali- SKILLS
zation DEVELOPEMENT
Key Stage HIGHER EDUCATION
Outcomes
ETHICAL, MORAL, SPIRITUAL VALUES LIFE
& CAREER COMPETENCIES
DEVELOPMENT OF SELF & SENSE OF
COMMUNITY NATIONAL & GLOBAL
ORIENTEDNESS

78. Current
Curricular
Innovations
included in the
K-12 BEP

79. 1. Thematic Approach in
Kindergarten
• Domains: Values Education, Physical
Health and Motor Development, Social
and Emotional Development, Cognitive
Development, Creative Arts, Language and
Readiness for Reading and Writing &
Language, Literacy and Communication
• Themes: Myself, My Family, My School,
My Community & More things Around Us

80. 2. Mother tongue-Based
Multilingual Education
• Mother tongue taught as learning area
and used as language of instruction from
Kindergarten to Grade 3
• Bridging or transition to Filipino and
English as language of instruction
introduced in Grade 3

81. 3. Madrasah Curriculum: ALIVE
• Curriculum for Muslim learners
• ALIVE- Arabic language and
Islamic values education as
subjects to be taught in the
elementary and secondary
levels

82. 4. Strengthened Technical-
Vocational Education
• Competency-based curriculum
• Specialization of technical skills
in Grades 11 & 12
• Certification of competency
level will be given to students
in coordination with TESDA

83. HS Language Math Science Makabayan Filipino English and
Arts Other Foreign
Languages
Grade VI Language Math Science Makabayan Filipino English
Arts
Grade V Language Math Science Makabayan Filipino English
Arts
Grade IV Language Math Science Makabayan Filipino English
Arts (M.T.)
Math Science Makabayan Filipino English
Grade III Mother Tongue Language, Reading, Writing, Math Filipino English
Sibika, Science LSRW
Filipino
LSRW
Grade II Mother Tongue Language, Reading, Writing, Math Filipino Oral English
Sibika, Science LSRW
Grade I Mother Tongue Language, Reading, Writing, Math Oral Oral English
Sibika, Science Filipino
Kindergarten Mother Tongue all subjects

84. School Year Elementary Secondary
2011-2012 Kinder
2012-2013 Curriculum Curriculum, Enhancement
Enhancement Junior High School
Grade 1 Grade 7
2013-2014 Grade 2 Grade 8
2014-2015 Grade 3 Grade9
2015-2016 Grade 4 Grade10
2016-2017 Grade 5 Senior
HS/grade 11
2017-2018 Grade 6 Grade
HS/grade 12

85. K-12 The K-12 Program and the Need to Develop
BasicEducationProgram Philippine competitiveness
The K-12 program will respond to the
need of developing the country’s
competitiveness. The challenges of
ASEAN 2015, particularly the opening
up of the ASEAN economic
community by 2015, puts much
pressure to our county. Thus there’s a
need to ensure that our graduates in
Ester B. Ogena, Ph.D. basic education have skills and
President
Philippine Normal
competencies that will allow them to
University
be at par with the global standards.

86. K-12 The K-12 Program and the Need to Develop
BasicEducationProgram Philippine competitiveness
We need to prepare our youth so that they
will have an equal chance to be employed in
a more open single economic community.
ASEAN is expected, in the very near future,
to openly hire people within the region that
have the capacity to respond to job
challenges. Of course, we don’t want our
graduates to have a slim chance of being
hired by big companies even in our own
country. We also want them to have the
Ester B. Ogena, Ph.D.
President
ability to participate in knowledge and
Philippine Normal wealth creation both for themselves and the
University
Philippines.

90. 14. Tailoring co-curricular
activities and community
involvement program to
student and community needs
15. Assessment for and of
learning based on standards
16. Attitudes of teachers towards
K-12

91. If education could be
the only best option
to secure the future
of our youth, all of us
are here to support
this option.
92