Department of Teacher Education
Brgy. Binongtoan Alangalang, Leyte
Telephone: 525-0344 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
LESSON 3.2: K-12 BASIC EDUCATION, OUTCOMES-BASED
EDUCATION, ENHANCED TEACHER EDUCATION, AND POST-
PANDEMIC CURRICULAR REFORMS
Lesson Summary
Some of the recent and landmark changes in the Philippine educational system are
the K-12 Basic Education, Outcomes-Based Education, and the enhanced Teacher
Education. The historical underpinning and bases for such changes and the features of
curricular changes are also examined. Further, some curriculum-related modifications are
discussed due to the Covid 19 pandemic.
Learning Objectives
By the end of this lesson, you should be able to:
a) Explain the bases in crafting and the features of the K-12 curriculum.
b) Explain the features of Outcomes-Based Education and the enhanced teacher
education curriculum.
c) Describe the different teaching delivery modes in response to the Covid 19 pandemic
in basic and higher education.
Discussion
The K-12 Basic Education Curriculum
President Benigno Aquino III signed Republic Act 10533 or the Enhanced Basic
Education Act of 20113 on May 15, 2013, providing the K-12 Basic Education Curriculum's
legal basis. A landmark legislative measure that made the Philippine Educational system par
with the international standard of providing 12 year-basic education. The curriculum starts with
kindergarten, elementary, junior, and specialized senior high school, and graduates are
expected to be ready either for higher education, middle-level skills development,
employment, or entrepreneurship.
The 2004-2006 National Achievement Test for 4th-year students reported that only
15% of students have mastery in Mathematics, while 59.09% of high school students have
low mastery level. The much lower achievement was noted in Science, with only 3% of 4th-
year high school students' mastery.
Likewise, in the 2003 TIMMS (Trends in International Mathematics and Science), the
country ranked 23 out of 25 countries in Grade IV Science and math. In High School II Science,
the country ranked 43 out of 46 countries. As of 2008, the Philippine ranking remained among
the lowest among ten participating countries.
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Vision: A globally competitive university for science, technology, and environmental conservation.
FM-VSU-03
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and v0 05-04-2020
innovative technologies for sustainable communities and environment.
No._______________
Department of Teacher Education
Brgy. Binongtoan Alangalang, Leyte
Telephone: 525-0344 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
One of the reasons for low achievement is the observed congested basic education
curriculum that led to insufficiency in the mastery of competencies. Another reason is that the
country is the only remaining country in Asia with a 10-year basic education program. This
shortfall resulted in an adverse situation for our graduates who are not automatically
recognized as professionals, as required by the Bologna and Washington accords requiring
12 years of basic education.
The historical bases of reforms in the Philippine educational system can also be seen
from various educational system initiatives (Table 6).
Table 6. Recommendations on Philippine Basic Education Curriculum
Source: Bilbao et al. ( 2020)
Page 2 of 10
Vision: A globally competitive university for science, technology, and environmental conservation.
FM-VSU-03
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and v0 05-04-2020
innovative technologies for sustainable communities and environment.
No._______________
Department of Teacher Education
Brgy. Binongtoan Alangalang, Leyte
Telephone: 525-0344 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
Curricular Standards of the K-12 Curriculum
The following are the curricular standards used in crafting the new curriculum:
1. Learner-centered, inclusive, and development appropriate;
2. Relevant, responsive, and research-based;
3. Culture-sensitive
4. Contextualized and global;
5. Pedagogical approaches are constructivist, inquiry-based, reflective, collaborative, and
integrative;
6. Mother Tongue-Based Multilingual Education (MTB-MLE);
7. Spiral progression approach for mastery of knowledge and skills; and
8. Flexible enough to allow schools to localize, indigenize, and enhance based on the
educational and social context.
Outcomes-Based Education
Outcomes-Based Education is focused on attaining learning outcomes on what
students can do at the end of the learning experience. It starts with the desired results
expressed by the learning outcomes (knowledge, understanding, skills, and attitudes), then
organizing the curriculum (outcome), instruction (activity), and holistic assessment to
ensure that learning takes place. The concept has evolved from Spady, Caroll, and Bloom
(Spady, 1994 as cited in Sampa, 2019; Bilbao et al., 2020).
Fig 20. The 5Ps of the OBE Pyramid
Source: Spady (1994) in ASEEPaper_OBE_Accreditation_RG.pdf
OBE Paradigm.
What and whether students learn successfully is more important than when and how
they learn.
OBE Purposes.
To send all learners into the world graduation fully equipped (knowledge, competence,
and qualities) and empowered to succeed. To maximize the conditions of success (structure
and operation of schools) of success that enables this to happen.
Page 3 of 10
Vision: A globally competitive university for science, technology, and environmental conservation.
FM-VSU-03
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and v0 05-04-2020
innovative technologies for sustainable communities and environment.
No._______________
Department of Teacher Education
Brgy. Binongtoan Alangalang, Leyte
Telephone: 525-0344 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
OBE Philosophy/ Premises of OBE
All students can learn and succeed, but not at the same time or in the same way.
Successful learning promotes even more successful learning
Schools and teachers control the conditions that will determine the success of students
in learning
OBE Principles
Clarity of Focus. Emphasizes the outcomes –(knowledge, skills, and
Values) that must be achieved by the teaching-learning process.
Designing Backwards. Learning outcomes are clearly defined from the very start,
connecting planning, implementing/teaching, and assessing to assessment.
Higher Expectations. Establishing high expectations and challenging performance
standards encourages learning.
Expanded Opportunities. High expectations also require equal expanded opportunities
and support. According to multiple intelligences, if every child has a genius in him, he can
do the best, given the proper support.
Within the context of OBE are the following concepts: outcomes, which is the
culmination of learning (from academics and beyond); inputs (the various activities designed
to function and direct to the attainment of desired change); outputs (the direct responses to
the inputs that include all the works, products and performances of students); and impacts(
long-term sustained effects stretching beyond the outcomes.
Table 7. Measures of outcomes important in the success of OBE and Assessmen
Source: ASEEPaper_OBE_Accreditation_RG.pdf
Teaching and Learning in OBE
Teachers prepare students adequately, emphasizing the importance of prerequisite
knowledge elicited in various ways, like pretests, lesson summary, advance organizer,
review of the lesson, and the like.
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Vision: A globally competitive university for science, technology, and environmental conservation.
FM-VSU-03
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and v0 05-04-2020
innovative technologies for sustainable communities and environment.
No._______________
Department of Teacher Education
Brgy. Binongtoan Alangalang, Leyte
Telephone: 525-0344 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
Teachers help students understand what to learn, why they should learn, and how they
will know that they have learned.
Teachers use various methods relevant to the learning outcomes, appropriate to
student characteristics, and available resources in addition to the direct, time-tested
methods of teaching.
Teachers provide opportunities to use new knowledge or the application of learning.
Teachers help students to bring learning to a personal closure enhance awareness of
what is learned.
Table 8. Highlights of the shift in teaching and learning from the traditional to an OBE view
Source: Bilbao et al. (2020)
Questions addressed to teachers and Students
students in OBE Teachers
What do we want students to learn?
Why do we want students to learn these arn it?
things?
What will I be doing while I am learning?
How can we best help students to learn these
things How will I know that I am learning what I am
supposed to learn?
How will you know when the students have
learned? Will I have any say in what I learn?
How will I be assessed?
Page 5 of 10
Vision: A globally competitive university for science, technology, and environmental conservation.
FM-VSU-03
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and v0 05-04-2020
innovative technologies for sustainable communities and environment.
No._______________
Department of Teacher Education
Brgy. Binongtoan Alangalang, Leyte
Telephone: 525-0344 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
The Enhanced Teacher Education Curriculum
Competences of Quality Teachers according to the Teacher Education Program
Outcomes
Outcome 1. Demonstrated basic and higher levels of literacy for teaching and learning.
Outcome 2. Demonstrated deep and moral understanding of teaching and learning process
Outcome 3. Mastered and applied the subject matter content and pedagogical principles
appropriate for teaching and learning.
Outcome 4. Applied a wide range of teaching-related skills in curriculum development,
instructional material production, learning assessment, and teaching delivery.
Outcome 5. Articulated and applied a clear understanding of how educational processes
related to political, historical, social, and cultural contexts.
Outcome 6. Facilitated learning in various classroom settings, diverse learners coming from
different cultural backgrounds.
Outcome 7. Experienced direct field and clinical activities in the teaching milieu as an
observer, teaching assistant, or practice teacher
Outcome 8. Created and innovated alternative teaching approaches to improved student
learning.
Outcome 9. Practiced professional and ethical standards for teachers anchored on both
local and global perspectives.
Outcome 10. Pursued continuously lifelong learning for personal and professional growth
as teachers.
Domains with Clusters of Competencies
(Philippine Professional Standards for Teachers PPST)
Domain 1. Content Knowledge and Pedagogy
Domain 2. The Learning Environment
Domain 3. Diversity of Learners
Domain 4. Curriculum and Planning
Domain 5. Assessment and Reporting
Domain 6. Community Linkages and Professional Engagement
Domain 7. Competencies on Personal and Professional Growth
(Source: Dept Educ Order NO 42, s. 2017)
Competency Framework for Teachers in SouthEast Asia (CFT-SEA)
1.Knowing and understanding what to teach
2. Helping students to learn
Page 6 of 10
Vision: A globally competitive university for science, technology, and environmental conservation.
FM-VSU-03
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and v0 05-04-2020
innovative technologies for sustainable communities and environment.
No._______________
Department of Teacher Education
Brgy. Binongtoan Alangalang, Leyte
Telephone: 525-0344 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
3. Engaging the community
4. Becoming a better teacher
New Features of the Teacher Education Curricula
1. Use of Technologies for teaching and learning
(Technology for TL 1 & 2)
2. Assessment of learning outcomes (Assessment 1 & 2)
3. Experiential Learning courses (FS 1 & 2 and Teaching Internship)
4. Subjects on Good Manners and Right Conduct and Mother Tongue
5. Double degree programs (Bachelor of Physical Education and Bachelor of Technical
Vocational Education)
6. Bachelor of Culture and Arts Education to teach culture and arts
7. New degree programs – Bachelor of Early Childhood Education and Bachelor in Special
Education
8. Other original courses enhanced
Pedagogical Approaches
1. Face to Face (F2F) - a traditional delivery mode marked by the physical presence of both
teacher and students holding class in a designated place, as a whole group or small groups,
using group appropriate strategies
2. Distance Learning and Remote Learning – is done either online or printed module.
Distance learning occurs without a designated classroom, technology-based because it is
online, and students are connected. Classes are either synchronous or asynchronous.
Distance learning uses printed modules bound or in printed form, with detailed instructions to
independent learners.
3. Blended Learning or Flexible Learning – combines F2F and Distance Learning reflected
in the syllabi.
4. Experiential Learning (Life-long Learning) - enables learners to experience learning first
hand. Also called immersion, apprenticeship, or practicum.
Assessment
Assessment is aimed to determine the progress of learning (formative) and mastery
of learning (summative). Assessment 1 discusses the principles and tools, while Assessment
2 deals with authentic and technology-aided assessment. There is an alignment between the
desired learning outcomes, contents, teaching delivery, and assessment (Fig. 21).
Figure. 21. Constructive Alignment of
Desired Outcomes, Content and
Methods and Assessment
Source: Bilbao et al. (2020)
Page 7 of 10
Vision: A globally competitive university for science, technology, and environmental conservation.
FM-VSU-03
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and v0 05-04-2020
innovative technologies for sustainable communities and environment.
No._______________
Department of Teacher Education
Brgy. Binongtoan Alangalang, Leyte
Telephone: 525-0344 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
Curricular Modification in Response to the Pandemic
Department of Basic Education
Most Essential Learning Competencies (MELCS) refers to the 5,689 competencies
reduced from the 14,171 listed in the Basic Education Learning Continuity Plan. This reduction
is aimed to have more focused teaching on the most essential.
Various Curriculum Delivery Modes
1) Online learning
2) Alternative Delivery Mode (ADM)
a. Non-traditional educational program applying flexible learning, non-formal and
informal sources of knowledge and skills
b. Modified In-School and Off-School Approach (MISOSA)
c. Enhanced Instructional Management by Parents, Community, and Teachers for
primary education
3) Distance learning
a. Instruction through online, digital or radio, and television
"School-on-the-Air"
4) Homeschooling
a. Access to formal education in an out-of-school environment
5) Alternative learning system (ALS)
a. A parallel learning system serving as a practical option to formal instruction; uses
formal and informal sources of knowledge and skills
6) Basic Literacy Program
7) Continuing Education Program - Accreditation and Equivalency (A&E)
Commission on Higher Education
Curriculum Modifications
1) Ensuring the essential: mapping the needed and enduring outcomes in the recommended
and written curriculum
Needed outcomes are the prerequisite competencies
Enduring outcomes are necessary for a given topic and useful beyond the unit/topic
(applicable to real-life situations)
Page 8 of 10
Vision: A globally competitive university for science, technology, and environmental conservation.
FM-VSU-03
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and v0 05-04-2020
innovative technologies for sustainable communities and environment.
No._______________
Department of Teacher Education
Brgy. Binongtoan Alangalang, Leyte
Telephone: 525-0344 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
2) Rearranging college course offerings
Example:
Theories and concepts are delivered online in the first two years or the first part of the
semester
Laboratory/field/practicum is offered once face to face instruction is allowed
3) Offering elective or cognate courses related to pandemic
Example: Change Management; Disaster Risk Management; Flexible Learning, Resilient
Education, Alternative Assessment, Remote Teaching, Health, and Mental Wellness, etc
4) Modifying the taught curriculum
Example: correspondence teaching, module-based learning, project-based learning, TV
broadcast, etc.
5) Modifying the assessed curriculum
Example: limited requirements, focus on major essential projects, case scenarios, problem-
based activities, capstone projects
Curriculum Considerations
1) The context
Observance of the general health protocols
STAY AT HOME; KEEP DISTANCE;
WASH HANDS; WEAR FACE MASK/SHIELD
2) Learners and Teachers
There is an observed diversity of students and teachers; learning modality has to adjust to
the realities or appropriate changing or existing conditions.
3) Teaching Delivery During The Pandemic and Beyond
a) No internet connectivity
Use of self-learning modules or learning packets, distributed and picked up from
strategic distribution centers.
In places with no risk, not more than ten ( 10) students can have face-to-face
instruction but following health protocols
b) Limited Internet connectivity
Use of asynchronous learning where students work independently at their own
pace after online instruction. Access to online sources can vary depending on the
learner's schedule.
Provision of learning materials or packets, either printed or recorded tutorials.
Provision of Open Educational Resources (OERs)
Page 9 of 10
Vision: A globally competitive university for science, technology, and environmental conservation.
FM-VSU-03
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and v0 05-04-2020
innovative technologies for sustainable communities and environment.
No._______________
Department of Teacher Education
Brgy. Binongtoan Alangalang, Leyte
Telephone: 525-0344 local 1098
Email: alangalang@vsu.edu.ph
Website: www.vsu.edu.ph
c) Excellent Internet Connectivity
Synchronous learning or remote learning is one where real-time teaching take
place using Zoom, Messenger, Google Meet, or Google classroom
Provision of instructional guides (IGs) like a lesson plan, using lecture or
demonstration similar to whole-class instruction but with limited interaction at the
end of the session.
Synchronous learning can be followed by asynchronous learning.
Page 10 of 10
Vision: A globally competitive university for science, technology, and environmental conservation.
FM-VSU-03
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge and v0 05-04-2020
innovative technologies for sustainable communities and environment.
No._______________
