Republic Act 10533

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Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II

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Module Number 5
Module Title Curriculum Development Reforms and Enhancement

GEARING UP FOR THE FUTURE:


Curriculum Reforms

I. Description:

This module brings you to some curricular development reforms and enhancement. As the
Philippine education braces itself with the ASEAN and the rest of the world, there is a need to
embark on enhancement and reforms in the curriculum. As a curriculum knower, designer,
implementer, and evaluator, substantial knowledge of some of these reforms is necessary.

II. Learning Objectives:


1. Determine the K to 12;
2. Acquire a comprehensive understanding of the K to 12 Basic Enhanced Curriculum Reform; and
3. Display appreciation on the implementation of K to 12 Curriculum

III. Duration: 1 hour and 30 mins

IV. Learning Contents:

LESSON 1 The Enhanced Basic Education Act of 2013 (K to 12)

Republic Act 10533


- Otherwise known as the Enhanced Basic Education Act of 2013, is the latest educational reform in
the Philippine Education signed into law by President Benigno Aquino III last May 15, 2013.
- It is an act enhancing the Philippine Basic Education system by strengthening its curriculum and
increasing the number years for basic education appropriating funds therefore and for other
purposes.
- The Enhanced Basic Education Act of 2013 popularly known as K to 12 includes one (1) year of
kindergarten education, six (6) years of elementary education, six (6) years of secondary
education.
- This six-year secondary education includes four (4) years of junior high school and two (2) years of
senior high school.
- With K to 12, the existing 10 years of basic education is increased to 12 years with Kindergarten
education as a prerequisite to entry in Grade 1.

The bases of the K to 12 implementations:


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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 1
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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1. Mastery of basic competencies is insufficient due to congested curriculum

Comparative Achievement Levels in Comparative Achievement Levels


Achieveme Mathematics Achieveme in Science
nt nt
Level Level
SY SY SY SY
2004 % 2005 & 2004 % 2005 &
2005 2006 2005 2006
Mastery 168,371 16.41 149,9 15.21 Mastery 17,921 1.75 29,47 2.99
% 22 % % 9 %

New 321,305 31.31 253,3 25.71 New 246,207 23.99 196,3 19.89
Mastery % 96 % Mastery % 98 %

Low 536,439 52.28 582,4 59.09 Low 761,987 74.26 759,3 77.03
Mastery % 36 % Mastery % 37 %

TOTAL 1,026,1 100.00 986,7 100.01 TOTAL 1,026,1 100% 985,7 100%
15 % 54 % 15 54

2. The Philippines is the only remaining country in Asia with a 10 – year basic education Program.

- Graduates of Philippine schools are not automatically recognized as professionals outside


the country due to the lack of two years in basic education.
- Bologna Accord imposes twelve (12) years of education for university admission and
practice of profession in European countries.
- Washington Accord prescribes twelve (12) years basic education as an entry to recognition
of engineering professionals.
- With K to 12, Filipino professionals would have the same competitive edge with
professionals in other countries having gone through 12 years of basic education.

Employability of Filipino high school graduates

- As early as Grade 7 and Grade 8, the student is made to explore at least 8 subjects in the four (4)
areas of Technology and Livelihood Education (TLE) namely: Home economics, ICT, industrial Arts
and Agriculture and Fishery Arts.
- In Grade 10 and 12, the student is supposed to have obtained a National Certificate (NC) level 1
and 2 from TESDA. NCI and NCII make graduate employable.
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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 2
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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The K to 12 Curriculum:

a. The curriculum shall be learner- centered, inclusive and developmentally appropriate;


b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be culture- sensitive;
d. The curriculum shall be contextualized and global;
e. The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative;
f. The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual
Education (MTB-MLE)
g. The curriculum shall use the spiral progression approach to ensure mastery of knowledge and
skills after each level; and
h. The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and
enhance the same based on their respective educational and social contexts. The production and
development of locally produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division educational units.

Curriculum Tracks
- The student after undergoing Senior High School can choose among four tracks: Academic;
Technical-Vocational-Livelihood; and Sports track and Arts and Design track.
- The Academic track includes four strands: Business, Accountancy, Management (BAM/ABM));
Humanities and Social Sciences (HUMSS); Science, Technology, Engineering, Mathematics
(STEM); and General Academic Strand (GAS).

Core Curriculum

Nomenclature / DESCRIPTION
Learning Area GRADE 1 TO 6 GRADE 7 TO 10
Integrated Focused on the development of Ang Filipino ay naglalayong malinang
Language literacy and numeracy skills and ang (1) kakayahang komunikatibo at (2)
Arts learning of concepts first in the Mother kahusayan sa pag-unawa at
Mother Tongue Tongue from Grades 1-3 and later pagpapahalagang pampanitikan ng mga
Filipino transfer to second language (Filipino mag-aaral. Lilinangin ang makrong
English and English) The macro skills - kasanayan (pakikinig, pagsasalita,
listening, speaking, reading, writing pagbasa, pagsulat at panonood) sa
and viewing spiral across grade levels tulong ng iba’t ibang dulog at
and across languages. The ultimate pamamaraan tulad ng Komunikatibong
goal is communicative competence Pagtuturo ng Wika (KPW), Pagtuturong
both oral and written in three Batay sa Nilalaman (PBL) ng iba’t ibang
languages. akdang pampanitikan at Pagsasanib ng
Gramatika sa Tulong ng iba’t ibang
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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 3
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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Teksto (PGRT), at isinasaalang-alang


din ang pagsasanib ng mga
pagpapahalang pangkatauhan sa pag-
aaral at pagsusuri ng iba’t ibang akdang
pampanitikan.
SCIENCE Science education aims to develop This course deals with the basic
scientific literacy among students concepts in Biology, Chemistry,
that will prepare them to be Physics and Earth/Space Science.
informed and participative citizens Every quarter presents the different
who are able to make judgements science disciplines across grade
and decisions regarding levels in increasing complexity. The
applications of scientific course is focused on the
knowledge that may have social, development of awareness and
health, or environmental impacts. understanding of practical everyday
The science curriculum recognizes problems that affect the learners’
the place of science and lives and those around them.
technology in everyday human
affairs. It integrates science and
technology in the civic, personal,
social, economic, and the values
and ethical aspects of life. The
science curriculum promotes a
strong link between science and
technology, including indigenous
technology, keeping our country’s
cultural uniqueness and
peculiarities intact.
MATHEMATICS Elementary mathematics covers It includes key concepts and
basic concepts and ideas, skills principles of number sense,
and processes on numbers and measurement, algebra, geometry,
number sense-geometry, probability and statistics as applied,
measurement, patterns and using appropriate technology, in
algebra, probability and statistics critical thinking, problem solving,
as enlist, using appropriate reasoning, communicating, making
technology in critical thinking, connections, representations and
problem solving, reasoning, decisions in real life.
communicating, making
connections, representations and
decisions in real life.
ARALING Ito ay asignatura na nagtuturo ng Ang asignaturang ito ay naglalayong
PANLIPUNAN (AP) mga konsepto sa pananagutang tumalakay sa kasaysayan ng
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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 4
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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pansarili, pamilya, kapwa, Pilipinas gamit ang sipi ng mga


bansa/daigdig at Diyos; piling primaryang sanggunian mula
pananagutan para sa kabutihang sa iba’t ibang panahon at uri; at
panlahat upang mamuhay nang magpamalas ng malalim na pang-
may kaayusan, katiwasayan, unawa sa mga pangunahing
kaunlaran tungo sa kaligayahan ng kaisipan at mga napapanahong isyu
tao. sa pag-aaral ng kasaysayan,
pamahalaan, kultura at lipunan ng
mga rehiyong Asyano; kasaysayang
pandaigdig at napapanahong isyu;
at ang kaisipan at napapanahong
isyu sa ekonomiks at pambansang
pag-unlad.
EDUKASYONG Edukasyong Pantahanan at Technology and Livelihood
PANTAHAN AT Pangkabuhayan develops Education (TLE) provides an
PANGKABUHAYA knowledge, skills, values and enriched general education that will
N attitude in Agriculture, prepare our graduates for higher
(EPP)/TECHNOLO Entrepreneurship and Information education, world of work and
GY AND Communication Technology (ICT), lifelong learning. The integration of
LIVELIHOOD Home Economics and Industrial Entrepreneurship concepts such as
EDUCATION (TLE) Arts that can help improve self, Personal Entrepreneurial
family and community life Competencies (PECS), Environment
considering sustainable and Market (E & M), and Process
development. and Delivery prepares the students
for gainful employment and to set
up their own business in the areas
of Agri-Fishery Arts, Industrial Arts,
Home Economics, and Information
and Communication Technology.
MUSIC, ART, The Music Program focuses on the This learning area covers four (4) major
PHYSICAL learner as the recipient of the components namely: Music, Art,
EDUCATION AND knowledge, skills, and values Physical Education and Health.
HEALTH (MAPEH) necessary for artistic expression and
cultural literacy. The curriculum design • Music and Art deal with the study of
is student-centered, based on spiral man’s aesthetic expression through
progression, and grounded in sounds (music) and visuals (art)
performance-based learning. mirroring the sentiments and ideas of
society and culture, and contributing to
Thus, the learner is empowered, the development of individual and
through active involvement and collective identity. It is designed to be
participation, to effectively correlate student-centered, based on spiral

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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 5
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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music and art to the development of progression, and grounded in


his/her own cultural identity and performance-based learning focused on
expand his/her vision of the world. appreciation and application where
basic fundamentals are further
The Art Program provides our Filipino reinforced. The program design
learners with art experiences that empowers the learners to effectively
include recognizing, creating, correlate Music and Art to the study of
appreciating, and critiquing their own Philippine Culture, as influenced by
artistic works and the works of others. history, the culture of its neighbors, and
From Kindergarten, art instruction the effects of globalization and the
begins with creative exploration of art advancement of information technology.
materials, concepts and processes
found in the Philippines and other • Physical Education and Health
countries. It continues to develop the promote the development of active and
student’s imagination and individual healthy lifestyle. Physical Education
expression, and inquiry into the focuses on five strands namely: body
aesthetic qualities of his work, the management, movement skills, games
work of others, artists of the past and and sports, rhythm and dance and
present, from the Philippines and from physical fitness.
other parts of the world. It culminates
in seeing the connection of art to other Each strand is sequentially developed
areas of study and exposure to across grade levels including activities
various art-related activities and that are varied and age-appropriate to
careers. address the needs and interest of
learners.
The Physical Education Program is
anchored on the tenet “Move to Learn The Health program deals with physical,
and Learn to Move” with ultimate goal mental, emotional, social, moral and
of achieving life long fitness. It shall spiritual dimensions of health that
contribute to the development of enable learners to acquire essential
fitness, health and wellness among knowledge, attitudes and skills
school-age students as provided in the necessary to promote good nutrition,
program’s rich and challenging prevent and control diseases, substance
physical activity experiences. It shall use and abuse, and reduce health-
promote the development of a related risk behaviors and injuries with
participative and active body; learning the view to maintaining and improving
to use the body in moving efficiently personal, family, community, national
and effectively in a given space time, and global health.
effort and assurance of quality
movement. The desire for becoming a
physical educated person, thus aid an
individual in successfully selecting and
participating activities appropriate at

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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 6
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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various stages of life.

The Health Program from


Kindergarten to Grade 6 focuses on
the physical, mentalm emotional,
social, moral and spiritual dimensions
of health and enables the learners to
acquire essential knowledge,
attitudes, and skills necessary to
promote good nutrition, prevent and
control diseases and substance use
and abuse, reduce health-related risk
behaviors.to prevent and control
injuries with the end in view of
maintaining and improving personal,
family community, national and global
health.
EDUKASYON SA Ang Edukasyon sa Pagpapakatao Ang Edukasyon sa Pagpapakatao ay
PAGPAPAKAT AO (EsP) ay asignaturang bahagi ng K naglalayong malinang at mapaunlad
(EsP) to 12 na gagabay at huhubog sa ang kakayahan ng mga mag-aaral sa
mga kabataan. Ang tunguhin o moral na pagpapasya at paggawa
outcome ng EsP ay kabataang ng mga pasyang batay sa idinidikta
nagpapasya at kumikilos nang ng tamang konsensya.
mapanagutan tungo sa
kabutihang panlahat.
Nangangahulugan ito na lilinangin
at pauunlarin ang pagkataong
etikal ng bawat mag-aaral. Upang
maipamalas ito, kailangang
magtaglay siya ng limang
pangunahing kakayahan (macro
skills): pag-unawa, pagninilay,
pagsangguni, pagpapasya at
pagkilos.

The Senior High School Curriculum

TRACKS IN SENIOR HIGH SCHOOL

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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 7
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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ACADEMIC TRACK

The academic track has four strands namely:


1. Science, Technology, Engineering and Math (STEM);
2. Humanities and Social Sciences (HUMSS);
3. Accounting Business and Management (BAM/ABM); and
4. General Academic Strand (GAS).

TEC-VOC TRACK

The tec-voc track has four strands namely:


1. Home Economics (HE);
2. Information and Communication Technology (ICT);
3. Agri-Fishery Arts; and
4. Industrial Arts.

SPORT TRACK

- This track equips students with sports-related, fitness and


health knowledge. This track was designed for students who
would like to pursue their goals in the athletic and fitness industries.

ART & DESIGN TRACK

- This track provides students opportunities to express themselves in the performing arts and design
fields. This track may appeal to students who would like to pursue their more creative activities.

ACADEMIC TRACK – 4 STRANDS

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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 8
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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CORE

SUBJECTS

Oral Communication
LANGUAGE Reading and Writing
Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang
Pilipino
Pagbasa at Pagsusuri ng Iba’t Ibang Teskto Tungo sa Pananaliksik
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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 9
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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HUMANITIES 21st Century Literature from the Philippines and the World
Contemporary Philippine Arts from the Regions
COMMUNICATION Media & Information Literacy
MATHEMATICS General Mathematics
Statistics & Probability
SCIENCE Earth and Life Science Lecture and Laboratory
Physical Sciences Lecture and Laboratory
SOCIAL SCIENCE Personal Development / Pansariling Kaunlaran
Understanding Society & Culture
PHILOSOPHY Into to Philosophy of the Human Person / Pambungad sa Pilosopiya
ng Tao
PE and Health – Physical Education and Health

There are 7 Contextualized Subjects

ACADEMIC TRACK TECH – VOC, SPORTS, ARTS AND


DESIGN TRACKS
English for Academic and Professional English for the Profession
Purposes
Introduction to Research Methods – Research Skills 1
Quantitative
Introduction to Research Methods – Research Skills 2
Qualitative
Filipino Course Mga Diskurso sa Trabaho
ICT for Learners ICT applications
Entrepreneurship Entrepreneurship
Research Project Research Project / Culminating Activity

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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 10
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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Specialization Subjects, Academic Track, ABM


1. Applied Economics
2. Business Ethics and Social Responsibility
3. Fundamentals of Accountancy, Business and Management 1
4. Fundamentals of Accountancy, Business and Management 1
5. Business Math
6. Business Finance
7. Organization and Management
8. Principles of Marketing
9. Work Immersion/Research / Career Advocacy/Culminating

Specialization STEM

1. Pre-Calculus
2. Basic Calculus
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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 11
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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3. General Biology 1
4. General Biology 2
5. General Physics 1
6. General Physics 2
7. General Chemistry 1
8. General Chemistry 2
9. Work Immersion/Research/Career Advocacy/Culminating Activity

Specialization HUMSS

1. Creative Writing
2. Creative Non-Fiction: The Literacy Essay
3. World Religions and Belief Systems
4. Trends, Networks and Critical thinking in the 21st Century
5. Philippine Politics and Governance
6. Community Engagement, Social Participation and Citizenship
7. Disciplines and Ideas in the Social Sciences
8. Disciplines and Ideas in the Applied Sciences
9. Work Immersion/Research/Career Advocacy/Culminating Activity

Specialization General Academic Strand

1. Humanities 1
2. Humanities 2
3. Social Science 1
4. Applied Economics
5. Organization and Management
6. Disaster Readiness and Risk Reduction
7. Elective 1 (from any track/strand)
8. Elective 2 (from any track/strand)
9. Work Immersion/Research/Career Advocacy/Culminating Activity

Specialization – Sports

1. Safety and First aid


2. Human Movement
3. Fundamentals of Coaching
4. Sports Officiating and Activity Management
5. Fitness, Sports and Recreation Leadership
6. Psychosocial Aspects of Sports and Exercise
7. Fitness Testing and Exercise Programming
8. Practicum (in – campus)
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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 12
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
_________________________________
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9. Work Immersion/Research/Career Advocacy/Culminating Activity

Specialization Courses in the Academic Track

LIBERAL ARTS HUMSS BAM / ABM STEM


Literature 1 Literature 1: Applied Pre –
Fiction and Economics 1 Calculus
Drama
Humanities1 Literature 2 Applied Basic
Economics 2 Calculus
Social Science 1 Humanities 1: Accounting 1 General
Popular Art as Chemistry 1
Text
Economics 1 Humanities 2 Accounting 2 General
Chemistry 2
Organization and Education 1 / Business General
Management Foreign Math Physics 1
Language 1
Foreign Language Education 2 / Business General
1 Foreign Finance Physics 2
Language 2
Applied Science Social Science
Organization General
1 and Biology 1
Management
Pre - Calculus Social Science Principles of General
2 Marketing Biology 2
Work Immersion / Career Advocacy / Research / Culminating Activty

Specialized Courses for Arts and Design Tracks


Arts and Design Strands
Art Assessment and Guidance

a. Art Track 1 Introduction to Applied Arts and Design Production


b. Art Track 2 Introduction to Performing Arts
c. Art Track 3 Understanding Elements and Principles of the Different Arts
d. Art Track 4 Work Environment in Various Arts Fields
e. Art Track 5 Developing Filipino Identity in the Arts

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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 13
Educ 323F – Curriculum Development and Evaluation with Emphasis on TM II
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f. Art Track 6 Leadership and Management in Different Arts Fields


g. Art Track 7 and 8 Apprenticeship and Exploration of Different Arts Fields (Production and
Performing: Music, Dance and Theater)
h. Art Track 9 Apprenticeship and Exploration of Different Design Production (Media Arts, Visual Arts
and Literacy Arts)

Specialized Courses for Sports Track


Sports Track Subjects

a. Sport Track 1 Safety and First Aid


b. Sport Track 2 Understanding Human Movement
c. Sport Track 3 General Coaching Course
d. Sport Track 4 Sports Officiating
e. Sport Track 5 Fitness Leadership
f. Sport Track 6 Sports/Recreation/Fitness Management
g. Sport Track 7 Student-Athlete Enhancement and Formation
h. Sport Track 8 Fitness Testing and Exercise Prescription
i. Sport Track 9 Recreation Leadership

V. References:
[1] Bilbao, Purita P. Curriculum Development for Teachers. Metro Manila. Lorimar Publishing, Inc.
2015

VI. Learning Outputs. Evaluation.


DIRECTION: Explain your answer briefly. Write your answer in a yellow pad paper.

Are the existing realities enough justification for the implementation of K to 12? Why and Why not?
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DON HONORIO VENTURA STATE UNIVERSITY – COLLEGE OF EDUCATION│ANABELLE S. FLORES, PhD 14

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