FINALS

XVI. Visits a daycare nearest your residence. Evaluate it based on

COGON DAYCARE CENTER

PUROK 2, COGON, BALINGASAG MISAMIS ORIENTAL
TEACHER: ROQUEANIE FLOR E. DADANG

a. Type of Program

Barangay Day Care Centers (Day Care Service Established Under Republic Act

A community gems that are located in local barangay. These centers are usually more affordable and
provide essential early childhood care. The focus here is on basic learning and play, making them a
solid choice for families seeking fundamental childcare and educational services.

b. Presence of the 5 components of ECCD

 Health and Nutrition: The Day care center ensure the physical well-being of children by
providing nutritious meals and snacks. At least 120 regular school days, the LGU must
provide different foods for every daycare centers for their feeding program five times a week.
Regular health check-ups and immunizations are also important to prevent illnesses and
promote healthy growth.

 Early Stimulation: The center emphasizes the importance of providing age-appropriate

activities that stimulate cognitive, social, emotional, and physical development. There are lot
of books and coloring materials in the center as well a place where learners can play.

 Protection and Safety: The centers has childproofing the premises, having trained staff
who can respond to emergencies, and implementing protocols to safeguard children from
harm. Also sometimes parents stays outside the center to assist the teacher in guiding their
learners.

 Early Education: While not formal schooling, in CDC they focuses on building
foundational skills such as language development, numeracy, problem-solving, and social
skills. Activities are designed to be engaging and developmentally appropriate.

 Family and Community Involvement: The Cogon Daycare Center foster a partnerships
with parents, involving them in their child's learning journey and providing support and
resources to families. Community involvement can also enhance the support network for
children's development.

c. Services provided

c. Services provided

1. Health Services
  Growth Monitoring and Promotion: Regular assessment of children's growth to
identify and address developmental issues.
 Immunization Programs: Vaccination against common and preventable diseases
such as measles, polio, and tuberculosis.
 Health Check-ups: Routine medical examinations to monitor and promote children's
health and well-being.
 Disease Prevention and Management: Programs to prevent and manage childhood
illnesses, including deworming and management of common infections.

2. Nutrition Services

 Supplemental Feeding Programs: Provision of nutritious meals or snacks to address

malnutrition and ensure adequate nourishment.
 Micronutrient Supplementation: Distribution of vitamins and minerals, such as
Vitamin A and iron, to prevent deficiencies.
 Breastfeeding Promotion: Encouraging and supporting breastfeeding practices to
ensure infants receive the best nutrition.
 Nutrition Education: Teaching parents and caregivers about proper nutrition,
balanced diets, and healthy eating habits for children.

3. Early Learning and Development Services

 Day Care Centers: Providing care and early education for children, usually aged 3-5
years, through structured activities and play.
 Kindergarten Education: Formal education for five-year-old children as part of the
K-12 education system, focusing on foundational skills in literacy, numeracy, and
social interaction.
 Home-Based Early Learning Programs: Activities and learning sessions conducted
in home settings, especially in areas without access to formal ECCD facilities.
 Educational Materials and Resources: Development and distribution of age-
appropriate learning materials to support early childhood education.

4. Parenting and Family Support Services

 Parenting Education Programs: Workshops, seminars, and home visits to educate

parents about child development, health, nutrition, and positive discipline.
 Parent Support Groups: Networks for parents and caregivers to share experiences,
advice, and support.
 Home Visitation Programs: Regular visits by trained professionals to provide
personalized guidance and support to families in their homes.

5. Social Protection Services

 Child Protection Services: Measures to safeguard children from abuse, neglect,

exploitation, and violence, including legal assistance and counseling.
 Financial Assistance Programs: Initiatives such as conditional cash transfers to
support low-income families in meeting their children's needs.
 Community-Based Childcare Services: Engaging the community in creating safe
and supportive environments for children through various activities and services.
6. Early Detection and Intervention Services

 Developmental Screening: Regular assessment to identify children with

developmental delays or disabilities.
 Early Intervention Programs: Services such as speech therapy, occupational
therapy, and special education to support children with developmental needs.
 Referral Systems: Linking families to appropriate health, education, and social
services for further assessment and intervention.

7. Capacity Building and Professional Development

 Training for ECCD Workers: Continuous professional development for caregivers,

teachers, and health workers involved in ECCD.
 Curriculum Development: Designing and updating curricula to ensure they are age-
appropriate and culturally relevant.
 Program Accreditation and Quality Assurance: Establishing and monitoring
standards for ECCD programs to ensure high-quality service delivery.

(Attached Picture for MOV)

XVII. Make a graphic organizer relating the 5 pillars of education with dimensions of learning.

LEARNING TO KNOW

To learn to know students need to develop learn-to-learn skills as:

➢learning to read with comprehension

➢listening

➢observing

➢asking questions

➢data gathering

➢note taking

➢accessing, processing and selecting information

LEARNING TO DO:
To summarize, learning to do involves putting knowledge and learning into practice
innovatively through
➢Skill development
➢Practical know-how
➢Development of competence
➢Life skills personal qualities
➢Aptitudes
➢Attitudes
LEARNING TO LIVE TOGETHER:

 development of social skills and values

 involves developing, broadening, or changing perceptions of an attitude
 develop life and career skills as social and cross-cultural skill
 develop self-awareness and self-esteem

LEARNING TO BE:

 Towards a scientific humanism

 Creativity
 social commitmen
 respects the many-sidedness of personality

LEARNING TO TRANSFORM ONESELF AND SOCIETY

 Learning to transform oneself and society

 acquire new values as a result of learning
 equipped with tools and mindsets for creating lasting change in organizations

XVIII. In outline form present the K-12 Basic education Reform program.

I. Introduction to K-12 Basic Education Reform Program

 Objective: Enhance the quality of basic education and make it globally competitive
by adding two more years to the basic education cycle.
 Implementation Start: School Year 2012-2013.
 Long-term Vision: The K-12 Basic Education Reform Program aims to produce
holistically developed individuals who are ready for employment, entrepreneurship,
middle-level skills development, and higher education.


II. Structure of the K-12 Program

 1. Kindergarten
o Mandatory: One year of kindergarten education.
o Focus: Development of foundational skills in reading, writing, arithmetic, and
social skills.
2. Elementary Education
o Duration: Six years (Grades 1-6).
o Curriculum:
 Language Arts (Mother Tongue, Filipino, English)
 Mathematics
 Science (introduced in Grade 3)
 Araling Panlipunan (Social Studies)
 Music, Arts, PE, and Health (MAPEH)
 Edukasyon sa Pagpapakatao (Values Education)
 Technology and Livelihood Education (TLE)
3. Junior High School
o Duration: Four years (Grades 7-10).
o Curriculum:
 Core subjects similar to elementary education.
 Expanded curriculum including advanced Mathematics, Science,
Filipino, English, Social Studies.
 TLE with exploratory courses on technical-vocational education.
4. Senior High School
o Duration: Two years (Grades 11-12).
o Curriculum Tracks:

 Academic Track:
 Strands: General Academic Strand (GAS), Science,
Technology, Engineering, and Mathematics (STEM),
Accountancy, Business, and Management (ABM), Humanities
and Social Sciences (HUMSS).
 Technical-Vocational-Livelihood (TVL) Track:
 Specializations: Agri-Fishery Arts, Home Economics,
Industrial Arts, Information and Communication Technology.
 Sports Track
 Arts and Design Track
o Work Immersion: On-the-job training to prepare students for employment or
entrepreneurship.

III. Key Features of the K-12 Program

 Mother Tongue-Based Multilingual Education (MTB-MLE):

o Use of local languages: Instruction in the mother tongue from Kindergarten to
Grade 3.
o Transition to Filipino and English: Gradual transition to bilingual
instruction.
 Holistic Development:
o 21st-century skills: Emphasis on critical thinking, problem-solving, and
lifelong learning skills.
o Values education: Integration of values education across subjects.
 Global Competitiveness:
 o Alignment with international standards: Ensures that the curriculum meets
global educational standards.
 Assessment and Evaluation:
o National Achievement Test (NAT): Standardized testing at critical stages to
assess proficiency.
o Continuous Assessment: Regular formative assessments to monitor student
progress.

IV. Benefits of the K-12 Program

 Enhanced employability: Graduates are better prepared for employment with a high
school diploma that includes technical-vocational education.
 College readiness: Students are more prepared for higher education.
 Entrepreneurial skills: Encourages entrepreneurial skills and opportunities.

V. Challenges and Implementation Issues

 Resource Allocation: Ensuring sufficient funding, facilities, and teaching staff.

 Teacher Training: Continuous professional development for teachers to effectively
deliver the K-12 curriculum.
 Public Awareness: Educating parents and communities about the benefits and
structure of the K-12 program.

VI. Conclusion

 Long-term Vision: The K-12 Basic Education Reform Program aims to produce
holistically developed individuals who are ready for employment, entrepreneurship,
middle-level skills development, and higher education.

XIX. Make a timeline of the eras in Philippines Educational System indicating the highlight of each
era.

Pre-Colonial Era (Before 1521)

 Informal Education: Education was non-formal, with learning taking place within
the family and community. Skills and knowledge were passed down orally and
through practical experience.

Spanish Colonial Era (1521-1898)

 Religious Education: The Spanish introduced formal education through religious

orders. Schools were established mainly to propagate Christianity. Primary education
was focused on reading, writing, arithmetic, and religious instruction.
  First Schools: The oldest university in Asia, the University of Santo Tomas, was
founded in 1611.

American Colonial Era (1898-1946)

 Public School System: The Americans established a widespread public school system
and made English the medium of instruction.
 Educational Acts: The Education Act of 1901, which laid the foundation for a
centralized public school system.
 Higher Education: Establishment of institutions like the University of the
Philippines in 1908.

Japanese Occupation (1941-1945)

 Curriculum Changes: The Japanese revised the curriculum to promote Filipino

culture and the Japanese language.
 Focus on Vocational Training: Emphasis was placed on vocational and agricultural
education.

Post-War Era (1946-1972)

 Reconstruction and Expansion: Efforts were made to rebuild and expand the
educational system. Focus on teacher training and curriculum development.
 Magna Carta for Public School Teachers: Enacted in 1966, improving the rights
and welfare of teachers.

Martial Law Period (1972-1986)

 Education Reforms: The 1973 Philippine Constitution and the 1972 Education
Decree aimed at reforming the educational system to align with national development
goals.
 Bilingual Education Policy: Introduced in 1974, implementing both Filipino and
English as mediums of instruction.

Post-EDSA Revolution (1986-Present)

 New Constitution: The 1987 Constitution guarantees the right to education and
mandates free public education at the elementary and high school levels.
 RA 9155 (Governance of Basic Education Act of 2001): Decentralized the
educational system, giving more autonomy to local governments.
 K-12 Educational Reform (2012): Major overhaul of the basic education curriculum,
adding two years to the previous 10-year basic education cycle, making it a 12-year
cycle.

Recent Developments (2016-Present)

 Enhanced Quality Assurance: Implementation of quality assurance frameworks to

improve educational standards.
  Free Tertiary Education: The Universal Access to Quality Tertiary Education Act of
2017, providing free tuition in state universities and colleges.

Each era brought significant changes to the Philippine educational system, reflecting the
political, cultural, and economic shifts in the country.

4o

XX-A. Research in the Education agenda of former President Rodrigo Roa Duterte. (DONE SAVE ON
PHONE)

XX-B. Research in the Education agenda of President Ferdinand "Bongbong" Romualdez Marcos Jr.

XX-C. Research in the Education agenda of Department of Education Secretary Sara Z. Duterte.

In determination to provide every Filipino learner, even in far-flung areas, the quality of basic
education they deserve, the Department of Education (DepEd) spearheaded by, Vice President and
Secretary of the Department of Education (DepEd) Sara Z. Duterte is determined to provide every
Filipino learner, even in far-flung areas, the quality of basic education they deserve.

Laying down her plans for the basic education sector, last January 25, 2024, Vice President
and DepEd Sarah Z. Duterte deliver her second Basic Education Report (BER) in Pasay City. To
strengthen the basic education of our country, Duterte unveiled the MATATAG Agenda which aims to
address challenges and issues in basic education.

MATATAG stands for:

 MAke the curriculum relevant to produce competent and job-

ready, active, and responsible citizens;
 TAke steps to accelerate delivery of basic education facilities
and services;
 TAke good care of learners by promoting learner well-being,
inclusive education, and a positive learning environment; and
 Give support to teachers to teach better.

She also cited revisions in the new basic education curriculum which include the reduction in the
number of competencies, and more focus on development of foundational skills such as literacy,
numeracy, and socio-emotional skills to kindergarten to Grade 3 learners. Furthermore, she also
cited the intensified formation of learners' values and character development in adherence to the
Good Manners and Right Conduct (GMRC) and Values Education Act as well as the articulation to
21st Century Skills. Among the features of the MATATAG Curriculum are the peace
competencies highlighting the promotion of non-violent actions, and development of
conflict resolution skills. DepEd sees a clear direction towards the new
curriculum and will likewise aim to launch the MATATAG Portal, a one-stop-
shop platform for teachers, learners, and partners to access learning
materials and education information.

LEARNING FROM DISAPPOINTMENTS TO DISCOVERY

Sometimes things don’t always go according to plan, but I always instill in my mind the
desire to sail again for another comeback next year towards the coveted goal. Participating in
a cultural dance competition and facing a loss was a profound learning experience that shaped
my understanding of resilience, teamwork, and cultural appreciation. The initial
disappointment was palpable; it felt like our efforts had fallen short. However, reflecting on
the journey, I began to see the true value of the experience. It taught me the significance of
humility and the importance of perseverance. Success is not solely defined by winning but by
the dedication and heart invested in the process.

Personally, the process of participating in the cultural dance was really a challenge for me as
a department officer and the head of the props committee. Given that the event was held at
the near end of the semester, most of the students were already occupied with their tons of
activities. Managing a team requires clear communication and a shared vision. I learned to
delegate tasks effectively, ensuring that each team member's strengths were utilized. This
fostered a sense of ownership and camaraderie within the group. Regular updates in o

Another challenge for me is the budget constraints for our backdrops. The lack of budget
forced us to rethink our approach to sourcing and creating props. I sought donations of
materials and money from some people in our department, and we also tap into other LGUs
for additional resources and support. This shift sparked a wave of creativity within the team.
We explored unconventional materials and repurposed everyday objects to craft props that
were both aesthetically pleasing and culturally appropriate. This process not only saved
money but also fostered a sense of innovation and teamwork as we brainstormed and
executed these ideas together. Indeed, my role really demanded creativity, meticulous
planning, and effective teamwork, all of which I embraced wholeheartedly.

In reflection, not winning the competition was a valuable experience. Despite having a heavy
feeling of disappointment, I began to see the broader picture and the invaluable lessons this
experience had imparted. Winning is not the sole indicator of success. The ability to learn and
grow from every experience, regardless of the outcome, is a crucial aspect of personal and
artistic development. This experience has inspired me to continue embracing challenges with
an open heart and a positive mindset, knowing that every setback is a step towards greater
understanding and success.