KNOWLEDGE AND

THE CURRICULUM
FRANCISCO B. GUTIERREZ
CRISTAL LONGCOP
BEANNE JOLICAR R. SURBANO
CURRICULUM
• CONTENT of education, WHAT is taught;
• A matter of knowledge and skills to be passed on
to pupils,
• A body of knowledge which it is thought ought to be
transmitted to other,
• One of the means by which the overall aim is
translated into achievement .
KNOWLEDGE
• KNOWLEDGE IN GENERAL
PLATO made a clear distinction between knowledge and
belief and restricted knowledge to the apprehension of
certain non-sensible objects which he called “Forms” or
“Ideas”.
These objects stand outside the world of everyday things,
outside space and time, and can only be known only by a
kind of intuitive grasps which comes from a special kind of
quasi-mathematical training.
• PLATO believed that knowledge involved a special kind of certainty.
• Knowledge was a matter of grasping necessary truths about a non-
phenomenal world, necessary in the sense that it was impossible to be mistaken
about them.
• IN 17TH century, philosophers of rationalist tradition Descartes, Spinoza and
Leibnitz, regard knowledge as analogous to the grasping of mathematical
truths.
• The empiricist model of knowledge, associated with philosophers like Hume
and James Mill
takes science as a paradigm. Knowledge is not a matter of deduction from self-
evident principles, but comes as the result of observation and experiences in
empirical world.
•Mathematical knowledge, they maintained,
was not substantial or informative of the
actual world.
•Both the rationalist and the empiricist
accounts of knowledge seem to be one-
sided and so not wholly adequate.
•The proposition would be true even if
no triangles existed
•Truths of this kind are formal,
necessary, but empty
 EMPIRICAL GENERATION
•Theyare true only in so far as there is
evidence to support them.
•Thereis always the possibility that fresh
evidence may show them to be false.
EMPIRICAL PROPOSITIONS
•purport to give substantial information
about the world
•are never logically certain or necessarily
true
•propositions in mathematics and logic
when true are necessarily true
TWO (2) ATTEMPTS IN THE EIGHTEENTH
CENTURY
David Hume - a Scottish empiricist
•recognised that, apart from logic and
mathematics, there were no necessarily true
propositions, but he held that we nonetheless
project a kind of necessity into our account of the
world
Kant
•argued that in experiencing the world as
we do, we necessarily do so under
certain conditions
•holdsthat we can only experience the
world under certain forms and categories
THE DIFFERENCE BETWEEN HUME'S
VERSION AND KANT'S
•Hume sees this structuring of our experience
as a psychological necessity for us.
•Kant holds it to be a logical prerequisite of
our knowing or even experiencing at all.
CONCLUSION BASED ON HUME'S
VERSION AND KANT'S
•There is a kind of inevitability about much that
happens in our experience.
•It does not mean that all we know is
necessarily true.
•We do not have to adopt an extreme
rationalist view and exclude from
knowledge,all that is not necessarily true
KNOWING
- Necessarily truths

- Empirical truths
- has other possible areas of
knowledge
ANALYSIS IN THE MEANING OF THE WORD
'KNOWING'

•The word 'know' is a verb, so it might be

supposed that to know something, is to
perform some 'inner' mental action, that
knowing is a performance of some kind.
• is the case without making any specific performance
• is not the name of activity, as 'running' or 'reading' or
'writing' is
• it is better to think of it as what Rhyle calls an
'achievement' word
• In educational term, we would use the term with others
like 'learning', 'enquiring',
or studying.
SOME IMPORTANT QUESTIONS

•What conditions have to be satisfied

before anyone can properly be said
to be in this priviledged position?
 Requirements
•The first is that the proposition p must
be true, not necessarily true, in the sense
that to deny it would amount a self -
contradiction, but true as a matter of
fact.
•The next requirement is that the person
making the claim must be sure that p is so.
•The third condition is that the person making
the claim must be able to cite evidence and
evidence of the right kind to support his
claim.
These three (3) conditions, that p must be
true, that the claimant must be sure, and
moreover, have evidence to support his claim.
It is important to note that what is being
referred here is a claim, and that this claim is
defeasible.
 Two Points of PHILOSOPHICAL
INTEREST
• 1. Is
that, although 'knowing' doesn't itself
name an activity or performance, we
should need to apply behavioral criteria
to discover whether or not someone was in
the special position.
 . Is that the concept of knowledge
•2

is closely bound up with the

concept of truth. A justified claim is
to know entails the truth of the
proposition known.
'KNOWING THAT, KNOWING HOW'
AND BELIEVING'
•There is of course a wide area of
knowledge which consists in knowing how to
do something, to solve problems, to speak
French, to play the violin and so on. So,
obviously, the analysis given needs to be
extended.
•The 'knowing how' is the being in a
position to do whatever is required.
This superior position is analogous the
logically superior position of one who
can justifiably claim to know that
something is the case.
THE DISTINCTION BETWEEN 'KNOWING
THAT, AND KNOWING HOW'
•It is not paralleled in the associated
concept of believing.
•There are, nonetheless, certain
parallelisms and some significant
differences between knowing and
believing.
•As with 'knowing', 'believing', indicates that a
certain positions has been reached ; to
believe is to take up a certain stance in
respect to a proposition.
•Belief does not require that we should have
evidence for our stance, or even sure that
we should feel sure in a position.
•Both 'knowing and believing' refer to
positions reached.
•We discover when, or if, these
positions have been reached by
finding out what the claimant is
disposed to say or do.
Understanding entails knowledge, also
involves our being able to use this
knowledge.
It is a special sort of knowing, 'knowing
how to go on'. We understand when we
are able to give good reasons for making
the next appropriate move.
 KNOWLEDGE AND CURRICULUM
•It is the second line of enquiry, that of
justification.
•The educational curriculum is primarily a
matter of knowledge, knowing that, and
knowing how together with some beliefs and
attitudes.
 WHAT KNOWLEDGE, WHAT BELIEFS,
AND WHAT ATTITUDES?
•The normative sense of education requires that
what is taught should be worth learning,
capable of improving the person who learns.
•It is important to note that few teachers are in
doubt to what curriculum should include.
WHY SHOULD WE TEACH THESE SUBJECTS OR
THESE DISCIPLINES RATHER THAN ANY
OTHERS?
•Different answers to these questions, and they
really amount to different theories of the
curriculum.
•The assumptions are to the effect that certain
kinds of knowledge are necessary to realise the
educational aim presupposed by overall theory.
THE 'UTILITARIAN' CURRICULUM
•The'Utilitarian'may be understood in two
different although related ways;
•may be equated roughly with 'useful', so
that a utilitarian curriculum would be one
justified on the grounds, that the subjects
included in it were useful to the learner.
Herbert Spencer
•In 19th century, he thought that scientific
knowledge was at the bottom of all that one
needed to know in order to be a competent
worker, successful parent, responsible citizen
and wise user of leisure.
A CURRICULUM FOR RATIONALITY
• -outlined and designed to produce the sort of man who would be
able to apprehend the Forms of reality which lay behind the
shifting appearances of everyday world.
• PLATO’s curriculum involved certain initial empirical studies for the
young child, to acquaint him with the order which exists in the
phenomenal world, but the emphasis soon shifts to more formal
studies for young men
• P.H.Hirst’s account offered that men have adopted certain ways of
looking at their world, “certain forms of knowledge”
A HERITAGE CURRICULUM

•The point of education is to bring children into

what exists as a public tradition of shared
knowledge.
•Tradition, estate or culture comprises the
intellectual, aesthetic, moral and material
achievements of mankind in its long history.
WHAT IS K TO 12 PROGRAM?
THE K TO 12 PROGRAM
COVERS KINDERGARTEN AND 12 YEARS OF
BASIC EDUCATION (SIX YEARS OF PRIMARY
EDUCATION, FOUR YEARS OF JUNIOR HIGH
SCHOOL, AND TWO YEARS OF SENIOR HIGH
SCHOOL [SHS]) TO PROVIDE SUFFICIENT TIME
FOR MASTERY OF CONCEPTS AND SKILLS,
DEVELOP LIFELONG LEARNERS, AND PREPARE
GRADUATES FOR TERTIARY EDUCATION,
MIDDLE-LEVEL SKILLS DEVELOPMENT,
EMPLOYMENT, AND ENTREPRENEURSHIP.
STRENGTHENING EARLY CHILDHOOD
EDUCATION (UNIVERSAL
KINDERGARTEN)
EVERY FILIPINO CHILD NOW HAS ACCESS TO EARLY CHILDHOOD
EDUCATION THROUGH UNIVERSAL KINDERGARTEN. AT 5 YEARS
OLD, CHILDREN START SCHOOLING AND ARE GIVEN THE MEANS
TO SLOWLY ADJUST TO FORMAL EDUCATION.
RESEARCH SHOWS THAT CHILDREN WHO UNDERWENT
KINDERGARTEN HAVE BETTER COMPLETION RATES THAN THOSE
WHO DID NOT. CHILDREN WHO COMPLETE A STANDARDS-BASED
KINDERGARTEN PROGRAM ARE BETTER PREPARED, FOR PRIMARY
EDUCATION.
 MAKING THE CURRICULUM RELEVANT TO
LEARNERS (CONTEXTUALIZATION AND
ENHANCEMENT)
EXAMPLES, ACTIVITIES, SONGS, POEMS, STORIES, AND
ILLUSTRATIONS ARE BASED ON LOCAL CULTURE, HISTORY, AND
REALITY. THIS MAKES THE LESSONS RELEVANT TO THE LEARNERS AND
EASY TO UNDERSTAND.
STUDENTS ACQUIRE IN-DEPTH KNOWLEDGE, SKILLS, VALUES, AND
ATTITUDES THROUGH CONTINUITY AND CONSISTENCY ACROSS ALL
LEVELS AND SUBJECTS.
DISCUSSIONS ON ISSUES SUCH AS DISASTER RISK REDUCTION (DRR),
CLIMATE CHANGE ADAPTATION, AND INFORMATION &
COMMUNICATION TECHNOLOGY (ICT) ARE INCLUDED IN THE ENHANCED
CURRICULUM.
 BUILDING PROFICIENCY THROUGH
LANGUAGE (MOTHER TONGUE-
BASED MULTILINGUAL EDUCATION)
STUDENTS ARE ABLE TO LEARN BEST THROUGH THEIR FIRST LANGUAGE, THEIR MOTHER TONGUE (MT).
TWELVE (12) MT LANGUAGES HAVE BEEN INTRODUCED FOR SY 2012-2013: BAHASA SUG, BIKOL,
CEBUANO, CHABACANO, HILIGAYNON, ILOKO, KAPAMPANGAN, MAGUINDANAOAN, MERANAO,
PANGASINENSE, TAGALOG, AND WARAY. OTHER LOCAL LANGUAGES WILL BE ADDED IN SUCCEEDING
SCHOOL YEARS.
ASIDE FROM THE MOTHER TONGUE, ENGLISH AND FILIPINO ARE TAUGHT AS SUBJECTS STARTING
GRADE 1, WITH A FOCUS ON ORAL FLUENCY. FROM GRADES 4 TO 6, ENGLISH AND FILIPINO ARE
GRADUALLY INTRODUCED AS LANGUAGES OF INSTRUCTION. BOTH WILL BECOME PRIMARY
LANGUAGES OF INSTRUCTION IN JUNIOR HIGH SCHOOL (JHS) AND SENIOR HIGH SCHOOL (SHS).
AFTER GRADE 1, EVERY STUDENT CAN READ IN HIS OR HER MOTHER TONGUE. LEARNING IN MOTHER
TONGUE ALSO SERVES AS THE FOUNDATION FOR STUDENTS TO LEARN FILIPINO AND ENGLISH EASILY.
 ENSURING INTEGRATED AND SEAMLESS
LEARNING (SPIRAL PROGRESSION)
• Subjects are taught from the simplest concepts to more complicated
concepts through grade levels in spiral progression. As early as
elementary, students gain knowledge in areas such as Biology,
Geometry, Earth Science, Chemistry, and Algebra. This ensures a
mastery of knowledge and skills after each level.
• For example, currently in High School, Biology is taught in 2nd Year,
Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these
subjects are connected and integrated from Grades 7 to 10. This
same method is used in other Learning Areas like Math.
 GEARING UP FOR THE FUTURE (SENIOR HIGH
SCHOOL)
• Senior High School is two years of specialized upper secondary
education; students may choose a specialization based on aptitude,
interests, and school capacity. The choice of career track will define the
content of the subjects a student will take in Grades 11 and 12. SHS
subjects fall under either the Core Curriculum or specific Tracks.
• CORE CURRICULUM
• There are seven Learning Areas under the Core Curriculum. These are
Languages, Literature, Communication, Mathematics, Philosophy, Natural
Sciences, and Social Sciences. Current content from some General
Education subjects are embedded in the SHS curriculum.
• TRACKS
• Each student in Senior High School can choose among three tracks: Academic; Technical-
Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business,
Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and Science,
Technology, Engineering, Mathematics (STEM).
• Students undergo immersion, which may include earn-while-you-learn opportunities, to provide
them relevant exposure and actual experience in their chosen track.
• TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE
• After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National
Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a
student may obtain a National Certificate Level II (NC II), provided he/she passes the
competency-based assessment of the Technical Education and Skills Development Authority
(TESDA).
• NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and
Trade.
• MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL
• In SY 2012-2013, there are 33 public high schools, public technical-vocational
high schools, and higher education institutions (HEIs) that have implemented
Grade 11. This is a Research and Design (R&D) program to simulate different
aspects of Senior High School in preparation for full nationwide implementation
in SY 2016-2017. Modeling programs offered by these schools are based on
students’ interests, community needs, and their respective capacities.
• NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND
LIVELIHOOD READINESS, 21ST CENTURY SKILLS)
• After going through Kindergarten, the enhanced Elementary and Junior High
curriculum, and a specialized Senior High program, every K to 12 graduate will
be ready to go into different paths – may it be further education, employment,
or entrepreneurship.
•Every graduate will be equipped with:
•Information, media and technology skills,
•Learning and innovation skills,
•Effective communication skills, and
•Life and career skills.
CURRICULUM GUIDE
oELEMENTARY
• KINDERGARTEN
• The Kindergarten Curriculum Framework (KCF) draws
from the goals of the K to 12 Philippine Basic
Education Curriculum Framework and adopts the
general principles of the National Early Learning
Framework (NELF). Kindergarten learners need to
have a smooth transition to the content-based
curriculum of Grades 1 to 12.
SENIOR HIGH SCHOOL ( GRADES 11 – 12 )
• Senior High School is two years of specialized upper secondary
education; students may choose a specialization based on
aptitude, interests, and school capacity. The choice of career
track will define the content of the subjects a student will take in
Grades 11 and 12. Each student in Senior High School can
choose among three tracks: Academic; Technical-Vocational-
Livelihood; and Sports and Arts. The Academic track includes
three strands: Business, Accountancy, Management (BAM);
Humanities, Education, Social Sciences (HESS); and Science,
Technology, Engineering, Mathematics (STEM).
IMPLEMENTATION AND TRANSITION MANAGEMENT
• Program implementation in public schools is being
done in phases starting SY 2012–2013. Grade 1
entrants in SY 2012–2013 are the first batch to fully
undergo the program, and current 1st year Junior
High School students (or Grade 7) are the first to
undergo the enhanced secondary education program.
To facilitate the transition from the existing 10-year
basic education to 12 years, DepEd is also
implementing the SHS and SHS Modeling
PRIVATE SCHOOLS CRAFT THEIR TRANSITION PLANS
BASED ON: (1) CURRENT/PREVIOUS ENTRY AGES FOR
GRADE 1 AND FINAL YEAR OF KINDER, (2) DURATION OF
PROGRAM , AND MOST IMPORTANTLY, (3) CONTENT OF
CURRICULUM OFFERED.
ACHIEVEMENT AND PLANS
FREQUENTLY ASKED QUESTIONS

WHAT IS THE K TO 12 PROGRAM?

THE K TO 12 PROGRAM COVERS 13 YEARS OF
BASIC EDUCATION WITH THE FOLLOWING KEY
STAGES:
KINDERGARTEN TO GRADE 3
GRADES 4 TO 6
GRADES 7 TO 10 (JUNIOR HIGH SCHOOL)
GRADES 11 AND 12 (SENIOR HIGH SCHOOL)
Why are we now implementing 13 years of basic
education?
The Philippines is the last country in Asia and one
of only three countries worldwide with a 10-year
pre-university cycle (Angola and Djibouti are the
other two).
A 13-year program is found to be the best period for
learning under basic education. It is also the
recognized standard for students and professionals
globally.
WHAT HAS BEEN DONE TO GET READY FOR K TO
12? ARE WE REALLY READY FOR K TO 12?
•SY 2011-2012: Universal Kindergarten
implementation begins
•SY 2012-2013: Enhanced curriculum for Grades
1-7 implemented
•2013: K to 12 enacted into Law
•2014: Curriculum for Grades 11-12 finished
 HOW WILL THE CURRENT CURRICULUM BE AFFECTED BY
K TO 12? WHAT SUBJECTS WILL BE ADDED AND
REMOVED?
• The current curriculum has been enhanced for K to 12 and now
gives more focus to allow mastery of learning.
• For the new Senior High School grades (Grades 11 and 12), core
subjects such as Mathematics, Science and Language will be
strengthened. Specializations or tracks in students’ areas of
interest will also be offered.
• Changes to specific subjects are detailed in the K to 12 Curriculum
Guides, viewable and downloadable at bit.ly/kto12curriculum.
HOW WILL SCHOOLS IMPLEMENTING SPECIAL
CURRICULAR PROGRAMS SUCH AS SCIENCE HIGH
SCHOOLS, HIGH SCHOOLS FOR THE ARTS, AND
TECHNICAL VOCATIONAL SCHOOLS BE AFFECTED BY K
TO 12?
•Schools with special curricular programs will
implement enriched curriculums specific to their
program (e.g. science, arts) following the K to 12
standards.
HOW WILL MULTI-GRADE TEACHING BE AFFECTED BY K
TO 12?
•Multi-grade teaching will continue and will use
the K to 12 Curriculum.
HOW WILL SPECIFIC LEARNING GROUPS SUCH AS
INDIGENOUS PEOPLE, MUSLIM LEARNERS, AND PEOPLE
WITH SPECIAL NEEDS BE AFFECTED BY K TO 12?

•The K to 12 Curriculum was designed to

address diverse learner needs, and may be
adapted to fit specific learner groups.
UNDER K TO 12, WILL KINDERGARTEN BE A PRE-
REQUISITE FOR ENTERING GRADE 1?

•Yes. Republic Act No. 10157, or the

Kindergarten Education Act, institutionalizes
Kindergarten as part of the basic education
system and is a pre-requisite for admission to
Grade 1.
 WITH K TO 12, WILL THERE BE AN OVERLAP BETWEEN
THE DAY CARE PROGRAM OF LOCAL GOVERNMENT
UNITS (LGUS) AND DEPED KINDERGARTEN?
•No. Day Care Centers of LGUs take care of
children aged 4 or below, while the DepEd
Kindergarten program is intended for children
who are at least 5 years old by October 31st
of the present school year.
 WITH K TO 12, SHOULD SCHOOLS PREPARE
PERMANENT RECORDS FOR KINDERGARTEN
STUDENTS?
•Yes. While the assessment on readiness skills of
students in Kindergarten is not academically
driven, a good measure of the child’s ability to
cope with formal schooling is needed for future
learning interventions.
 WHO IS IN CHARGE OF KINDERGARTEN
TEACHER COMPENSATION?
•DepEd is the main agency that employs and pays
Kindergarten teachers in public schools. However,
there are LGUs that help in the Kindergarten
program and provide honoraria for additional
Kindergarten teachers in public schools.
 WHICH MOTHER TONGUE WILL BE USED AS THE
LANGUAGE OF INSTRUCTION IN MULTI-CULTURAL
AREAS?
•The principle of MTB-MLE is to use the language that
learners are most comfortable and familiar with;
therefore, the common language in the area or
lingua franca shall be used as the language of
instruction
 WILL MOTHER TONGUE BASED MULTI-LINGUAL
EDUCATION (MTB-MLE) INCLUDE OTHER
LANGUAGES IN THE FUTURE?
•Languages other than the 19 current mother tongues
(Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon,
Iloko, Kapampangan, Maguindanaoan, Meranao,
Pangasinense, Tagalog, Waray, Ybanag, Ivatan,
Sambal, Akianon, Kinaray-a, Yakan, and Surigaonon.)
WHAT IS SENIOR HIGH SCHOOL?

•Senior High School (SHS) covers the last two

years of the K to 12 program and includes
Grades 11 and 12. In SHS, students will go
through a core curriculum and subjects under
a track of their choice.
 WILL SHS MEAN TWO MORE YEARS OF HIGH
SCHOOL?
• Yes. These two additional years will equip learners
with skills that will better prepare them for the future,
whether it be:
• Employment
• Entrepreneurship
• Skills Development (Further Tech-Voc training)
• Higher Education (College)
 HOW WILL STUDENTS CHOOSE THEIR SENIOR
HIGH SCHOOL SPECIALIZATIONS?
•Students will undergo assessments to determine
their strengths and interests. These will include an
aptitude test, a career assessment exam, and an
occupational interest inventory for high schools.
Career advocacy activities will also be conducted
to help guide students in choosing their
specialization or track.
HOW WILL STUDENT SPECIALIZATIONS/TRACKS BE
DISTRIBUTED ACROSS SENIOR HIGH SCHOOLS?

•Specializations or tracks to be offered will be

distributed according to the resources available in
the area, the needs and interests of most students,
and the opportunities and demands of the
community.
WILL SHS ENSURE EMPLOYMENT FOR ME?
• SHS creates the following opportunities:
• Standard requirements will be applied to make sure graduates know enough to be
hirable.
• You will now be able to apply for TESDA Certificates of Competency (COCs) and
National Certificates (NCs) to provide you with better work opportunities.
• Partnerships with different companies will be offered for technical and vocational
courses.
• You can now get work experience while studying; and companies can even hire you
after you graduate.
• Entrepreneurship courses will now be included. Instead of being employed, you can
choose to start your own business after graduating, or choose to further your
education by going to college.
HOW WILL SHS AFFECT MY COLLEGE EDUCATION?
• SHS, as part of the K to 12 Basic Curriculum, was
developed in line with the curriculum of the Commission of
Higher Education (CHED) – the governing body for college
and university education in the Philippines.
• This ensures that by the time you graduate from Senior
High School, you will have the standard knowledge, skills,
and competencies needed to go to college.
 IS SHS REALLY NECESSARY? MUST I GO TO SHS?

•Yes, according to the law. Beginning SY 2016-2017,

you must go through Grades 11 and 12 to graduate
from High School.
IF I CHOOSE NOT TO GO TO SHS, WHAT HAPPENS
TO ME?
•You will be a grade 10 completer, but not a high
school graduate. Elementary graduates are those who
finish grade 6; high school graduates must have
finished grade 12.
WHAT WILL I LEARN IN SHS THAT THE CURRENT HIGH
SCHOOL CURRICULUM DOESN’T INCLUDE?
• Senior High School covers eight learning areas as part of its core
curriculum, and adds specific tracks (similar to college courses)
based on four disciplines:
• Academic (which includes Business, Science & Engineering,
Humanities & Social Science, and a General Academic strand)
• Technical-Vocational-Livelihood (with highly specialized subjects
with TESDA qualifications)
• Sports
• Arts & Design
WHERE WILL SENIOR HIGH SCHOOL BE
IMPLEMENTED? WILL MY SCHOOL OFFER SHS?
• Existing public and private schools, including colleges,
universities and technical institutions may offer Senior High
School.
• There may also be stand-alone Senior High Schools
established by DepEd or private organizations.
• Can a private school offer Senior High School before SY 2016-2017?
• Private schools may offer Grade 11 as early as SY 2015-2016 to interested
students. However, Senior High School before SY 2016-2017 is voluntary for
both private schools and students, and there will be no funding assistance
from the government to private Senior High School before SY 2016-2017.
• Will SHS modelling schools that implemented the SHS program in SY
2012-13 be allowed to implement the SHS Program?
• SHS modelling schools listed in DepEd Order No. 71, s. 2013 may implement
the SHS program, but they must go through the process of applying a
provisional SHS permit, and must meet the standards and requirements for
the SHS Program.
WHICH PRIVATE INSTITUTIONS ARE ALLOWED TO OFFER
SENIOR HIGH SCHOOL?
• All schools and organizations must first apply for a permit from DepEd.
Different institutions may also partner with each other and apply for
SHS as a group.
• Temporary permits will be issued by DepEd for those who meet the
requirements for the Senior High School Program.
• There are 334 private schools with SHS permits beginning in SY 2014 or
2015. Last March 31, 2015, provisional permits have been issued to
1,122 private schools that will offer Senior High School in 2016.
WHAT OTHER INFORMATION SHOULD APPLICANTS REMEMBER
IN APPLYING FOR A SHS PERMIT?
• All applications must only be submitted via email to
[email protected].
• Applications must contain the requirements detailed in DepEd Memo No.
4, series of 2014, viewable at https://bit.ly/AppGuidelinesforSHS. Only
applications with complete documentary requirements will be processed
by the SHS-NTF on a first come-first served basis. Submission of letters
of intent only will not be processed.
• The proposed SHS Curriculum consistent with the final SHS Curriculum
issued by DepEd must be submitted upon application.
 WHO RECEIVES, EVALUATES AND APPROVES THE
APPLICATIONS FOR PROVISIONAL SHS PERMITS? WHO ISSUES
THE PERMITS?
• The SHS-National Task Force (SHS-NTF) will receive applications from interested
parties, establish the process and criteria in evaluating selected applicants, and
evaluate the SHS applications of non-DepEd schools.
• Regional Offices will be deputized to conduct on-site validation for all
applicants. The on-site validation will focus on the provision of SHS requirements
for the proposed track/strand, and will certify that a school exhibits the
necessary SHS requirements to implement the program.
• The DepEd Secretary approves applications for the SHS Program and issues
provisional permits to applicants upon the recommendation of the
Undersecretary for Programs and Projects.
• The Regional Office releases the provisional permit to the applicant.
WILL THE ADDITIONAL TWO YEARS OF HIGH
SCHOOL MEAN ADDITIONAL EXPENSES?
• Not necessarily.
• Senior High School “completes” basic education by making sure that the high
school graduate is equipped for work, entrepreneurship, or higher education.
This is a step up from the 10-year cycle where high school graduates still need
further education (and expenses) to be ready for the world.
• SHS will be offered free in public schools and there will be a voucher
program in place for public junior high school completers as well as ESC
beneficiaries of private high schools should they choose to take SHS in private
institutions.
• This means that the burden of expenses for the additional two years need not
be completely shouldered by parents.
WHAT IS THE VOUCHER PROGRAM?
• This program enables Grade 10 completers from public and
private Junior High Schools (JHS) to enroll in a (1) private high
school, (2) private university or college, (3) state or local university
or college, or (4) technical-vocational school, which will offer the
Senior High School program starting School Year 2016-2017.
• Through the Voucher Program, students and their families are able
to exercise greater choice in deciding the Senior High School
program that is most relevant to their needs and career goals. A
certain amount will be subsidized by DepEd to private SHS to offset
the cost of tuition.
WHO WILL BENEFIT FROM THE VOUCHER PROGRAM? CAN
I APPLY?
• All JHS completers from public junior high schools are qualified to
receive the full voucher values.
• Private junior high school completers who are on Education Service
Contracting (ESC) grants will receive 80% of the full voucher value.
• JHS completers from private schools and non-DepEd schools can also
apply for vouchers worth 80% of the full voucher value.
• Students will be notified of their eligibility prior to completing Grade
10. No monetary value is given to the student directly instead the
subsidy is remitted to the Senior High School where he/she will enroll.
• The actual amount of the vouchers will depend on the location of the
SHS where the student will enroll.
• JHS completers who will enroll in a SHS located in the National
Capital Region (NCR) will receive a full voucher value of PhP 22,500.
• JHS completers who will enroll in a SHS located in Non-NCR Highly
Urbanized Cities (HUCs) will receive a full voucher value of PhP
20,000. These cities include Angeles, Bacolod, Baguio, Butuan,
Cagayan de Oro, Cebu City, Davao City, General Santos, Iligan, Iloilo
City, Lapu-lapu, Lucena, Mandaue, Olongapo, Puerto Princesa,
Tacloban, and Zamboanga City.
• JHS completers who will enroll in a SHS located in other cities and
municipalities will have a full voucher value of PhP 17,500.
• The voucher must be used in the school year immediately
following the year of JHS completion. A voucher recipient
may only be able to avail of the voucher subsidy for two (2)
successive years.
• Non-DepEd schools may charge tuitions that are higher than
the voucher subsidy amounts. Students and parents are
expected to cover the difference between the tuition fee
charged by the school and the voucher subsidy from
government.
 WHAT ARE THE ADVANTAGES OF THE VOUCHER
PROGRAM?
• For Students
The voucher program can provide high-quality education for all
types of students. Even those who normally do not have the
financial means will be able to choose from different schools.
They will not be limited to the schools that are provided by the
DepEd.
• For Private Schools
Private schools with SHS will be able to tap into an expanded
market — students from public junior high schools
BUT ARE WE REALLY SURE THAT IT WILL WORK IN
THE PHILIPPINE EDUCATION SYSTEM?
•In SY 2012-2013, DepEd tested the SHS program to
over 10,000 students in a total of 56 schools around
the Philippines. The results of this modelling program,
including best practices and learning experiences of
students, have influenced the creation of the current
SHS curriculum.
HOW CAN I HELP IMPROVE BASIC EDUCATION?
•Private partners can donate through the Adopt-A-
School program. A 150% tax incentive will be
provided for every contribution.
•Help spread awareness and information on the K to
12 Program.
HOW WILL SHS AFFECT ME? WILL I LOSE MY JOB?
• No high school teachers will be displaced
• The Department of Education (DepEd) is in constant coordination with
CHED and DOLE on the actual number of affected faculty from
private higher education institutions (HEIs). The worst-case scenario is
that 39,000 HEI faculty will lose their jobs over 5 years. This will only
happen if none of the HEIs will put up their own Senior High Schools,
which is since we are currently processing over 1,000 SHS
applications from private institutions.
• DepEd is also hiring more than 30,000 new teachers in 2016 alone.
The Department will prioritize affected faculty who will apply as
teachers or administrators in our SHS.
I AM A GRADUATE OF A
SCIENCE/MATH/ENGINEERING/COURSE. CAN I APPLY AS
AN SHS TEACHER?
•If you are willing to teach on a part-time basis, you will
not be required to take and pass the Licensure
Examination for Teachers (LET).
•If you want a permanent position, you will need to take
and pass the LET within five years after your date of
hiring to remain employed full-time.
I AM A HIRED TVI COURSE GRADUATE/HEI
FACULTY/PRACTITIONER. CAN I APPLY AS AN SHS
TEACHER?
• Graduates of technical-vocational courses must have the necessary
certification issued by TESDA and undergo training to be administered by
DepEd or HEIs.
• Faculty of colleges and universities must be full-time professors and be
holders of a relevant Bachelor’s degree.
• DepEd and private schools may also hire practitioners with expertise in the
specialized learning areas offered by the K to 12 Program as part-time
teachers.
• *Faculty of TVIs and HEIs will be given priority in hiring for the transition
period from September 2013 until SY 2021-2022.
I AM A PRACTITIONER. CAN I APPLY AS AN SHS TEACHER?

•You may teach as part-time teacher in Senior High

School under the track subjects. We encourage you
to consider this to share your valuable knowledge
and experience to our SHS learners.
HOW WILL K TO 12 AFFECT THE COLLEGE
CURRICULUM?
•The College General Education curriculum will have
fewer units. Subjects that have been taken up in Basic
Education will be removed from the College General
Education curriculum.
•Details of the new GE Curriculum may be found in CHED
Memorandum Order No. 20, series of 2013.