Tuesday, July 24, 2012

K+12 did not change old teaching system


Written By: editors on June 24, 2012 No Comment
By DELIA BAGNI
www.nordis.net

BAGUIO CITY — According to Pines City National Highs School Principal Rachel M. Bugtong, the K+12 curriculum only shortened the time for each subject and did not really change the old teaching system.
While government sees the program K+12 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 skill of students, the principal says otherwise.
“Kung saan tayo kinulang doon pa tayo nabawasan,” (there was reduction to where we are lacking) says Bugtong.
            Originally, five hours is spent for English and Math subjects in a week and six hours for Science. With the k+12 system, it is reduced to four hours per week, five hours for Science.
Bugtong said that the part where the country’s students still lack skill is also the same which the Department of Education (DepEd) reduced the time allotment. She said that longer period should be provided to these subjects to enhance the students’ knowledge and skills.
           According to the report of the Universal Access to Competitiveness and Trade, there is a low percentage of college graduates who are applying for local as well as multinational Business Processing Outsourcing (BPO) companies passed the interviews and screenings. The reason cited for this is the inadequacy of English proficiency and other required skills of the graduates.
                In the academic year 2004-2005, elementary pupils got a failing average of 59 percent in English, while high school students got 51 percent. The passing mark was 75 percent based in the National Achievement Test.
                  The students who failed were obliged to take summer classes for them to be able to advance to the next year. However, PCNHS still implements the regular time of the three subjects with the permission of the DepEd, as long as the time required is met by the teachers.
                   Bugtong emphasized that the more vacant time for students means the more chance of learning nothing.
                   Government claims that the adoption of the K+12 program aligning it with the education system of other countries will raise the competetiveness of the country’s graduates. DepEd said last year that the Philippines is the only remaining country in Asia that implements the ten year basic education.
According to the Alliance of Concerened Teachers (ACT), the students can hardly gain skills when in reality, Philippine schools are faced with the lack of classrooms resulting to overcrowding, shortage of books and other instructional materials.
                       ACT Teachers Partylist in an earlier statement said that due to the failure of the administration of President Benigno Aquino III to provide adequate funding for education, the existing shortages in the basic education system will be aggravated by the unmet requirements of K+12, particularly its Kindergarten component.

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Friday, July 20, 2012

DOH confirms mild EV-71 infection in a one-year old boy

July 20, 2012 press release from the Department of Health



The public is urged to remain vigilant as Secretary of Health Enrique Ona today confirmed Enterovirus-71 (EV-71) infection in one of several suspected hand, foot and mouth disease (HFMD) cases reported to the Department of Health (DOH).
Secretary Ona announced the results done on eight suspected HFMD patients reported to the DOH from July 10 to 14. Screening and confirmatory tests were done at the Research Institute of Tropical Medicine on throat, stool or vesicular fluid collected from these cases.
There was one female among the suspected HFMD cases. Age ranged from one year to 29 years. Six came from Region IV-A (CALABARZON) and two were from Davao.
These patients had mild disease and had skin lesions in the hand, feet and, mouth. Five were admitted in the hospital while the rest were sent home. Four of those who were admitted already went home after a brief stay in the wards.
Of the eight suspected HFMD, six tested positive for the screening test. After the confirmatory test, all but one was negative for EV-71. These will be further tested for Coxsackie A16, which is also associated with HFMD.
Sec. Ona confirmed that a one-year and seven-month old boy from Davao City tested positive for the EV-71. The boy developed fever and rashes on his hands, soles of feet mouth, and buttocks last July 6. The boy had no history of travel outside the country. A consultation was sought at a local health facility. He was sent home and has since recovered very well. No other cases were reported in their household nor in the community.
Meanwhile, physicians representing hospitals in Metro Manila and Medical Societies met today at the DOH National Epidemiology Center for an orientation on the Guidelines in the Surveillance and Clinical Case Management of HFMD.
“Prevention relies on individual personal hygiene and hand washing; shared toys or teaching tools in daycare should be cleaned, washed and disinfected as they easily become contaminated, ” Secretary Ona said.


The K to 12 Program

I. The 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.


The adoption of the program is in response to the need to improve the competitiveness of our country’s graduates as the ten-year basic education cycle is seen as inadequate for work and higher education. In fact, overseas Filipino workers are not automatically recognized as professionals[1] in other countries that view the ten-year education program as insufficient. The Philippines is the only country in Asia and is one of only three countries[2] in the world with a ten-year basic education cycle. 
A.   Salient Features
1. Universal Kindergarten Education. Kindergarten has now been integrated into the basic education system to ensure that all grade 1 students are ready for academic learning.[3] Universal kindergarten started in SY 2011–2012 with a budget of P2.3 billion and was made mandatory starting SY 2012–2013 through the signing of Republic Act No. 10157 entitled “An Act Institutionalizing the Kindergarten Education into the Basic Education System and Appropriating Funds Therefor” on January 20, 2012.[4]
In SY 2012–2013, an estimated 2.3 million five-year-old children will enter kindergarten, of which 1.7 million (74 percent) will be served by public schools.[5]
2. Mother Tongue-Based Multilingual Education. The mother tongue will be the medium of instruction from kindergarten to grade 3. This includes the following: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano. Medium of instruction will be English and Filipino starting grade 4.[6]
3. Core Academic Areas.[7] The core academic areas include Math; Filipino; English; Araling Panlipunan; Edukasyon sa Pagpapakatao; and Music, Arts, Physical Education, and Health (MAPEH). These are based on the College Readiness Standards of the Commission on Higher Education and are equivalent to the courses offered under the General Education Curriculum of Higher Education Institutions.
Science will be taught in grade 3, but its concepts will be integrated in other subjects like Health (under MAPEH), Math, and Languages in grades 1 and 2. Edukasyong Pangtahanan at Pangkabuhayan will be taught starting in grade 4. Technology and Livelihood Education and technical–vocational specializations, consistent with the Technical Education and Skills Development Authority training regulations, will start in grade 7.
4. Specializations. The additional two years (grades 11 and 12) or SHS will allow students to choose among academic, technical–vocational, or sports and arts tracks depending on their interest, the community needs, and the results of their skills assessment. The SHS will allow mastery of core competencies for lifelong learning and preparedness for work, higher education, middle-level skills development, or entrepreneurship.[8]
B.   Implementation and Transition Management
Program implementation will be in phases starting this June for SY 2012–2013. Grade 1 entrants in SY 2012–2013 will be the first batch to fully undergo the program, and incoming first-year high school students (or grade 7) in SY 2012–2013 will be the first to undergo the junior high school curriculum.[9] To prepare teachers for the new curriculum, a nationwide summer training program for about 140,000 grades 1 and 7 public school teachers will be held in May. The Department of Education (DepEd) is also working with various private school associations to cover teachers in private schools.[10] To facilitate the transition from the existing ten-year basic education to 12 years, the DepEd will also implement the SHS Readiness Assessment[11] and K to 12 Modeling.[12]

C.   Social Benefits of the Program[13]
The perceived benefits of the program include: i) placing the Philippine education system at par with international standards, following the Washington Accord and the Bologna Accord; and ii) contributing to the development of a better educated society capable of pursuing productive employment, entrepreneurship, or higher education disciplines.
D.   Ensuring Sustainability of the Program[14]
Enhancing the basic education curriculum and increasing the number of years for basic education was adopted as a Common Legislative Agenda during the February 28, 2011 Legislative–Executive Development Advisory Council (LEDAC) meeting. The administration-supported bills that aim to increase the number of years for basic education are Senate Bill 2713 (Recto), House Bill (HB) 4219 (Belmonte), and HB 4199 (Escudero). These bills are pending at the Committee Level.
E. Curriculum
Click on the following links to access the curriculum guides (PDF files):
Kindergarten
Science: Grades 3 to 1o
Physical Education: Grades 1 to 10
Music and Arts: Grades 1 to 10
Araling Panlipunan: Grades 1 to 7
Edukasyon sa Pagpapakatao: Unang  Baitang at Ika-10 Baitang
Health: Grades 1 to 10
Mathematics: Grades 1 to 10

II. Government Interventions to Address Basic Education Input Gaps.[15]

The DepEd budget was increased by 15 percent from P207 billion in 2011 to P238.8 billion in 2012, which is being utilized to address the basic education input gaps, among others.
A.   Classrooms
As of January 27, 2012, the following are the government’s accomplishments on classroom construction:
2010 GAA
2011 GAA
Target
Classroom construction
Percentage
Target
Classroom construction
Percentage
2,472
2,383
(2,218 complete; 165 ongoing)
96.40
8,133
7,089
(4,447 complete; 2,642 ongoing)
87.16
B.   Teachers
As of February 29, 2012, 94.86 percent of the 10,000 CY 2011 new teaching positions[16] approved by the Department of Budget and Management has been filled. To fast-track the construction of classrooms, the Public-Private Partnership for School Infrastructure Project will be implemented from July 2012 to July 2013 with a project cost of P9.8 billion. A total of 9,332 classrooms will be constructed in 2,262 elementary and secondary schools in three pre-identified regions (I, III, and IV-A) with the highest classroom shortages. 
C.   Toilets
Between 2010 and 2011, 978 of the targeted 1,396 toilets have been repaired.
D.   Textbooks
With the CY 2010 and 2011 procurement, the DepEd will be able to achieve a 1:1 student to textbook ratio in SY 2012–2013. By SY 2012–2013, the DepEd will have a zero backlog on textbooks.
E.   Seats
Between 2010 and 2011, 1,301,506 of the targeted 1,461,963 school seats have been procured.

III.  Frequently Asked Questions on the following:

A. K to 12 Concerns
When will the K to 12 program be implemented?
  • Universal kindergarten started in SY 2011–2012.
  • The new curriculum for grade 1 and grade 7 (high school year 1) will be implemented in SY 2012–2013 and will progress in the succeeding school years.
  • Grade 11 (HS year 5) will be introduced in SY 2016–2017 and grade 12 (HS year 6) in SY 2017–2018.
  • The first batch of students to go through K to 12 will graduate in March 2018.
Where will the additional two years be added?
  • The two years will be added after the four-year high school program. This will be called senior high school.
Why are we implementing 12 years of basic education and not 11 years?
  • A 12-year program is found to be the adequate period for learning under basic education and is a requirement for recognition of professionals abroad (i.e., the Bologna and Washington Accords).
  • Other countries like Singapore have 11 years of compulsory education, but have 12 to 14 years of preuniversity education depending on the track.
Will this address the dropout problem?
  • The decongested curriculum will allow mastery of competencies and enable students to better cope with the lessons. This should partly address those who drop out because they cannot cope with schoolwork.
  • The curriculum will be learner-centered, enriched, and responsive to local needs. It will also allow students to choose electives/specializations that suit their interest. This should partly address those who drop out because of lack of personal interest in the curriculum offered.
  • DepEd will also continue to offer programs such as home schooling for elementary students and the dropout reduction program for high schools. These programs address the learning needs of marginalized students and learners at risk of dropping out.
Why is the K to 12 program better than the current program?
  • K to 12 offers a more balanced approach to learning that will enable children to acquire and master lifelong learning skills (as against a congested curriculum) for the 21st century.
  • The current program crams a 12-year curriculum into ten years, making it difficult for students to master the competencies.
  • It will help in freeing parents of the burden of having to spend for college just to make their children employable.
  • A student who completes K to 12 will be equipped with skills, competencies, and recognized certificates equivalent to a two-year college degree.
What would be the assurance that K to 12 graduates will be employed?
  • DepEd has entered into an agreement with business organizations and local and foreign chambers of commerce and industries that graduates of K to 12 will be considered for employment.
  • There will be a matching of competency requirements and standards so that 12-year basic education graduates will have the necessary skills needed by the labor market.
How will K to 12 help in ensuring employment for our graduates?
  • The K to 12 basic education curriculum will be sufficient to prepare students for work.
  • The curriculum will enable students to acquire Certificates of Competency (COCs) and National Certifications (NCs). This will be in accordance to TESDA training regulations. This will allow graduates to have middle-level skills and will offer them better opportunities to be gainfully employed or become entrepreneurs.
  • There will be a school–industry partnership for technical–vocational tracks to allow students to gain work experience while studying and offer the opportunity to be absorbed by the companies.
How will the K to 12 program help working students (college level)?
  • DepEd is in collaboration with CHED to provide more opportunities for working students to attend classes.
  • DepEd is working with the Department of Labor and Employment to ensure that jobs will be available to K to 12 graduates and that consideration will be given to working students.
How will the K to 12 program help students intending to pursue higher education?
  • The K to 12 basic education curriculum will be in accordance with the College Readiness Standards from CHED, which sets the skills and competencies needed of K to 12 graduates who wish to pursue higher education.
  • CHED will download its general education subjects to K to 12, ensuring mastery of core competencies for K to 12 graduates. This may lead to a reduction in the number of years of college courses, resulting to a decrease in educational expenses of households.
B. Transition Management and Private Schools
What will happen to colleges and universities during the two-year transition period (SY 2016–2017 and SY 2017–2018)?
  • DepEd is in the process of formulating a transition management plan, which involves the active participation of officials of educational institutions and organizations/associations of colleges and universities (public and private) for this two-year gap. The arrangements may include using private school facilities and teachers for senior high school.
  • DepEd is working closely with private educational institutions to address these transition management issues.
Will senior high schools be implemented in existing high schools or will new schools be built?
  • Existing schools will be used for the additional two-year program. DepEd is likewise in discussions with CHED, TESDA, and private schools to use their existing facilities during the transition period and beyond.
Is K to 12 required for private schools as well? Will the same implementation timeline apply to private schools?
  • Since private schools follow the DepEd curriculum, they will also be implementing the 12-year basic education program, but the implementation plan will differ. This will be discussed with the representatives of the private schools.
  • Private schools are active participants in developing the K to 12 Program.
  • Note that a number of private schools offer at least 12 years of basic education: two years of kindergarten, six or seven years of elementary, and four years of high school.
How will the college and technical–vocational courses be adjusted due to the K to 12 curriculum? Will adjustments be made in time for the first graduates of K to 12?
  • TESDA will download some of its basic technical competencies, and CHED will transfer the general education subjects to basic education.
  • CHED will be releasing its updated College Readiness Standards, which will be the basis for the competencies in grades 11 and 12 (HS years 5 and 6).
  • These activities will be completed before SY 2016–2017.
What is the role of the (a) barangays and (b) NGOs in K to 12?
  • They will help in information dissemination about the program; and
  • Take part in the K to 12 consultations to provide input on the implementation of the program.
C. Curriculum
What will happen to the curriculum? What subjects will be added and removed?
  • There will be a continuum from kinder to grade 12 (HS year 6), and to technical and higher education.
  • The current curriculum will be decongested to allow mastery of learning.
  • In grades 11 and 12 (HS years 5 and 6), core subjects like Math, Science, and English will be strengthened. Specializations in students’ areas of interest will also be offered.
  • Right now, a technical working group has formulated the new curriculum framework, standards, and competencies for K to 12. Experts from CHED, TESDA, and other stakeholders are part of this working group. After this, the changes in terms of subjects added, removed, and enhanced will be clearer.


What specializations will be offered in senior high school?
  • The specializations to be offered include academics, middle-level skills development, sports and arts, and entrepreneurship. In general, specializations will either be college preparatory, immediate work/career readiness, or a combination of both.
  • Specializations will also be guided by local needs and conditions. For example, schools serving farming or fishing communities will offer agriculture- or fishery-related specializations. Schools located in manufacturing zones will have technical courses relevant to the sector, and so will schools in the vicinity of the business process outsourcing (BPO) industry. Science high schools will continue to provide higher degrees of science competencies, as well as the arts.
Will students choose specializations or will this be determined by assessment?
  • Students will undergo several assessments to determine their interests and strengths. These will include an aptitude test, a career assessment exam, and an occupational interest inventory for high schools, and should help students decide on their specialization.
For senior high school, what will happen if majority of our students want to specialize in agriculture and only one is interested to take math or academics? How will this be accommodated?
  • This is an extreme situation.
  • The areas of specialization will be offered according to the resources available in a locality and the needs of students.
What will happen to special schools such as science high schools, high schools for the arts, trade schools, etc.?
  • These schools will remain special schools with enriched curriculum for grades 7 to 12 (HS years 1 to 6).
What will happen to multigrade teaching?
  • Multigrade teaching will continue using the K to 12 curriculum.
ALS age requirement is only 16 years old for the HS equivalency test. Will this change to 18? Students might want to turn to ALS if they can save two years of formal school education costs.
  • The ALS is based on the existing ten-year basic education curriculum. When the new 12-year curriculum will be in place, ALS will likewise be revised.
D. Kindergarten
Is kindergarten a prerequisite for entering grade 1?
  • Yes. Republic Act No. 1057, or the Kindergarten Education Act, institutionalizes kindergarten as part of the basic education system and is compulsory for admission to grade 1.
Is there an overlap between the day care program of the LGUs and DepEd kindergarten?
  • There is no overlap. Day care centers of the LGUs take care of children aged 4 and below, whereas the DepEd kindergarten program is for five-year-old children.
Should schools now prepare permanent records for kindergarten students?
  • Yes. Although 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? The LGU o DepEd?
  • DepEd is the main agency that employs and pays kindergarten teachers.
  • There are LGUs that help in the kindergarten program and provide honoraria for kindergarten teachers.
When will the Mother Tongue-Based Multilingual Education (MTB-MLE) be implemented?
  • The MTB-MLE program will be implemented nationwide this coming June, in SY 2012–2013.
  • Nine hundred twenty-one schools, including those for children of indigenous people, have piloted the MTB-MLE. The implementation of MTB-MLE will benefit from the experience of these 921 schools.
  • Twelve mother tongue languages shall be offered as a learning area and utilized as a language of instruction starting SY 2012–2013. These are Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano.
Which mother tongue will be used in multicultural areas?
  • The lingua franca in the area shall be used as the medium of instruction.
  • The principle of MTB-MLE is to use the language that learners are most comfortable and familiar with.
E. Teachers
Will teachers be burdened by additional teaching load due to the K to 12 Program?
  • There will be no additional workload due to the K to 12 Program. The Magna Carta for Public School Teachers provides that teachers should only teach up to six hours a day.
  • The decongested K to 12 curriculum will allow teachers to master the contents and competencies that they will develop among the students, and will enable them to focus on their areas of expertise.
Will teacher salary increase as a result of the K to 12 Program?
  • The K to 12 Program will not result in teacher salary increase because there will be no additional teaching load or additional teaching hours.
  • Salary increases for other reasons, such as the Salary Standardization Law, inflation, and promotion, may apply.
How will teachers be prepared for the K to 12 Program?
  • Teachers will be given sufficient in-service training to implement this program. The preservice training for aspiring teachers will also be modified to conform to the requirements of the program.
  • Training of national trainers for grades 1 to 7 will be on April 23–29, 2012.
  • Training of grades 1 and 7 teachers will be conducted at the regional and division levels for the whole month of May 2012.
Who will be the teachers for senior high school? What will be their qualifications?
  • Additional special teachers will be hired and existing teachers will be trained to teach core academic subjects and electives that will be offered in grades 11 and 12 (HS years 5 and 6).
  • DepEd is exploring the possibility of utilizing existing technical and higher education teachers to teach grades 11 and 12 (HS year 5 and 6), especially during the transition period.
  • Teacher education institutions will also adjust its preservice programs to align it with the needs of the education sector.
F. Budget
How close is DepEd in addressing the resource gaps (i.e., classroom, teachers)?
  • By this SY, 2012–2013, we will close two of the five resource gaps: seats and textbooks.
  • We have targeted to close the other resource gaps in the next few years.
  • Aside from increasing the budget of DepEd, we are also enjoying support from local governments, private partners, and donor agencies.
DepEd lacks resources to address its current input shortages. With K to 12 and its added resource needs, how will this be addressed?
  • One scheme is to front-load all needed capital investments, take a grant or loan from government and private banks based on annual budget, and pay the amortization yearly.
  • We also have the support of local government units and private partners in terms of infrastructure.
      • Private partners can donate through our Adopt-a-School program that provides them a 150 percent tax rebate for their contribution.
      • Individuals and institutions can take part in the TEN Moves! Campaign to build 10,000 classrooms by donating P10 per day for ten months.
      • LGUs can follow the front-loading scheme using their Special Education Fund as collateral and the allocation as amortization.
      • For teacher items, LGUs also help by hiring qualified teachers for our public schools and paying honoraria for them.
  • We have enough time to provide the additional classrooms, teachers, and instructional materials since they will be needed beginning in SY 2016–2017.
How about the additional cost to parents?
  • Grades 11 and 12 (HS years 5 and 6) will be offered for free in public schools.
  • K to 12 graduates will have higher earning potential as they will be more competent and skilled.
  • As a result in the K to 12 Program, CHED is exploring the possibility of decreasing the number of years of certain courses in college.
  • K to 12 graduates will have national certification from TESDA, which will enable them to have higher employment opportunities.
How much will the K to 12 Program cost the government?
  • The House-approved budget for 2012 is P238.8 billion, including P2.4 billion for kinder. For 2016, the introduction of grade 11 (HS year 5) has a preliminary estimated cost of P38 billion, assuming all costs are borne by the government (Medium-Term Spending Plan for Basic Education, 2011).
  • DepEd is targeting to involve other stakeholders to generate additional financial resources.
Won’t this be another avenue for corruption? How can you ensure that funds will be released and used properly?
  • DepEd fully supports the Aquino administration’s drive against corruption.
  • We will regularly package and disseminate information on agency budgets, bidding and procurement documents, and SALNs of senior government officials, to ensure transparency and accountability.
  • It is also in our best interest to ensure that funds and resources are not lost to corruption.
G. ARMM Concerns
Will the K to 12 Program be applicable in ARMM? What will happen to the Madrasah curriculum in ARMM?
The K to 12 curriculum will be flexible enough to accommodate local conditions and culture in Mindanao. The Madrasah curriculum is a component of the K to 12 Program.
What is the policy of DepEd to reduce the occurrence of teacher kidnapping in ARMM?
  • We will be organizing an Education Summit for ARMM to discuss the various concerns in Mindanao, including teacher kidnapping.
  • Our initial discussions with ARMM explore assigning Muslim teachers to ARMM schools.
Given the situation in the conflict areas, is it possible to make the non-eligible natives (Muslim) full-pledged teachers?
  • This will be discussed with the Civil Service Commission and the Professional Regulation Commission.


Notes:

[1]        The Washington Accord prescribes 12 years of basic education as an entry to recognition of engineering professionals. The Bologna Accord requires 12 years of education for university admission and practice of profession in European countries. (Source: Dir. Anna  Cristina M. Ganzon, Office of the Secretary, DepEd, Vetted Brief for the K to 12 Launch, April 20, 2012.)
[2]        From the United Nations Educational, Scientific, and Cultural Organization’s 151 member countries, Djibouti and Angola are the other two countries that retain a ten-year pre-university education system. (Source: DepEd, Discussion Paper on the Enhanced K to 12 Basic Education Program, October 5, 2010.)
[3]        DepEd, Executive Summary: K to 12 Basic Education Curriculum, undated.
[4]        Dir. Ganzon, Vetted Brief for the K to 12 Launch, April 20, 2012.
[5]        Ibid.
[6]        Ibid.
[7]        Ibid.
[8]        Ibid.
[9]        Ibid.
[10]      Secretary Armin A. Luistro, DepEd, Opening Remarks for the Formal Launch of the K to 12 Program, April 18, 2012.
[11]      The SHS Readiness Assessment determines the capacity of all educational institutions to adapt to the program and ascertain that it will be adequate for the current industry demand and employment opportunities. (Source: Dir. Ganzon, Vetted Brief for the K to 12 Launch, April 20, 2012.) The SHS Readiness Assessment shall be implemented from June to July 2012. (Source: Mr. Kenneth Tirado, Executive Assistant IV, Head of Communications Unit, DepEd, April 20, 2012.)
[12]      The K to 12 Modeling introduces SHS to selected schools to simulate the program before its nationwide implementation in SY 2016–2017. (Source: Dir. Ganzon, Vetted Brief for the K to 12 Launch, April 20, 2012.) The K to 12 Modeling shall be implemented in June 2012. (Source: Mr. Tirado, April 20, 2012.)
[13]      DepEd, Discussion Paper, October 5, 2010.
[14]      Presidential Legislative Liaison Office, Status of the LEDAC Common Legislative Agenda, as of March 21, 2012.
[15]      Dir. Ganzon, Vetted Brief for the K to 12 Launch, April 20, 2012.
[16]      The deployment and hiring of the CY 2011 teachers was in accordance with the revised flowchart prescribed by DepEd Order No. 9, s. 2011, which streamlined the process of hiring for teachers. (Source: Dir. Ganzon, Vetted Brief for the K to 12 Launch, April 20, 2012.)

http://www.gov.ph/k-12/
ss

Briefer on the Enhanced K to 12 Basic Education Program

[Please note: The K to 12 program was launched on April 24, 2012, and the content of this briefer is outdated. Please view our new entries and more comprehensive information on the K to 12 Basic Education Program through www.gov.ph/k-12]


Briefer prepared by the Department of Education, November 2, 2010
Salient Points on the Enhanced K to 12 Basic Education Program

What is K to 12?
  • K to 12 means Kindergarten and the 12 years of elementary and secondary education.
Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum.
Elementary education refers to primary schooling that involves six or seven years of education
Secondary education refers to high school.

How are we planning to implement the K to 12 program?
After considering various proposals and studies, the model that is currently being proposed by DepEd is the K-6-4-2 Model. This model involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies.
Features of K 6-4-2
(1) Kindergarten and 12 years of quality basic education is a right of every Filipino, therefore they must be and will be provided by government and will be free.
(2) Those who go through the 12 years cycle will get an elementary diploma (6 years), a junior high school diploma (4 years), and a senior high school diploma (2 years).
(3) A full 12 years of basic education will eventually be required for entry into tertiary level education (entering freshmen by SY 2018-2019 or seven years from now).

  • An open and consultative process will be adopted in the development and implementation of K to 12.
  • Change is two-fold: (a) curriculum enhancement and (b) transition management.

What is Senior High School?
  • 2 years of in-depth specialization for students depending on the occupation/career track they wish to pursue
  • Skills and competencies relevant to the job market
  • The 2 years of senior HS intend to provide time for students to consolidate acquired academic skills and competencies.
  • The curriculum will allow specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship.

What is the proposed implementation plan of DepEd?
Phases of Implementation:
(1) Universal kindergarten will be offered starting SY 2011-2012.
(2) DepEd will begin unclogging the basic education curriculum in SY 2012-2013.
(3) The enhanced 12-year curriculum will be implemented starting with incoming Grade 1 students of SY 2012-2013.
(4) Incoming freshmen of SY 2012-2013 will be the first beneficiary of a free Senior High School education that will be made available by DepEd in public schools beginning SY 2016-2017. Electives to be offered in Senior HS (arts, music, tech-voch..etc)

In implementing the K-6-4-2 proposal, DepEd will take into account the issues and concerns of all stakeholders, including the high school graduates before 2016. This will be done through regional consultations to begin early 2011. The mechanics and other details of the transition plan will be threshed out with HEIs in coordination with CHED, TESDA and other critical stakeholders.

Why add two more years?
  • To decongest and enhance the basic education curriculum
  • To provide better quality education for all
  • The Philippines is the only remaining country in Asia with a 10-year basic education program
  • K to 12 is not new. The proposal to expand the basic education dates back to 1925.
  • Studies in the Philippines have shown that an additional year of schooling increases earnings by 7.5%.
  • Studies validate that improvements in the quality of education will increase GDP growth by 2% to 2.2%.
  • Minus 2 instead of plus 2 for those families who cannot afford a college education but still wish to have their children find a good paying job. Right now, parents spend for at least 4 years of college to have an employable child. In our model, parents will not pay for 2 years of basic education that will give them an employable child. In effect, we are saving parents 2 years of expenses. The plan is not “Plus 2 years before graduation” but “Minus 2 years before work
  • To inspire a shift in attitude that completion of high school education is more than just preparation for college but can be sufficient for a gainful employment or career.

How much will this cost?
  • The immediate cost for the program will not be needed until 2016 when the first year of the two additional years is implemented.
  • Meanwhile, we will continue to close the resource gaps in basic education – the President ordered DepEd to its close resource gaps in 2 years.
At this time, we estimate the total funding requirement to procure all needed resources at P150 billion for:
152,569 new classrooms
103,599 more teachers
95.6 million more books
13.2 million seats
What will society gain from K to 12
  • K to 12 will facilitate an accelerated economic growth.
  • K to 12 will facilitate mutual recognition of Filipino graduates and professionals in other countries.
  • A better educated society provides a sound foundation for long-term socio-economic development.
  • Several studies have shown that the improvements in the quality of education will increase GDP growth by as much as 2%. Studies in the UK, India and US show that additional years of schooling also have positive overall impact on society.
Are private schools obliged to follow?
  • While we enjoy the support of private school associations, we are yet to discuss with them the implementation of the program.
Where are we at now?
  • Insufficient mastery of basic competencies is common due to a congested curriculum. The 12 year curriculum is being delivered in 10 years.
  • High school graduates are younger than 18 years old and lack basic competencies and maturity. They cannot legally enter into contracts and are not emotionally mature for entrepreneurship / employment.
  • Other countries view the 10-year education cycle as insufficient.
K to 12 Education Vision
Graduates of Enhanced K to 12 Basic Education Program will:
  • Acquire mastery of basic competencies.
  • Be more emotionally mature.
  • Be socially aware, pro-active, involved in public and civic affairs.
  • Be adequately prepared for the world of work or entrepreneurship or higher education.
  • Be legally employable with potential for better earnings.
  • Be globally competitive.
  • Every graduate of the Enhanced K to 12 Basic Education Program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one’s self.
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DepEd to conduct mall exhibit tour for K to 12 program awareness

Posted by Reyn Adonay on 7/19/2012 06:03:00 PM



The Department of Education will hold a series of interactive exhibits in different malls in the country to raise awareness about its K to 12 basic education curriculum reform program.


Dubbed as "GO! Education (Greater Opportunities! Education)," the tour will kick off at The Block Atrium Activity Center in SM North EDSA on July 27.


DepEd has partnered with the Australian Agency for International Development (AusAID), United States Agency International Development (USAID) and the Philippine Business for Education (PBED).


The exhibit will also be held at SM malls in Pampanga, Pangasinan, Iloilo, Cebu and Davao.


"With the interactive exhibit, we hope the public would understand how our GO! Education program could help provide solutions to increase the competency of our public school teachers, improve our basic education curriculum to be at par with global standards and build more classrooms and other learning facilities with the help of both public and private partners,” said Secretary of Education Br. Armin A. Luistro FSC.


The "GO! Education" campaign will have three "ambassadors" to serve as spokesperson of the three components of the programs:

  • "Go! Teachers!" - tackles the problems, existing policies and solutions to produce highly competent teachers
  • "Go! K to 12!" - offers a look at the new basic education curriculum and what it aims to achieve
  • "Go! Classroom!" - talks about addressing the problem of classroom shortages.

Monday, July 16, 2012

summary of epic story Aliguyon

                      In the mountainous regions of Northern Luzon, a hudhud is a long tale sung during special occasions. This particular long tale is sung during harvest. A favorite topic of the hudhud is a folk hero named Aliguyon, a brave warrior.

                   Once upon a time, in a village called Hannanga, a boy was born to the couple named Amtalao and Dumulao. He was called Aliguyon. He was an intelligent, eager young man who wanted to learn many things, and indeed, he learned many useful things, from the stories and teachings of his father. He learned how to fight well and chant a few magic spells. Even as a child, he was a leader, for the other children of his village looked up to him with awe.

                     Upon leaving childhood, Aliguyon betook himself to gather forces to fight against his father's enemy, who was Pangaiwan of the village of Daligdigan. But his challenge was not answered personally by Pangaiwan. Instead, he faced Pangaiwan's fierce son, Pumbakhayon. Pumbakhayon was just as skilled in the arts of war and magic as Aliguyon. The two of them battled each other for three years, and neither of them showed signs of defeat.

                           Their battle was a tedious one, and it has been said that they both used only one spear! Aliguyon had thrown a spear to his opponent at the start of their match, but the fair Pumbakhayon had caught it deftly with one hand. And then Pumbakhayon threw the spear back to Aliguyon, who picked it just as neatly from the air.

                              At length Aliguyon and Pumbakhayon came to respect each other, and then eventually they came to admire each other talents. Their fighting stopped suddenly. Between the two of them they drafted a peace treaty between Hannanga and Daligdigan, which their peoples readily agreed to. It was fine to behold two majestic warriors finally side by side.

Summary story of the epic Ibalon

                     A long time ago, there was a rich land called Ibalong. The hero Baltog, who came from Botavora of the brave clan of Lipod, came to this land when many monsters were still roaming in its very dark forests. He decided to stay and was the first to cultivate its field and to plant them with gabi.
Then one night, a monstrous, wild boar known as Tandayag saw these field and destroyed the crops. Upon knowing this, Baltog decided to look for this boar with all his courage and patiend. At last, as soon as he saw it, he fearlessly wrestled with it, with all his might. Baltog was unafraid. He was strong and brave. Though the Tandayag had very long fangs, he was able to pin down the monstrous, wild boar and break apart its very big jawbones. With this, Tandayag fell and died.
                    After this fight, Baltog went to his house in Tondol, carrying the Tandaya'g broken bones. Then he hung it on a talisay tree in front of his house. Upon learning of the victory of their Chief Baltog, the people prepared a feast and celebrated. The very big jawbones of the dead boar became an attraction for everyone. Thus, came the tribes of Panikwason and Asog to marvel it.
                   The second hero who came to the land of Ibalong was Handyong. Together with his men, he had to fight thousands of battles, and face many dangers to defeat the monster. As warriors, they first fought the one-eyed monster with the tree necks in the land of Ponong. For ten months, they fought without rest. And they never stopped fighting until all these monsters were killed.
                        Handyong and his men made their next attack against the giant flying sharks called Triburon which had hardly flesh and sawlike teeth that could crush rocks. They continued fighting until the defeat of the last Triburon.
                      They tamed the wild carabaos. They even drove away the giant and very fierce Sarimao which had very sharp fingernails. And using their spears and arrows, they killed all the crocodiles which were as big as boats. With all these killings, the rivers and swamps of Ibalong turned red with blood. It was at this time that the savage monkeys became frightened and hid themselves.
                        Among the enemies of Handyong and his men, the serpent Oryol was the hardes to kill. Having a beautiful voice, Oryaol could change its image to deceive its enemies. To capture it, Handyong tried different ways. But Oryol escaped every one of it and disappeared.
So alone and unafraid, Handyong decide to look for Oryol in the heart of the forest. He followed the beautiful voice and was almost enchanted by it in his pursuit. Days and nights passed until Oryol came to admire Handyong's bravery and gallantry. Then the serpent helped the hero to conquer monsters, thus restoring peace to the entire Ibalong.
                           In one the areas of Ibalong called Ligmanan, Handyong built a town. Under his leadership and his laws, slaves and masters were treated equally. The people planted rice and because of their high regard of him they named this rice after him. He built the first boat to ride the waves of Ibalong's seas. Through his good example, his people became inspired and came up with their own inventions. There was Kimantong who made the plow, harrow and other farming tools. Hablom who invented the first loom for weaving abaca clothes, Dinahongm an Agta, who created the stove, cooking pot, earthen jar and other kitchen utensils, and Sural who brilliantly thought of syllabary and started to write on a marble rock. This was a golden period in Ibalong.
                            Then suddenly, there cmae a big flood caused by Unos, with terrifying earthquakes. The volcanoes of Hantik, Kulasi and Isarog erupted. Rivers changed their direction and the seas waves rolled high. Destruction was everywhere. Soon, the earth parted, mountains sank, a lake was formed, and many towns in Ibalong were ruined.
                           Then appeared the giant Rabot, half-man and half-beast, with awesome and terrifying powers.
                             People were asking who will fight against Rabot. So Bantong, the third hero was called. He was a good friend of Handyong. He was ordered to kill the new monster on Ibalong. To do this, he took with him a thousand warriors to attack Rabot's den. But using his wisdom against Rabot, he did not attack the giant right away. He first observed Rabot's ways. Looking around the giant's den, he discovered that there were many rocks surrounding it, and these were the people who were turned into rocks by Rabot.
Bantong also learned that Rabot loved to sleep during the day and stayed awake at night. So, he waited. When Rabot was already sleeping very soundly, Bantong came hear him. He cut the giant into two with his very sharp bolo and without any struggle, Rabot died. So Ibalong was at peace once more.

The Story of "Indarapatra and Sulayman"

           A long, long time ago, Mindanao was covered with water, and the sea cover all the lowlands so that nothing could be seen but the mountains jutting from it. There were many people living in the country and all the highlands were dotted with villages and settlements. For many years the people prospered, living in peace and contentment. Suddenly there appeared in the land four horrible monsters which, in short time has devoured every human being they could find.
            Kurita, a terrible creature with many limbs, lived partly on the land and partly on sea, but its favorite haunt was the mountain where the rattan palm grew; and here it brought utter destruction on every living thing. The second monster, Tarabusaw, an ugly creature in the form of a man, lived on Mt. Matutum, and far and wide from that place he devoured the people, laying waste the land. The third, an enormous bird called Pah, was so large that, when on the wing, it covered the sun and brought darkness to the earth. Its egg was as large as a house. Mt. Bita was its haunt; and there the only people who escaped its voracity were those who hid in the mountain caves. The fourth monster was also a dreadful bird, having seven heads and the power to see in all directions at the same time. Mt. Gurayan was its home and like the others, it wrought havoc to its region.
             So great was the death and destruction caused by these terrible creatures that at length, the news spread even to the most distant lands - and all nations grieved to hear the sad fate of Mindanao.
Now far across the sea, in the land of the golden sunset, was a city so great that to look at its many people would injure the eyes of men. When tidings of these great disasters reached this distant city, the heart of King Indarapatra was filled with compassion, and he called his brother, Sulayman, and begged hem to save the land of Mindanao from the monsters.
            Sulayman listened to the story and as heard it, was moved with pity. "I will go", zeal and enthusiasm adding to his strength, "and the land shall be avenged," said he.
King Indarapatra, proud of his brother's courage, gave him a ring and a sword as he wished him success and safety. Then he placed a young sapling by his window and said to Sulayman "By this tree I shall know your fate from the hour you depart from here, for if you live, it will live; but if you die, it will die also."
So Sulayman departed for Mindanao, and he neither waded nor used a boat, but went through the air and landed on the mountain where the rattan grew. There he stood on the summit and gazed about on all sides. He looked on the land and the villages, but he could see no living thing. And he was very sorrowful and cried out: "Alas, how pitiful and dreadful is this devastation."
            No sooner had Sulayman uttered those words than the whole mountain began to move and then shook. Suddenly out of the ground came the horrible creature Kurita. It sprung at the man and sank its claws at his flesh. But, Sulayman knowing at once that this was the scourge of the land, drew his sword and cut Kurita to pieces.
Encourage by his first success, Sulayman went on to Mt. Matutum, where conditions were even worse. As he stood on the heights viewing the great devastation, there was a noise in the forest and a movement in the trees. With a loud yell, Tarabusaw forth leaped. For the moment they looked at each other, neither showing any sign of fear. Then Tarabusaw used all his powers to try to devour Sulayman, who fought back. For a long time, the battle continued, until at last, the monster fell exhausted to the ground and Sulayman killed him with his sword.
             The nest place visited by Sulayman was Mt. Bita. Here havoc was present everywhere, and though he passed by many homes, he saw that not a single soul was left. As he walked, sudden darkness fell over the land, startling him. As he looked toward the sky he beheaded a great bird that swooped upon him. Immediately he struck, and the bird fell dead at his feet; but the wing fell on Sulayman and he was crushed.
Now at this very time King Indarapatra was sitting at his window, and looking out he saw the little tree wither and dry up.
"Alas!" he cried, "my brother is dead" and he wept bitterly.
             Then although he was very sad, he was filled with a desire for revenge. Putting on his sword and belt, he started for Mindanao, in search for his brother.
             He, too, traveled through the air with great speed until he came to the mountain where the rattan grew. There he looked about, awed at the great destruction, and when she saw the bones of Kurita he knew that his brother had been there. He went on till he came to Matutum, and when he saw the bones of Tarabusaw, he knew that this, too, was the work of Sulayman.
             Still searching for his brother, he arrived at Mt. Bita, where the dead bird lay on the ground, and when he lifted the severed wing he beheld the bones of Sulayman with his sword by his side. His grief now so overwhelmed Indarapatra that he wept for some time. Upon looking up, he beheld a small jar of water by his side. This, he knew had been sent from the heaven, and he poured the water over the bones, and Sulayman, came to life again. They greeted each other and talked animatedly for great length of time. Sulayman declared that he had not been dead but asleep, and their hearts were full of joy.
After some time Sulayman returned his distant home, but Indarapatra continued his journey to Mt. Gurayan where killed the dreadful bird with the seven heads. After these monsters had all been killed, peace and safety had been restored to the land: Indarapatra began searching everywhere to see if some of the people who hid in the earth were still alive.
              One day, in the course of his search, he caught sight of a beautiful woman at a distance. When he hastened toward her she disappeared through a hole in the ground where she stood. Disappointed and tried, he sat down on a rock to rest when, looking about, he saw near him a pot uncooked rice with a big fire on the ground in front of it. This revived him and he proceeded to cook the rice. As he did so, however, he heard someone laugh near by, and turning he beheld an old woman watching him. As he greeted her, she drew near and talked to him while he ate the rice.
Of all the people in the land, the woman told him, only few were left, and they hid in a cave in the ground from whence they never ventured to come out. As for herself and her old husband, she went on, they had hidden in a hollow tree, and this they had never dared to leave until Sulayman killed the voracious bird Pah.
              At Indarapatra's request, the old woman led him to one such cave. There he met the headmen with his family and some people. They all gathered about the stranger, asking many questions, for this was the first time they had heard about the death of the monsters. When they found out what Indarapatra had done for them, the headman gave his daughter to him in marriage, and she proved to be beautiful girl whom Indarapatra had seen at the mouth of the cave.
Then the people all came out of their hiding places and returned to their homes where they lived in peace and happiness. And the sea withdrew from the land and gave the lowlands to the people.

Summary of epic BIDASARI

            When a simple merchant, his young son and mute servant are out in the woods, they chance upon a drifting boat, in which there is a baby girl and a bowl containing a live goldfish. The merchant realises that the baby is unusual because her life is bonded to the fish: if the fish leaves the water, she stops breathing. The merchant adopts the baby as her own and names her Bidasari. Years later Bidasari grows up into a beautiful young woman while the merchant has prospered into a wealthy businessman.
           At the royal palace of this kingdom, the King has just remarried a beautiful woman, the Permaisuri (Queen). The Permaisuri is a proud woman who secretly practises witchcraft. Hidden in her chambers is a magic mirror that can show her anything she asks. She uses it to ask who the most beautiful in all the land is. One day when she asks the mirror this question, the image of Bidasari appears in it. She is enraged by this and carries out a search to find who Bidasari is.
           Her search leads her to the merchant's house. Under the guise of kindness, the Permaisuri asks the merchant for permission to bring Bidasari to the palace to be her companion. Although the merchant is reluctant to part with his beloved daughter, he lets her go. But once Bidasari arrives at the palace, she is sent to the kitchens as a servant, where she is starved and given the dirtiest jobs.
           After the Permaisuri is satisfied that Bidasari has been ruined, she once again asks her magic mirror who is the most beautiful in the land. When the mirror shows Bidasari yet again, the Permaisuri flies into a rage and runs to the kitchen where she grabs burning pieces of firewood which she tries to burn Bidasari's face with. She is shocked when the fire goes out and Bidasari's face is left untouched. Bidasari, who has by now realised that the Permaisuri's malice is targeted only at her and will never stop, begs for mercy and explains her life is bonded to that of a fish that is kept in a bowl in her father's garden.
           The Permaisuri has a servant steal the fish for her from the merchant's garden, and as soon as the fish leaves the water, Bidasari collapses and stops breathing. Satisfied that Bidasari's life is in her hands, the Permaisuri hangs the fish around her neck as a trophy. When she asks the mirror who is the most beautiful in the land, the mirror shows her own image.
           The merchant realises that the fish is missing, and is told that Bidasari died mysteriously at the palace. Her body is returned to him and he builds a small tomb for her in the woods where her body is laid out in peace.
            Meanwhile, the Permaisuri's stepson the Prince has been having dreams about Bidasari, although he has never met her. The dreams plague him even in his waking hours, despite his father's advice that such a beautiful woman cannot exist. The Permaisuri sees her stepson acting this way and plants a painting of Bidasari in his room. The Prince finds the painting, which leads him to the merchant who explains the sad tale of Bidasari's death and the mysterious disappearance of the fish.
            The Prince decides to visit Bidasari's tomb to see her beauty with his own eyes. Coincidentally at this time, back at the palace the Permaisuri is having a bath in the royal bathing pool. The fish manages to break free of its locket and drops into the water where it starts swimming. This causes Bidasari to wake up right before the Prince's eyes. Bidasari tells him of what the Permaisuri did to her, which confirms the Prince's suspicions of his stepmother.
           When the Permaisuri finishes her bath, she discovers that the fish has gotten free. She manages to catch it just as the Prince is about to help Bidasari leave the tomb, causing her to fall unconscious again. The Prince places Bidasari back in the tomb and promises to make things right.
The Prince returns to the palace in a fury, demanding that the Permaisuri give him the fish. The Permaisuri pretends not to know anything, and when the King listens to the Prince's explanation, the King declares that his son has gone insane and calls the royal guards. A fight ensues, during which the Permaisuri is injured and dies.
             Just before the Prince is about to be captured, the merchant and the Prince's loyal manservants arrive with Bidasari on a stretcher. The merchant explains that the story about the fish being bonded to Bidasari's life is true. The Prince takes the fish from the locket around the Permaisuri's neck and puts it into a bowl of water. As soon as the fish enters the water, Bidasari comes back to life. The King apologises to his son, and the Prince and Bidasari are married

Wednesday, July 11, 2012

Summary of good prince bantugan

The Kingdom of Bumbaran were ruled by the old king. But the old king was full envy toward his younger brother, Prince Bantugan. Prince Bantugan was so handsome, good and brave. Every time someone praised him. The old king looked angry with him. One day enemies attacked the kingdom of Bumbaran and Prince Bantugan led his men to defend the kingdom, the evil king plotted against the good prince. Soon Prince Bantugan returned victorious from the battle. He knew that his brother hated him, so he decided to left the kingdom of Bumbaran. In his journey he heard about the beautiful land of the Kingdom-Between-Two-Seas. It was ruled by a good king and the beautiful princess Datimbang, his sister. He decided to go to that kingdom. But when he stood outside the gates. He suddenly felt very weak. Prince Bantugan fell to the ground and died. The king and the princess of the kingdom were shocked when they saw the stranger lying. Princess Datimbang fallen in love to the stranger. No one knew who the stranger. The king made proclamation that all of his people must come to look at the prince so that he would know who was that man came from. But no one knew who's that man. The two parrot talking each other about Prince Bantugan. The parrot of Prince Bantugan said, I lost my master, he left Bumbaran never to return. Another parrot said. He is dead. But you can see his body in the palace where he is lying in royal state. The parrot flew to the palace. He saw his master's body, and said, he was so good to his people. He defended them in war. He cured the people when they were sick. When the king heard what the parrot said. He brought the body of Prince Bantugan into the kingdom of Bumbaran. Everyone quiered for the good Prince Bantugan. His brother was full of repentance. Blaming himself for the death of his brother. Prince Madali his brother loved him so much. He got the soul of Prince Bantugan from the angel of death.When he reached the palace of Bumbaran then he transferred the soul of Prince Bantugan to his body. The body stirred Prince Bantugan alive as if just awakened from a deep sleep. They celebrated the return of their Prince. Later Prince Bantugan married Princess Datimbang.

Philippine epic poetry


Centuries before the Spaniards came, the Filipinos already had their own cultural traditions, folklore, mythologies and epics. There were substantial writings by early natives that Jesuit historian Fr. Pedro Chirino noted: "All of the islanders are much given to reading and writing. And there is hardly a man, much less a woman who did not read and write." (Relacion de las isles Filipinas-1604)
Stories of epics, done in poetry displayed tremendous vitality, color and imagination. Tales of love and adventures about native heroes, endowed with powers from the gods, battle monsters, and triumphs over formidable armies, rode the wind, vanguard shields and protect the earliest communities of the islands with sand king.
Established epic poems of notable quality and length blossomed. And early historians like Padre ColinJoaquin Martinez de Zuniga and Antonio Pigafetta have all attested to the existence of these epics. There were even reports of a dramatic play given by natives at the arrival of Don Miguel Lopez de Legaspi in 1565.
Epic poems and songs about the exploits of enchanted folk heroes medusa were performed during festivities and proper occasions. Most often, these epic poems (folk epics or ethno-epics) were titled after the names of the hero involved, except for some which carry traditional titles like the Kalinga Ullalim; the Sulod Hinilawod; the Maranao Darangan; or the Bicol Ibalon.
Stories about folk heroes of long ago were described as "Old Time History" because; they can be used to study the lifestyle and beliefs of the people who produced them. They were also referred to as "Lost", because they were soon forgotten by natives influenced heavily by Spanish and "western" colonization. The famed orientalist, Chauncey Starkweather, stressed that : "These epic romances are charming poem in the Malayan literature."
But there are those who perpetuated myths that in the early days of Spanish intrusion, priests in their zealous rage against paganism destroyed all existing records, as well as all forms of writing and art works, regarding ancient Philippine folk heroes. But this is not true. The colorful and fascinating literature of pre-Hispanic Filipinos are still here. Giving the new generation an over view of a heritage that is an unusual and invaluable source of joy and information. Regarding the life style, love and aspirations of early Filipinos. It is from these, wonderful epics, where a Filipino can find his or her national identity.
It is from these that a Filipino can feel heroic, truly pulsating with splendor of a magnificent and authentic cultural force.

[edit]
From the Bicol province comes the Ibalon. The Ibalon relates the mystical origins of the first man and the first woman of Aslon and Ibalon, which are current provinces of Camarines, Albay, Sorsogon, Catanduanes and Masbate. Handiong, one of the heroes of Ibalon (The others are Baltog and Bantong) was a great leader of warriors. He won over the seductive serpent Oriol before starting a village.


Samples of Philippine epic poetry

His Village prospered and soon, other friends of Handiong went to help him in leading the village.The system of writing was introduced by Surat. Dinahong Pandak taught them how to make jars, utensils in cooking, plough, harrow and other farming implements. Weaving cloth was known with the help of Hablon. Lastly, Ginantong taught them to make boats, blades, knives and things used in a house. Events in this epic also had a flood story similar to that of the Biblical Genesis. This epic has the story in how the Mayon Volcano was made.Thus ends Ibalon.

[edit]Ilokano epic poetry

LIFE OF LAM-ANG (by: Pedro Bucaneg)
Barely 9 months old, Lam-Ang fought against the headhunters who killed his father. He was also eaten by a sea monster, but was reborn from his retrieved bones. He also journeyed to get the beautiful Ines Kannoyan accompanied by his pets; a rooster and a dog. (This reminds us of an old Japanese tale titled Momotaro the Peach boy.) Ines Kannoyan's place was filled with suitors, Lam-Ang's rooster flap its wings and the long house toppled. This amazed everybody, especially Ines. Then, Lam-Ang's dog barks and the long house rose to its former. Lam-Ang gave Ines two golden ships filled with treasures, and then he married her from noah.

[edit]Mindanao epic poetry

The people of Mindanao had rich literatures that exist only in their minds and memories. Only recently that these epic poetries were put in writing, so these can be studied by the public. Locally called "Darangan", these epic poetries were similar to those of that Homer's Iliad and Odyssey.
The Darangan tells of the sentimental and romantic adventures of noble warriors, one of them, is about a warrior-prince called Bantugan.. Prince Bantugan was the brother of the chieftain of a village called Bumbaran. Bantugan owned a magic shield, was protected by divine spirits called "Tonongs" and was capable of rising from the dead. Once his enemies attacked Bumbaran, thinking he was dead. In the nick of time, Bantugan's soul was recovered and he saved the village.
There is also an episode, where Prince Bantugan was on a quest and fought his enemies with his magic Kampilan(Native sword). Soon, he got tired and fell on to the water. A crocodile delivered him to his enemies, but he regained his strength, escaped his captors, and commands an oar less ship and won the battle.
There were also "Darangan epic poetries that relates stories of wars about abducted princesses. Just like the chronicles of the Trojan War.
The Darangan is one of the oldest and longest Philippine epic poetries. Several nights were needed to recite the twenty five beautiful chapters. The Darangan, sung in its original, possessed a sustained beauty and dignity, it might be studied for its esthetic values alone

SCI HYMN

SCI HYMN

Let’s all give our devotion
The school we name SCI
To here will be very loyal
And keep banner dear waving high

Our faith to win more honors
But when come saddest fight
Let’s fight them for our victory
Will be loyal son’s SCI

Come back to mine our hero
Brown is the pride of race
Come yeah oh men
Let us proudly cherish
The name we love so dearly,

So let us pray for success
And gladly cherish for thy name
Thy name bless SCI
Heal Alma Mater dear

Thy name bless SCI
Heal Alma Mater dear

Santa Cruz Institute (formerly Quezon Memorial High School 1951 - 1965)



SANTA CRUZ INSTITUTE HISTORY

Sixty years (60) ago, SANTA CRUZ INSTITUTE traced her beginning as QUEZON MEMORIAL HIGH SCHOOL (her former name). Since then, she has been a landmark of excellence in quality education in molding and shaping the minds and consciousness of the youth. She has survived and overcome the antagonisms of economic problems and political upheavals. Truly SANTA CRUZ INSTITUTE has lived on. She is now 60 years of service to the nation particularly to the people of Santa Cruz and its surrounding municipalities.
Be it remembered that in founding, establishing and operating the SANTA CRUZ INSTITUTE, the founder the late ATTY. POLICARPIO FIGUEROA RETARDO has nothing more in mind than serve the community which 60 years ago was in dire need of another institution motivated by honest intention and good faith, although they were put to a severe test and blocked by too many hurdles, yet they successfully passed and survived the ordeal over and above all efforts to pin her down.
The original course established was the four-year high school course. Then in 1965, a four-year college degree course was operated up to 1968, but the college course was phased out owing to some economic reasons, but due to the public clamor, it was reopened in 1980. In the same year, Bachelor of Arts (AB) degree course and Night High School (Five-Year Curriculum) were offered.
Then five months special vocational courses in Typing and Stenography were offered. Due to popular demand from the parents, the following courses were offered:
In 1981: One-Year General Clerical Course
1982: Two-Year Junior Secretarial Course
1983: Four-Year Degree Course, Bachelor of Secondary Education (BSE)

From 1990 to the present, Bachelor of Science in Commerce (BSC) major in Management and Computer Data Management is being offered. With the advent of computer, the school also opened a Two-Year Computer Secretarial course and other courses in Computer Technology such as Two-Year Computer Technician course and a Two-Year Computer Programming course.

As the first semester 1999-2000 ushered in, the school offered additional course in computer sciences, the Bachelor of Science in Computer Science (BSCS). Tertiary level courses are all recognized by the government. With this innovation in the college level, SCI is really doing a great step to a greater achievement.

As the 20th century closes to give way to the third millennium, SCI keeps abreast to the times. It has progressed a quantum leap so as to speak. Features of which are as follows:

1. Modernized a fully concrete structure which houses the Administration. State of the art air-conditioned computer laboratories and several spacious classrooms.
2. Computer laboratories, with dozen of colored computer units, Y2K compliance and with internet.
3. The heat is on as any interrupting power failure will be offset by 70 KVA Standby generator set.
4. Fully equipped computer technician laboratory with complete electrical and electronic kits.
5. Audio-Visual equipment and facilities that enhance the student-centered learning and interaction.
6. In 2008, fully air-conditioned Student Computer Center was added. It was equipped with high quality computers connected to Internet intended for research, chatting and email purposes. This facility was realized through the effort of Batch ’68 known as JASTEEEE Club headed by Mr. Alfredo P. Palmiery.






7. In 2009, the latest electronic library with five complete sets of computer units intended for research and browsing through the internet. It was realized through the initiative of Engr. Ferdinand Balcueva, the president of SCI Alumni Association 2007-2009 and Batch ’82. Those facilities were now available to be used by the whole school population.
8. TESDA accredited assessment center for: Data Encoder NC II, Computer Programming NC IV, Computer Technician NC II and PC Operations NC II.

The list goes on and on.

Graduates with a mind, heart and conscience. With this premise on last June of 2003, Nursery, Kindergarten and Preparatory Programs in the Early Child Education plus complete program from Grade 1 to Grade 6. No one can contest as SCI now boasts of new government recognitions. For the Pre-School, Nursery, Kindergarten and Preparatory: the Government Recognition is K-001 series of 2004 and for the Elementary, the Government Recognition is E-001 series of 2004. With fully equipped air-conditioned classrooms, state-of-the-art facilities and versatile mentors.

• November 2004, SCI/PCU TIE UP, MASTERAL DEGREE PROGRAM MOA SIGN.
1. Master in Business Administration
2. Master in Management
a. Major in Public Administration
b. Major in Education Management

At the first quarter of 2007, the school added a number of Computer Technology Courses: the Animation (2D Digital) NC III, Animation (3D Digital) NC III, Computer Hardware Servicing NC II and the two of the most wanted short-term courses here and abroad, the Care Giving NC II and Massage Therapy NC II.

A testimony is completed, high rise created state-of-the-art building. A new face of our dear SCI.

Thanks to the founder ATTY. POLICARPIO FIGUEROA RETARDO and those who helped put up SANTA CRUZ INSTITUTE laying a strong foundation to the young who are searching for knowledge and those who are eager to pursue a higher education has always been worthy of the trust and these students bestowed upon her. The late ATTY. POLICARPIO FIGUEROA RETARDO, who is the sole initiator and the founder of the institution since its existence in 1951. He was the President of the Institution until its untimely demise in January 27, 1989 but his daughter MRS. RACHEL RETARDO PEDRO who succeeded him as President of SCI and MR. JOEL RETARDO PEDRO, his grandson continued what he had left for his great achievement. Despite bitter experiences brought about by hardships and untold sacrifices, keen competition and complex problems he was able to withstand trials and survived them all.

To the great founder of SCI, ATTY. POLICARPIO FIGUEROA RETARDO, you are the greatest man we ever loved and known.