DepEd Order No. 40, 2015 K-12 Partnerships (PDF)

REVIEWER — FRANCISCO, JERIC CABRERA | 12 – ARISTOTLE [STEM B] Comprehensive Reviewer: DepEd Order No. 40, s. 2015 - Guidelines on K to 12 Partnerships II. Enclosure to DepEd Order No. 40, s. 2015...

REVIEWER — FRANCISCO, JERIC CABRERA | 12 – ARISTOTLE [STEM B] Comprehensive Reviewer: DepEd Order No. 40, s. 2015 - Guidelines on K to 12 Partnerships II. Enclosure to DepEd Order No. 40, s. 2015 A. Rationale Key Points of the Order The K to 12 Basic Education Program aims to This order establishes guidelines for partnerships produce students prepared for further under the K to 12 Basic Education Program to education or employment. support work immersion opportunities, teacher Partnerships enable access to resources, training, facility use, and resource acquisition for facilities, training, and real-world Senior High School learners. experiences. B. Scope I. Main Guidelines Guidelines apply to partnership agreements A. Purpose and Objectives at all DepEd levels (central, regional, division, school). 1. Goal of Partnerships: Outlines responsibilities of DepEd and its o Develop Senior High School students partners, with clear terms and conditions. with the skills, knowledge, and values needed for further education, C. Definitions employment, or entrepreneurship. 1. Work Immersion: o Facilitate collaboration for work o A mandatory 80-hour program for immersion programs, teacher Grades 11 and 12, providing real training, and resource acquisition. workplace experience under 2. Key Activities: supervision. o Research and needs analysis. 2. Workplace Immersion Venue: o Identification and engagement of o Locations like offices, factories, or potential partners. labs that meet safety and appropriateness standards from o Drafting and finalizing agreements. DepEd, TESDA, DOLE, and other o Monitoring and evaluation of agencies. partnerships. 3. Partnerships and Partners: B. Roles and Responsibilities o Collaborative relationships between 1. Partnership Focal Persons (PFP): DepEd and entities like LGUs, NGAs, NGOs, HEIs, private companies, and o Division Level: Social mobilization individuals. and networking coordinators or designated personnel. 4. Memorandum of Understanding (MOU): o School Level: The school principal or o Outlines general policies for head and their assistants. potential partnerships; serves as a precursor to MOAs. o Responsibilities include overseeing, managing, and evaluating 5. Memorandum of Agreement (MOA): partnership activities. o A legally binding document detailing 2. Partnership Agreements: terms and conditions for implementing specific programs. o Include Memorandums of Agreement (MOA) and 6. Teacher Training: Understanding (MOU). o Includes seminars, workshops, and o Existing agreements will undergo hands-on activities to enhance review to align with these teachers’ skills for K to 12 guidelines. implementations.  REVIEWER — FRANCISCO, JERIC CABRERA | 12 – ARISTOTLE [STEM B] 7. Use of Facilities: (MOA), while partnerships at the division, regional, or national level must be covered o Partners provide access to resources by at least a Memorandum of like offices, labs, or equipment for Understanding (MOU). All partnerships shall academic purposes. be guided by relevant existing laws and 8. Donations: DepEd issuances, especially those related to child protection. o Contributions in cash or kind (e.g., land, buildings, equipment) per the 4. While one of the objectives of the Adopt-A-School Act of 1998 (RA partnerships to be established by DepEd is 8525). to develop skills and competencies that are relevant to the needs of the job market in the locality, these partnerships should not III. Key Reminders be reduced to mere recruitment tools for the partner. These partnerships should also 1. Immediate dissemination and compliance help the students qualify for other are mandated. livelihood or work opportunities and not be 2. Partnerships must align with K to 12 goals, limited to those offered by the partner. ensuring mutual benefits for DepEd and 5. DepEd, in collaboration with its partners partners. and stakeholders, shall ensure that all 3. All partnership documents are subject to schools and venues for learning are safe and review and adherence to the guidelines. conducive to education and training. Contact Information 6. The partnerships shall be governed by Office: Undersecretary for Partnerships and existing laws and DepEd issuances such as, External Linkages but not limited to, the following: Address: 2nd Floor Rizal Building, DepEd o DepEd Order No. 40, s. 2012 entitled Central Office, Pasig City "Child Protection Policy" (Policy and Guidelines on Protecting Children in Phone: (02) 633-7207 School from Abuse, Violence, Exploitation, Discrimination, Bullying, and other forms of Abuse). D. Statement of Goals, Policies and Principles o DepEd Order No. 55, s. 2013, The primary goal of partnership-building is to Implementing Rules and Regulations improve the capability of DepEd and the public (IRR) of Republic Act No. 10627, the schools to implement the K to 12 Program. Through Anti-Bullying Act of 2013. partnership-building, DepEd hopes that the partners will be able to provide the DepEd schools o Republic Act No. 7877, an Act work immersion opportunities, hands-on expertise, Declaring Sexual Harassment additional resources, and "work" or "livelihood" Unlawful in the Employment, opportunities for senior high school graduates. Education, or Training Environment, and for Other Purposes. Such partnerships will be governed and guided by the following policies and principles: o DepEd Order No. 6, s. 2012 which expressly prohibits all forms and 1. DepEd shall enter into partnerships in order manner of cooperation or to strengthen its capability to offer basic partnership with the tobacco education. industry in all areas of the country. 2. Partnerships will be entered into only after o DepEd Order No. 80, s. 2012 entitled thorough study and preparation to ensure "Strengthening the integration of that these will be beneficial to the students breastfeeding education in the and learners, teachers, and schools. curriculum, setting up and sustaining 3. All partnerships at the school level must be the operation of lactation stations in covered by a Memorandum of Agreement compliance with Executive Order No.  REVIEWER — FRANCISCO, JERIC CABRERA | 12 – ARISTOTLE [STEM B] 51," school officials are discouraged o Contextualization of the curriculum from partnering with companies and/or design of the work manufacturing milk and infant immersion program to make it more formula products. relevant to the needs of the local community. o DepEd Order No. 39, s. 2009 on the commercialization of schools also o Joint planning for the 80-hour work expressly prohibits the appearance immersion program. of any form of institutional o Teacher training and capacity- endorsement by DepEd for any building. commercial product or service within school premises in exchange 2. Work immersion for students, which will for any school-industry partnership. entail a Memorandum of Agreement (MOA) on the following: o Republic Act No. 8525 (The Adopt-A- School Act of 1998) and related o Use of partner's facilities by DepEd DepEd issuances for corporate students and teachers. donations. o Provision of supervisors/mentors by o Relevant labor laws and issuances, the partner. especially in the fields of internships, o Ensuring that the workplace is a apprenticeship, on-the-job training conducive and safe learning (OJT), and others. environment. o Articles 218 and 219 of the Family The MOA should include the creation of a Joint Code, on the special parental Working Group (JWG), its functions and authority and responsibility of responsibilities, and the responsibilities of each of schools, administrators, and the partners under the supervision of the School teachers. Head or the designated teacher. 7. All expenses to be incurred in the G. Target Partners Partnership Building Agreement (PBA) will be charged to local funds, subject to the DepEd offices and/or schools may approach the usual accounting and auditing rules and following target groups for possible partnerships: regulations. 1. Local government units such as provinces, cities, municipalities, and barangays. E. Authorized Signatories for Partnership 2. LGU leagues like Union of Local Authorities Agreements in the Philippines (ULAP), League of Provinces of the Philippines, League of The partnership agreements entered into by the Cities of the Philippines, League of Central Office shall be signed by the Secretary or Municipalities of the Philippines, Liga ng his/her designate. Superintendents, or School mga Barangay, etc. Heads/Principals shall be the official signatories of partnership agreements entered into by the 3. National government agencies like DTI, regional offices, schools’ division offices, or schools, DOLE, TESDA, DPWH, DOH, DSWD, DA, etc. respectively. 4. Companies or business establishments. 5. Industry associations at the national, F. Areas for Partnerships regional, provincial, city, municipality, or barangay level. DepEd and its partners may enter into an agreement in one or more of the following areas: 6. Non-government organizations/faith-based organizations. 1. Inputs into the curriculum and/or the work immersion program design, which may 7. Cooperatives/microfinance institutions. include: 8. Other schools/training institutions that do not offer basic education programs.  REVIEWER — FRANCISCO, JERIC CABRERA | 12 – ARISTOTLE [STEM B] H. The Partnership Focal Person (PFP) 6. Coordinates with the appropriate Legal office for the finalization of 1. The PFP for the school is the School Head, MOAs/MOUs. who is authorized to establish partnerships following the processes described in these D. Coordinates with the immersion guidelines. The School Head may designate teacher/s regarding the immersion a teacher to assist in the partnership- placement for SHS: building process. The School Head may 1. Monitors the schedule of work adjust the teaching load of the designated immersion. teacher to comply with the Magna Carta for Public School Teachers. 2. Facilitates orientation for students bound for work immersion. 2. The Regional Directors and Schools Division Superintendents shall designate their 3. Facilitates the deployment of respective PFPs, who may be their Social students for work immersion. Mobilization and Networking Coordinators E. Nurtures the partnership based on the or other personnel qualified to handle results of monitoring: partnership-building activities. 1. Consults with partners regularly. Responsibilities and Activities of the PFP: 2. Maintains good working A. Manages Situational Analysis on K to 12 relationships. partnership resources: 3. Identifies and anticipates issues and 1. Conducts internal and external develops solutions. assessments. 4. Facilitates tax incentive applications 2. Identifies resource gaps. whenever possible. 3. Identifies potential partners 5. Conducts annual recognition of (external). partners. 4. Prepares a database of resources F. Facilitates evaluation of partnership for and potential partners. policy actions and sustainability: B. Helps mobilize resources: 1. Monitors the implementation of the 1. Advocacy campaign (showcasing SHS MOA terms and conditions. Program). 2. Recommends actions based on 2. Identifies possible partners. evaluation. 3. Prepares the profile of potential I. Step-By-Step Process in Partnership Building partners. 1. Research: C. Establishes / pursues the partnership o Gathering information about the based on IA and EA: school and the potential partner 1. Shortlists potential partners. from various sectors through available sources. 2. Visits potential partners. o Internal Assessment: Information 3. Presents the work immersion about the school, students, parents, program plan and/or other areas of program offerings, and resources. partnership. o External Assessment: Information 4. Attends meetings with potential available from various sources partners. without actual engagement. 5. Facilitates the preparation of o Other Sources: Information available documentary requirements of through other sources that may help partnerships. in identifying and evaluating potential partners.  REVIEWER — FRANCISCO, JERIC CABRERA | 12 – ARISTOTLE [STEM B] 2. Identification of Potential Partners: DepEd Order No. 80, s. 2012 – Strengthening breastfeeding education. o Matching SHS programs with potential partners' businesses and DepEd Order No. 39, s. 2009 – requirements. Commercialization of schools. o Legal requirements and Republic Act No. 8525 – The Adopt-A-School documentation. Act of 1998. o Proximity of location to DepEd Relevant labor laws and issuances for schools. internships, apprenticeships, OJT, and others. o Presence of Corporate Social Responsibility (CSR) policies, Articles 218 and 219 of the Family Code on programs, and resources. special parental authority and responsibility. o Scope of operations of the potential L. Effectivity partner and the scope of partnership This policy shall take effect fifteen (15) days after its (national, regional, provincial, local). publication in the Official Gazette or two 3. Engagement: newspapers of general circulation. It will also be registered with the Office of the National o Setting appointments and holding Administrative Register (ONAR) at the University of meetings with potential partners for the Philippines Law Center, UP Diliman, Quezon partnership discussions. City. o Presenting K to 12 programs, discussing expectations, objectives, and areas of partnership. Annexes: 4. Partnership Development: A. Internal and External Assessments Tool o Consolidating information gathered B. Guide for Meetings during discussions and preparing the C. Template for determining readiness, MOA/MOU, Deed of Donation, and capability, and willingness of potential Deed of Usufruct. partner o Coordinating with legal offices for D. MOA and MOU templates MOA/MOU review and approval. E. Partnership Monitoring Template o Signing the MOA/MOU. F. MOA/MOU Preparation Process Flow J. Monitoring and Evaluation The implementation of the partnership agreement will be monitored to ensure adherence by the parties. Periodic monitoring and evaluation will be conducted by the PFP. K. References DepEd Order No. 40, s. 2012 – Child Protection Policy. DepEd Order No. 55, s. 2013 – Implementing Rules and Regulations of Republic Act No. 10627 (Anti-Bullying Act of 2013). Republic Act No. 7877 – Sexual Harassment Act. DepEd Order No. 6, s. 2012 – Prohibition of tobacco industry partnerships.  REVIEWER — FRANCISCO, JERIC CABRERA | 12 – ARISTOTLE [STEM B] 1. Understanding the Self o Social factors Self-Concept: Perception of yourself as a o Learning multi-dimensional being (physical, spiritual, o Operant conditioning emotional, social, moral). o Modeling o Self-Image: How you view your physical traits, positively or 6. Self-Esteem and Self-Worth negatively. Evaluating yourself impacts confidence and o Actual Self: Traits you're born with belief in achieving goals. or nurtured. Reflects who you truly Self-Efficacy: Belief in your ability to are and how others perceive you. succeed. 2. Personality 7. Journals for Self-Reflection Personality Traits (The Big Five): Benefits: 1. Extroversion: Sociability and o Vent safely and enhance creativity. enthusiasm. o Record ideas and form habits. 2. Agreeableness: Trust and compassion. o Aid in mental health. 3. Conscientiousness: Organization and 8. Key Quote dependability. “To accept ourselves as we are means to value our 4. Neuroticism: Emotional stability. imperfections as much as our perfections.” – Sandra Bierig 5. Openness to Experience: Creativity and curiosity. Social Identity: Belonging to a group. Personal: Self-Complexity: The ways you think about Belonging or relating to a particular person. yourself. Can be high (varied roles) or low Made or designed to be used by one (limited roles). person. 3. Carl Rogers' Self-Theory Relating to or affecting a particular person. Real Self: Awareness of “what I am” and Personality: “what I can do.” The set of emotional qualities, ways of Ideal Self: The person you aspire to be. behaving that makes a person different 4. Social Learning Theory (Albert Bandura) from other people. People learn through observation, Attractive qualities such as energy, modeling, and imitation. friendliness, and humor. o Attention: Focus on surroundings. Distinction that makes a person important or renowned. o Retention: Remembering information. Development: o Reproduction: Duplicating actions. The act or process of growing or causing something to grow or become larger/more o Motivation: Drive to imitate. advanced. Strategies for Social Learning: The act or process of creating something o Discussions, photos, audio, and over time. videos. The state of being created or made 5. Attitude Formation advanced. Influenced by:  REVIEWER — FRANCISCO, JERIC CABRERA | 12 – ARISTOTLE [STEM B] Three Aspects or Domains of Human formal education and environmental Development: factors. 1. Physical Development: Growth of the body Philosophical Insights on Self-Knowledge: and brain, motor and sensory skills, physical 1. "An unexamined life is not worth living." - health. Socrates 2. Cognitive Development: Capacity to learn, 2. "The beginning of knowledge is self- speak, understand, reason, and create. knowledge." - Plato 3. Psychosocial Development: Social 3. "Knowing yourself is the beginning of all interactions, emotions, attitudes, self- wisdom." - Aristotle identity, personality, beliefs, and values. 4. "Know thyself" - Inscription at the Oracle of Influences on Human Development: Delphi, attributed to seven Greek Heredity: Inborn traits passed from parents philosophers, including Thomas Hobbes. to offspring. This became the cornerstone of Western philosophy. Environment: External world and experiences that affect interactions. 5. "Inquiry into the truth of the 'self' is knowledge." - Hindu writings, Upanishads Maturation: Natural progression of the brain and body affecting psychological and 6. "Knowing others is intelligence; knowing social dimensions. yourself is true wisdom. Mastering others is strength; mastering yourself is true power." Attitude and its Components: - Lao Tzu Affect Symbolism: Cognition Self-Made Man Sculpture: A representation Behavior of shaping oneself and realizing one's potential. Key Theories and Philosophies The "Self": Defined as the essence of a person: thoughts, feelings, actions, experiences, beliefs, and relationships. Includes a person’s life purpose, meaning, and aspirations. Charles Horton Cooley's "Looking-Glass Self": Concept in social psychology emphasizing how we form views of ourselves based on others' perceptions. Three Components: 1. Imagination of how you appear to others. 2. Imagination of how others judge you. 3. Feelings generated from these imaginings. Personal Development: A process of discovering oneself by realizing potential and capabilities shaped through