Legal Bases of MTB-MLE PDF

LEGAL BASES OF MTB-MLE  THE ENHANCED BASIC EDUCATION According to the Senate Economic Planning Office (SECO) (2011), the Philippines, together with Djibouti and Angola of Africa are the only three remaining countries in the world that retains 10-year basic...

LEGAL BASES OF MTB-MLE  THE ENHANCED BASIC EDUCATION According to the Senate Economic Planning Office (SECO) (2011), the Philippines, together with Djibouti and Angola of Africa are the only three remaining countries in the world that retains 10-year basic education system. SECO (2011) articulated that the continuous deterioration of the quality of education in the Philippines despite of the constitutional guarantees has prompted DepEd to push for the implementation of the K to 12 program, which entails the institutional of the kindergarten and the additional two more years of high school in the basic education cycle. The Teacher and the Community, School Culture and Organizational Leadership  SECO (2011) added that the deterioration in the quality of education was attributed to the 10-year basic education cycle. As such, the government exerted effort to address the issues by attempting to increase the number of years in basic education. However, such idea was opposed by students and parents since additional years in school will entail additional expenses for parents. This is, perhaps, due to lack of information regarding the benefits of having a longer years of basic education. The Teacher and the Community, School Culture and Organizational Leadership  There are many compelling reasons why the Philippine government pushed for enhancement of the basic education system. In an article published by K-12 Philippines (2015), six reasons were highlighted why the Philippines should shift to K to 12, these are the following: 1. The Philippines is the only country in Asia with a 10- yearbasic education 2. Poor quality of education 3. Too many non-practical subjects 4. Not prepared for college education 5. Too young for labor force 6. No global recognition The Teacher and the Community, School Culture and Organizational Leadership  Finally, in 2012, RA No. 10533 otherwise known as the “Enhanced Basic Education Act” was passed institutionalizing the K to 12 curriculum which added Kindergarten and two more years of Senior High School in the basic education program. The K to 12 Program have brought development opportunities to the basic education system to address issues and concerns in quality basic education. The following are the salient features of the K to 12 highlighted by DepEd: 1. Strengthening of the Kindergarten in the Philippines 2. Making the curriculum relevant to the learners 3. Building proficiency 4. Ensuring integrated and seamless learning 5. Gearing up for the future 6. Nurturing the holistically developed Filipino The Teacher and the Community, School Culture and Organizational Leadership  The goal of the K to 12 basic education programs is to prepare Filipino students for tertiary education and in the field of work by providing those with enough time in basic education to master skills and develop competencies that will enable them to perform better when they decided to go to the field of work. The Teacher and the Community, School Culture and Organizational Leadership  INSTITUTIONALIZATION OF KINDERGARTEN General kindergarten program refers to the 10-month program provided to children who are at least five years old in regular elementary schools using thematic and integrative curriculum to ensure the development of foundational skills among children to prepare them for Grade 1 (DepEd, 2012). The Teacher and the Community, School Culture and Organizational Leadership  INSTITUTIONALIZATION OF KINDERGARTEN Prior to the implementation of the K to 12 curriculum in the Philippines, kindergarten is optional to parents. By virtue of RA 6972 otherwise known as “Barangay – Level Total Protection of Children Act of 1990,” has mandated the local government units in coordination with Department of Social Welfare and Development (DSWD) to establish a day-care center in every community covering kindergarten program. The Teacher and the Community, School Culture and Organizational Leadership  INSTITUTIONALIZATION OF KINDERGARTEN The implementation of early childhood education was then strengthened by the passage of RA 8980 known as the “Early Childhood Care and Development Council (ECCD) Act of 2001” which mandated the ECCD through DSWD to provide programs needed by young children that will promote their optimum growth and development. The Teacher and the Community, School Culture and Organizational Leadership  INSTITUTIONALIZATION OF KINDERGARTEN In 2011, Republic Act No. 10157 otherwise known as the “Kindergarten Education Act,” was passed institutionalizing the kindergarten into the basic education system. The passing of the said law is in consonance with the Millennium Development Goals on achieving Education for All (EFA) by year 2015. Kindergarten was applied to elementary school system being the first stage of compulsory and mandatory formal education and was made an integral part of the basic education system of the country. This also provided equal opportunities for all children to avail of accessible mandatory and compulsory kindergarten education that effectively promotes physical, social, affective, cognitive, and creative- aesthetic development that prepare them for formal elementary schooling. The Teacher and the Community, School Culture and Organizational Leadership  INSTITUTIONALIZATION OF KINDERGARTEN With the passage of RA 10410 otherwise known as the “Early Years Act of 2013,” children ages 0-4 became the responsibility of the ECCD Council while the responsibility to help develop children in their formative years between ages 5-8 was given to DepEd by virtue of RA 10533 known as “Enhanced Basic Education Act pf 2012 which covers the inclusion of Kindergarten in the basic education system.” The Teacher and the Community, School Culture and Organizational Leadership  M O T H E R T O N G U E -B A S E D M U LT I L I N G U A L E D U C AT I ON Consistent with the policy of the state to make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners per RA 10157, the mother tongue-based multilingual education (MTB-MLE) was made as medium of instruction for teaching and learning in the kindergarten level by virtue of DepEd Order No.32, series of 2012. The Teacher and the Community, School Culture and Organizational Leadership  M O T H E R T O N G U E -B A S E D M U LT I L I N G U A L E D U C AT I ON Mother tongue is seen as an important medium of instruction by using a local language understood by the learners. Rutus Foundation (2018) articulated the following benefits associated with an education that takes into account children’s mother tongue: 1. Children learn better and faster in a language they can understand 2. They enjoy school more and feel more at home 3. Pupil tend to increase self-esteem 4. Parents participation is increased by helping kids in their homework and participating in school activities The Teacher and the Community, School Culture and Organizational Leadership  M O T H E R T O N G U E -B A S E D M U LT I L I N G U A L E D U C AT I ON 5. When children take advantage of their multilingualism, they also enjoy higher socio- economic status including higher earnings 6. On average, schools perform better, reporting less repetition 7. Finally, children stay in school longer The Teacher and the Community, School Culture and Organizational Leadership  M O T H E R T O N G U E -B A S E D M U LT I L I N G U A L E D U C AT I ON 5. When children take advantage of their multilingualism, they also enjoy higher socio- economic status including higher earnings 6. On average, schools perform better, reporting less repetition 7. Finally, children stay in school longer The Teacher and the Community, School Culture and Organizational Leadership  DEPED ORDER NO 31 S. 2013 C L A R I F I C AT I O N S O N T H E P O L I C Y G U I D E L I N E S O N T H E I M P L E M E N TAT I O N O F T H E L A N G U A G E L E A R N I N G A R E A S A N D T H E I R T I M E A L LO T M E N T I N G RA D E S 1 A N D 2 O F T H E K T O 1 2 B A S I C E D U C AT I O N P R O G RA M In view of the implementation of the K to 12 Basic Education Program, the Department of Education (DepEd) through the Bureau of Elementary Education (BEE) issues the following Clarifications on the Policy Guidelines on the Implementation of the Language Learning Areas and their Time Allotment in Grades 1 and 2 as stated in the Enclosure Nos. 1 and 2 of DepEd Order No. 31, s. 2012: The Teacher and the Community, School Culture and Organizational Leadership  DEPED ORDER NO 31 S. 2013 C L A R I F I C AT I O N S O N T H E P O L I C Y G U I D E L I N E S O N T H E I M P L E M E N TAT I O N O F T H E L A N G U A G E L E A R N I N G A R E A S A N D T H E I R T I M E A L LO T M E N T I N G RA D E S 1 A N D 2 O F T H E K T O 1 2 B A S I C E D U C AT I O N P R O G RA M 1. Mother Tongue is used as a Medium of Instruction (MOI) for Grades 1 and 2 in teaching Mathematics, Araling Panlipunan (AP), Music, Arts, Physical Education and Health (MAPEH) and Edukasyon sa Pagpapakatao (EsP); 2. Mother Tongue is taught as a separate Learning Area in Grades 1 and 2; 3. Filipino, as a Learning Area, is first introduced in Grade 1 during the second quarter (2nd Q)/grading period; 4. English, as a Learning Area, is first introduced in Grade 1 during the third quarter (3rd Q)/ grading period; and The Teacher and the Community, School Culture and Organizational Leadership  DEPED ORDER NO 31 S. 2013 C L A R I F I C AT I O N S O N T H E P O L I C Y G U I D E L I N E S O N T H E I M P L E M E N TAT I O N O F T H E L A N G U A G E L E A R N I N G A R E A S A N D T H E I R T I M E A L LO T M E N T I N G RA D E S 1 A N D 2 O F T H E K T O 1 2 B A S I C E D U C AT I O N P R O G R A M The Teacher and the Community, School Culture and Organizational Leadership  “Every student has something to offer, and every student deserves a nurturing learning environment.” ~ Ilhan Omar