Documentos de Académico
Documentos de Profesional
Documentos de Cultura
SPECIAL CURRICULAR
PROGRAM IN SCIENCE,
TECHNOLOGY &
ENGINEERING
(formerly ESEP)
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Region
I
II
III
IV-A
IV-B
V
VI
VII
VIII
Number of Implementing
Schools
13
13
17
15
7
17
18
10
12
Region
IX
X
XI
XII
CARAGA
CAR
NCR
ARMM
Total
DEPARTMENT OF EDUCATION
Number of Implementing
Schools
10
15
9
8
8
8
18
2
200
Accomplishments
2011
2012
Finalization of the Curriculum
Framework and Standards for
Environmental Science
Curriculum and
Instructional
Materials
Development
CapacityBuilding
Preparation of guidelines on
the utilization of the program
support fund
Monitoring and
Evaluation
Provision of
Support Fund
2013
Development of Implementing
Guidelines
DEPARTMENT OF EDUCATION
Highlights of Implementation
Curriculum
The core subjects offered in the Secondary Education
Curriculum (SEC) and under the K to 12 BEC were enhanced
by additional subjects identified in the Revised Curriculum of
the Engineering and Science Education Program (ESEP) of the
S & T-Oriented High Schools. The subject offerings, time
allotment and unit credits stipulated in DepED Order No. 41,
S. 2004 and DepED Order no. 31, S. 2012 were strictly
implemented. In many schools offering the Program, add-on
subjects in Science and Mathematics were offered on top of
the requirements of the core curriculum and the special
curricular program in science and technology.
DEPARTMENT OF EDUCATION
Highlights of Implementation
Instruction
While it is clear as to the kind of self-directed learner the
schools desire to produce under the Program, the strategies
being employed is usually textbook-based and learning is
reproductive. Many teachers still derive lessons from course
syllabi and competency lists and not from the felt needs of the
learners. However, it was observed that in many science
classes problem-solving, inquiry or discovery approaches were
being employed.
DEPARTMENT OF EDUCATION
Highlights of Implementation
Instruction
Supervision of learning is usually done through direct
instructional assistance which is performed by department
heads and supervisors. However, promising supervisory
approaches were observed such as collaborative and selfdirected supervision in many schools implementing the
program.
DEPARTMENT OF EDUCATION
10
Highlights of Implementation
Capacity-Building
Many schools conducted school-based trainings which
merely echoed what were discussed at the national/regional
trainings, thus leaving many teachers with inadequate knowledge
about key concepts and approaches. Likewise, seldom were
training conducted beyond the curriculum to include aspects like
class management and assessment of learning outcomes.
DEPARTMENT OF EDUCATION
11
Highlights of Implementation
Capacity-Building
Similarly, there were unnoticed efforts to train school heads on
managing for excellence including setting school context for
curriculum reform, transforming the school into a learning
community and assessing the quality of school outcomes.
Instructional supervision, curriculum development and capacitybuilding were the foci of the functions of the Education
Supervisors. However, it was observed that the supervisors were
weak on progress monitoring which is a major term of reference
for their position.
DEPARTMENT OF EDUCATION
12
Highlights of Implementation
Physical Facilities
The schools have basic instructional spaces including
classrooms, science laboratories, computer room and library.
However, the laboratories which are in need of major repair and
renovation do not comply with the minimum standards as
required in the Physical Facilities Guidelines and do not
incorporate multi-hazard mitigation measures. Likewise, most
schools have the basic administrative and service spaces like an
administrative office and guidance room except a
medical/dental clinic.
DEPARTMENT OF EDUCATION
13
Highlights of Implementation
Physical Facilities
In many schools, classroom furniture is adequate to the ideal
class size for the Special Science Classes. Likewise, other
furniture like teacher tables and office furniture are available
but there were very little provisions for the storage and display
of supplies and materials including chemicals in the science
laboratories.
DEPARTMENT OF EDUCATION
14
Highlights of Implementation
Equipment
The schools have instructional tools and devices which
include science apparatuses and mathematics gadgets which
are inadequate and improperly planned, selected and utilized.
Likewise, other instructional devices such as audio-visual
equipment and teaching aids are available but are not properly
classified and stored.
DEPARTMENT OF EDUCATION
15
Highlights of Implementation
Administration
The Program is managed by a School Head who is rarely a
degree holder in Science or Mathematics and delivered by
teachers whose qualifications do not include a degree in
his/her area of specialization. Likewise, most school heads are
not assisted by a complete support staff consisting of by a
bookkeeper, guidance counselor, librarian and school nurse.
DEPARTMENT OF EDUCATION
16
Highlights of Implementation
Finance
The schools implementing the Program receive on top of the
Personal Services (PS) and regular Maintenance and Other
Operating Expenses (MOOE), subsidy in the form of a
nationwide lump-sum from DepEDs annual appropriations.
Each school is granted an additional annual subsidy based on a
fixed allocation and a variable allocation per student based on
the average enrollment of the last four (4) years to augment
their regular allocation for MOOE. In many cases, the subsidy
is used for the purchase of equipment which is not included as
an object of expenditure supported by the subsidy.
DEPARTMENT OF EDUCATION
17
Quarter
Budget
Estimate
P 515,600.00
P 670,000.00
P 670,000.00
P 1,275,000.00
P 670,000.00
DEPARTMENT OF EDUCATION
18
Quarter
Budget
Estimate
P 670,000.00
P 670,000.00
1,539,000.00
P 670,000.00
P 670,000.00
DEPARTMENT OF EDUCATION
19
Implementation Arrangements
Program Institutionalization
Phase 1
Provision of program support fund to implementing
schools (P53,870,000.00 allocation shall be directly
released by DBM to the regions)
Conduct of curriculum and instructional workshops,
annual assessment of program implementation and
annual conference of School Heads (P8,019,600.00 as
Operational Funds shall be administered by the CO)
DEPARTMENT OF EDUCATION
20
Draft Guidelines
Aspect
Major Modification
Objects of Expenditures
DEPARTMENT OF EDUCATION
21
Draft Guidelines
Aspect
Major Modifications
Implementation
arrangement on the
release of allotment
DEPARTMENT OF EDUCATION
22
Draft Guidelines
Aspect
Major Modification
Implementation
arrangement
DEPARTMENT OF EDUCATION
23