from Access to Quality Secretary Leonor Magtolis Briones 29 June - - PowerPoint PPT Presentation
Making the Pivot from Access to Quality Secretary Leonor Magtolis Briones 29 June 2019 1 Outline I. Fiscal Performance Education sector budget Budget performance Education inputs and support II. State of Access to Basic
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Secretary Leonor Magtolis Briones
29 June 2019
DEPARTMENT OF EDUCATION
I. Fiscal Performance
II. State of Access to Basic Education
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DEPARTMENT OF EDUCATION 3
DEPARTMENT OF EDUCATION
4 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 SUCs 22,477 25,097 27,307 34,924 38,075 44,397 49,661 61,440 65,245 68,338 TESDA 2,991 2,953 2,855 3,107 5,250 5,442 6,861 6,828 7,717 12,730 CHED 2,539 1,695 2,207 3,604 8,012 3,402 9,657 19,576 50,534 52,436 DepEd 172,965 206,271 216,353 250,412 300,546 341,451 433,383 568,436 580,632 531,565
11.23% 12.54% 11.91% 12.48% 13.27% 13.13% 14.44% 16.97% 15.41% 14.15% 0.16% 0.10% 0.12% 0.18% 0.35% 0.13% 0.32% 0.58% 1.34% 1.40% 0.19% 0.18% 0.16% 0.15% 0.23% 0.21% 0.23% 0.20% 0.20% 0.34% 1.46% 1.53% 1.50% 1.74% 1.68% 1.71% 1.65% 1.83% 1.73% 1.82%
100,000 200,000 300,000 400,000 500,000 600,000 700,000 800,000
Breakdown of Education Sector Budget (FY 2010 – 2019 GAA) in million pesos
DepEd CHED TESDA SUCs
% Share to National Budget DepEd CHED TESDA SUCs
DEPARTMENT OF EDUCATION 5
261,672 297,278 305,083 351,185 412,435 469,664 494,591 240,238 279,474 273,300 308,136 369,435 456,278 470,711
252,891 261,778 288,933 339,484 383,456 437,945
92% 94% 90% 88% 90% 97% 95% 90% 96% 94% 92% 84% 93%
75% 80% 85% 90% 95% 100% 100,000 200,000 300,000 400,000 500,000 600,000 700,000
2012 2013 2014 2015 2016 2017 2018
Adjusted Allotment Obligation Disbursement Obligation Rate Disbursement Rate
*No disbursement data in SAOB 2012
Source: DepEd Year-End SAOB 2012 and SAAODBs (2013-2018) In Million Pesos
DEPARTMENT OF EDUCATION
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2016-2018 Physical Performance of Basic Education Inputs
Source: FY 2016 - 2018 BAR 1
Basic Education Facilities Target: 75,017 New Classrooms Completed: 25,934 On-going: 46,300 For mobilization: 17,538 To be procured: 8,749 Not yet started: 174 Reverted: 158 2019 Target 4,110 Classroom Construction 18,575 Classrooms Repaired and Rehabilitated
Computerization Program
Target: 53,867 Delivered: 37,460 On Going Delivery: 12,139 On Going Procurement: 4,268 2019 Target (ICT Packages ) 1,039 G4-6 2,313 JHS 475 SHS
Textbooks and Other Instructional Materials
Target: 129,115,545 Delivered: 81,892,080 On Going Delivery: 37,163,221 On Going Procurement: 65,312,833 2019 Target 6.2M Activity Sheets, 7.7M A&E Modules 4.6M storybooks and 20 Manuscripts
Science and Math Equipment
Target: 32,343 Procured: 24,369 Delivered: 11,977 On Going Delivery: 12,392 On Going Procurement: 7,974 2019 Target 2,371 sets of Science and Math Equipment (SME) Plantilla Items Items created 193,897 teacher items Items filled-up 174,507 teacher items 2019 Target 10,000 teacher items
DEPARTMENT OF EDUCATION
7 School-Based Feeding Program Target: 5,994,839 learners Benefitted: 5,697,342 learners 2019 Target 1,810,460 learners (hot meals and milk) ESC Program Target: 3,217,049 grantees Benefitted: 2,947,843 grantees 2019 Target 1,101,012 grantees 44,368 TSS recipients Voucher Program Target: 3,905,348 grantees Benefitted: 3,182,664 grantees 2019 Target 1,314,376 grantees JDVP-TVL Target: 230,918 grantees Benefitted: 137,190 grantees 2019 Target 70,000 grantees
2016-2018 Physical Performance of Support to Learners
Source: FY 2016 - 2018 BAR 1
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION 9
Year Kinder Elementary (Gr. 1-6) Junior High School (Gr. 7-10) Senior High School (Gr 11-12) Total 2016 1,814,713 14,100,290 7,564,827 1,445,107 24,924,937 2017 2,268,455 13,483,620 7,826,414 2,733,460 26,311,949 2018 2,409,782 13,265,259 8,320,627 3,022,841 27,018,509 2019 Projected 2,330,099 13,271,598 8,527,055 3,087,646 27,216,398
Historical Enrollment from SY 2015-2016 to SY 2018-2019; Projected Enrollment for SY 2019-2020 (Public and Private)
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Source: LIS/BEIS SY 2018-2019 Generated as of December 10, 2018
ACADEMIC
Male Female Total %
2018-2019 822,603 1,095,937 1,918,540 63.5% 2017-2018 720,962 971,630 1,692,592 63.9%
TVL
Male Female Total %
2018-2019 605,533 480,393 1,085,926 35.9% 2017-2018 558,359 467,548 1,025,907 37.5%
ARTs&DESIGN
Male Female Total %
2018-2019 5,648 7,567 13,215 .44% 2017-2018 4,479 6,095 10,574 .39%
SPORTS
Male Female Total %
2018-2019 3,321 1,839 5,160 .17% 2017-2018 2,848 1,539 4,387 .16%
SY 2018-2019
Total : 3,022,841 Male : 1,437,105 Female : 1,585,736
SY 2018-2019
Total : 3,022,841 Male : 1,437,105 Female : 1,585,736
SY 2017-2018
Total : 2,733,460 Male : 1,286,648 Female: 1,446,812
SY 2017-2018
Total : 2,733,460 Male : 1,286,648 Female: 1,446,812
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION 11
Source: BEIS SY 2018-2019 – Final (Generated as of December 10, 2018
CLASSIFICATION Public SUCs/ LUCs Private PSO* Total Elementary 37,928 7 7,475 45,410 Junior High School 1,622 52 299 1,973 Senior High School 204 110 1,092 1,406 JHS with SHS 6,177 102 890 7,169 Integrated School (K to G10) 683 9 2,004 5 2,701 Integrated School (K to G12) 411 29 2,803 15 3,257
Total Schools 47,025 309 14,562 20 61,916
*Philippine Schools Overseas – learners who are enrolled outside the country with permit granted by DepEd
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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Position SG Monthly Salary, PhP (2019/Fourth Tranche SSL) Plantilla Items (As of June, 2019) Authorized Filled Teacher I 11 20,754.00 468,453 436,275 Teacher II 12 22,938.00 139,487 127,999 Teacher III 13 25,232.00 212,384 207,613 Master Teacher I 18 40,637.00 41,854 39,950 Master Teacher II 19 45,269.00 16,810 15,828 Master Teacher III 20 51,155.00 68 65 TOTAL 879,056 827,733 Note:
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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Position SG Monthly Salary, PhP (2019/Fourth Tranche SSL) Plantilla Items (As of June 2019) Authorized Filled Head Teacher I 14 27,755.00 7,259 6,622 Head Teacher II 15 30,531.00 2,204 1,858 Head Teacher III 16 33,584.00 11,013 10,351 Head Teacher IV 17 36,942.00 418 383 Head Teacher V 18 40,637.00 228 204 Head Teacher VI 19 45,269.00 1029 905 School Principal I 19 45,269.00 15,280 13,432 School Principal II 20 51,155.00 5,810 5,357 School Principal III 21 57,805.00 2,106 1,992 School Principal IV 22 65,319.00 1,316 1,273
18-20 1,435 950 TOTAL 47,918 43,327
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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Level of Education
Gross Enrollment Rate Net Enrollment Rate
2016-2017 2017-2018 2018-2019* 2016-2017 2017-2018 2018-2019* Kinder to Grade 6
106.34% 104.21% 102.65% 96.04% 95.76% 94.80%
JHS to SHS
87.76% 85.55% 91.58% 75.33% 75.94% 79.93%
Level of Education Transition Rate 2017-2018 2018-2019* Elem to JHS 93.12% 95.20% JHS to SHS 90.15% 96.41%
Transition Rate
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
15 Level of Education
Enrollment SY 2018-2019
Population of Official School-Age Underage Official School-Age Overage TOTAL
Kindergarten
444,834
1,716,367
(Age 5)
247,257 2,408,458
2,245,018
(Age 5)
Kinder to Grade 6
450,658
14,467,958
(Ages 5 to 11)
748,250 15,666,866
15,262,116
(Ages 5 to 11)
Grade 1 to Grade 6
270,732
12,243,035
(Ages 6 to 11)
744,641 13,258,408
13,017,098
(Ages 6 to 11)
Junior High School
443,520
6,753,895
(Ages 12 to 15)
1,118,880 8,316,295
8,296,099
(Ages 12 to 15)
Senior High School
136,931
2,092,529
(Ages 16 to 17)
792,396 3,021,856
4,084,158
(Ages 16 to 17)
JHS to SHS
443,520
9,895,750
(Ages 12 to 17)
998,881 11,338,151
12,380,257
(Ages 12 to 17)
Source: LIS/BEIS SY 2018-2019; Generated as of December 10, 2018
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Source: *LIS/BEIS SY 2018-2019; Generated as of December 10, 2018
Level of Education Gross Enrollment Rate Net Enrollment Rate
SY 2017-2018 SY 2018-2019* SY 2017-2018 SY 2018-2019*
Kindergarten 0.97 0.99 1.02 1.00 Kindergarten to Grade 6 0.97 0.98 1.00 0.99 Grade 1 to Grade 6 0.97 0.97 1.00 1.00 Junior High School 1.07 1.05 1.15 1.11 Senior High School 1.20 1.18 1.36 1.33
JHS to SHS 1.10 1.09 1.15 1.12
GPI - ratio of the selected indicator value for girls divided by the indicator value for boys. A value of less
than one indicates a difference in favor of boys; a value above one indicates a difference in favor of girls. A value close to 1 (one) indicates gender parity. For gender parity to GPI should be in the range of 0.97 and 1.03.
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
CSR, CR & SLR 2- Years comparison, Public, SUCs/LUCs & Private
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Performance Indicators Grade 1-6 Grade 7-10
SY 2017-2018 SY 2018-2019 SY 2017-2018 SY 2018-2019
Cohort Survival Rate (CSR) 94% 97% 86% 89% Completion Rate (CR) 92% 97% 84% 89% School Leaver Rate (SLR) 2% 1% 6% 4%
Source: *LIS/BEIS SY 2018-2019; Generated as of December 10, 2018 Note: Data on internal efficiency is subject to further analysis
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Percent Distribution of OSCY by Reason for Not Attending School: PSA APIS 2017
19 Reason for Not Attending School
Male Female Both Sexes
Total 6 to 11 12 to 15 16 to 24 Total 6 to 11 12 to 15 16 to 24 Total 6 to 11 12 to 15 16 to 24
Number of OSCYs ('000) 1,311 140 281 890 2,262 65 117 2,080 3,573 205 398 2,970 Accessibility of school 2.0 14.0
0.3
0.9 9.6
Illness/disability 11.9 27.0 9.2 10.4 5.4 32.5 17.9 3.8 7.8 28.8 11.8 5.8 Marriage/family matters 2.5
3.4 57.0
61.9 37.0
44.3 High cost of education/financial concern 24.0 13.7 14.7 28.6 14.3 6.4 18.6 14.4 17.9 11.4 15.8 18.6 Employment/looking for work 12.2
17.8 6.2 2.6 2.9 6.5 8.4 0.8 1.2 9.9 Finished schooling or finished post-secondary or college 0.1
0.1
0.1
Lack of personal interest 43.8 31.4 71.3 37.0 13.6 27.8 51.5 11.0 24.7 30.2 65.5 18.8 Problem with school record/birth certificate 1.2 4.2 0.3 1.0 0.6 9.8
0.8 6.0 0.2 0.5 Too young to go to school 0.7 6.9
18.3
10.5
1.6 2.8 3.0 0.9 2.1 2.6 6.1 1.8 1.9 2.7 3.9 1.6 Total
100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0
Note:" - " denotes zero count or less than 0.05 percent Source: Philippine Statistics Authority, 2017 Annual Poverty Indicators Survey
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Decile Male Female Both Sexes
Number of OSCYs (in '000) 1,311 2,262 3,573 First Decile 20.1 20.7 20.5 Second Decile 14.9 16.2 15.7 Third Decile 16.5 13.1 14.4 Fourth Decile 12.9 16.6 15.2 Fifth Decile 8.6 10.7 9.9 Sixth Decile 7.9 8.6 8.3 Seventh Decile 8.6 8.2 8.4 Eight Decile 4.3 2.9 3.4 Ninth Decile 3.7 2.3 2.8 Tenth Decile 2.5 0.7 1.4 Total 100.0 100.0 100.0
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*The first decile represents the poorest families
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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54.6% 73.2% 35.6% 76.5% 94.1% 79.9% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% Kinder Elementary Secondary BARMM National BARMM* net of Cotobato City
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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Access Factor Observations Interventions
Age
for non-attendance overall, it remains a factor for younger age group of 6-11
age group
Gender
strongly gender differentiated
non-attendance, but it applies mainly to females and generally at post-secondary or college level
applies more intensely to males at age 12-15
Geographic
indicators
Economic
the 3rd reason, reflecting both economic advance and free or highly subsidized basic education
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION 23
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION 24
With major gains in access, DepEd is now in a position to wage a more focused campaign to make decisive gains in education quality.
Broadly Similar Trend Across ASEAN
“For all countries in the region barring Singapore, the picture is broadly similar. Building on important recent gains, in the expansion of education at primary, lower secondary and increasingly upper secondary levels, all are looking to entrench quality learning. There is broad agreement on three important steps. The first is to design and implement effective learning systems, aligning competencies/ standards, curriculum, instruction, assessment and
leaders, to create a challenging learning experience for every child and to ensure that every student benefits from excellent teaching. The third is to ensure that students come to school ready to learn, throughout their school career, drawing
an effective early years’ education and supportive relationships with their parents. Together, these three steps constitute an agenda for raising learning outcomes, across the region.”
(Raising Learning Outcomes in Southeast Asia, Insights from PISA organized by the Ministry of Education in Thailand and OECD)
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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Country Structure Policy shift Schools* Students* Teachers* Education Expenditure to GDP (%)* Brunei Pre-primary + 5 (Primary) + 5 (Secondary) + 2 (Pre-university) 2011 231 93,490 9,302 4.4 Cambodia Kindergarten (K) + 6 (Primary) + 3 (Lower Secondary) + 3 (Upper Secondary) 1996 17,149 3,526,103 118,903 1.9 Indonesia K + 6 + 3 + 3 2013 370,535 55,775,796 3,461,645 3.6 Lao PDR K + 5 + 4 + 3 2006 12,923 1,524,505 75,986 3.3 Malaysia K + 6 + 3 + 2 1990s 38,495 6,817,662 560,268 5.0 Myanmar Pre-primary + 5 + 4 + 2 2016- 2017 53,499 9,481,870 390,571 n.d. Philippines K + 6 (Elementary) + 4 (Junior High) + 2 (Senior High) 2013- 2018 53,943 22,096,820 719,886 2.4 Singapore K + 6 (Primary) + 4 (Secondary) + 2 (Pre-university) 1970s 524 446,427 34,028 2.9 Thailand K + 6 + 3 + 3 1974- 1978 100,297 11,710,840 590,579 4.1 Timor Leste Pre-primary + 6 + 3 + 3 2012 1,739 337,569 13,594 n.d. Vietnam Pre-primary + 5 + 4 + 3 2005 43,672 20,599,894 1,175,388 n.d.
*Data as of 14 December 2018; n.d. = no data Source: SEAMES, ASEAN
The Philippines implemented K to 12 in phases within 6 years from 2013 to 2018; SHS Grade 11 was first implemented in SY 2016-2017; Grade 12 in SY 2017-2018
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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Quality Dimension Interventions Learning the Intended Competencies
Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) to complement NAT
sustained provision of education inputs
Math Olympiad, Robotics Competition Diversity of Curricular Offerings
Employability
Interest-based Choices
Teacher Quality
Public Satisfaction
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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standards and 21st century skills under the K to 12 curriculum
between the number of correctly answered items in a test and the total number of items
Framework (NAF), i.e. 21st Century Skills. Skills are interpreted in terms of Proficiency Levels
was content-based and interpreted in terms of Mastery Levels Level of Proficiency
Highly Proficient 90 – 100 Proficient 75 - 89 Nearly Proficient 50 - 74 Low Proficient 25 - 49 Not Proficient 0 - 24
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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Test G6 G10 G12 Coverage Subject Areas:
Panlipunan
21st Century Skills:
Literacy
Subject Areas:
Panlipunan
21st Century Skills:
Literacy
Subject Areas:
Information Literacy
Communication
21st Century Skills:
Literacy
Number of Items per subject 27 54 Varies; ranges from 9 to 36 Total number of items 135 270 420
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Mean Percentage Score by Subject Areas and by 21st Century Skills
Subject Areas SY 2016- 2017 MPS SY 2017-2018 MPS Filipino 53.41 51.13 Mathematics 34.74 36.85 English 40.37 34.66 Science 30.93 29.05 Araling Panlipunan 40.30 35.50 Overall 39.95 37.44 21st Century Skills SY 2016- 2017 MPS SY 2017-2018 MPS Problem Solving 44.45 39.42 Information Literacy 39.48 39.33 Critical Thinking 35.92 33.56 Overall 39.95 37.44
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Mean Percentage Score by Subject Areas and by 21st Century Skills
Subject Areas SY 2016-2017 MPS SY 2017-2018 MPS Filipino 52.59 58.02 Mathematics 37.30 34.26 English 46.01 43.48 Science 35.68 36.52 Araling Panlipunan 48.81 50.67 Overall 44.08 44.59 21st Century Skills SY 2016-2017 MPS SY 2017-2018 MPS Problem Solving 44.06 47.48 Information Literacy 45.11 46.54 Critical Thinking 42.71 41.96 Overall 44.08 44.59
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Mean Percentage Score by Subject Areas and by 21st Century Skills
Subject Areas SY 2017- 2018 MPS SY 2018-2019 MPS Science 31.26 32.11 Philosophy 37.09 34.89 Humanities 37.05 33.60 Media and Information Literacy 47.87 44.97 Mathematics 29.60 27.91 Language and Communication 38.61 41.63 Social Studies 36.23 36.82 Overall 36.71 36.45 21st Century Skills SY 2017- 2018 MPS SY 2018-2019 MPS Problem Solving 36.92 38.06 Information Literacy 36.91 35.86 Critical Thinking 36.15 34.94 Overall 36.66 36.29
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
following need to be considered:
high results in attained curriculum will take time, as we align intended, implemented and assessed curriculum
now, which is to improve our large scale assessment performance
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
integration
and delivery of programs for the professional development of teachers and school leaders
– Anchored on PPST for Teachers (and similar professional standards for school leaders) – Teacher Induction Program – Career Progression Programs/Courses/Training – Assessment – Accreditation, Certification, and Recognition – Collaboration with Centers of Excellence and Centers of Development – Professional Development Information System – Link to CPD compliance – Delivery Strategies
academics or fellows
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
development activities
and accountable
consolidated
progression and promotion
a Training Faculty
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
into our performance
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Lyson, Neil David Cayanan, Shaira Gozun, E'van Relle Tongol, Maryjoise Karla Buan, Alpha Acain, Lester Sabadao, Lia Denise Tan, and Nathaniel Reyes were part of the more than 1,800 delegates coming from 80 countries.
School, Angeles City Science High School, Pangasinan National High School, Quezon National High School and Cagayan National High School.
Their study “Hibla: An Alternative Sound Absorption Material” was selected as one of the Best Projects at the fair, which had the sustainable development and preservation of the country’s natural resources at its theme.
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Intel International Science Fair, 2019
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Public Satisfaction March Ulat ng Bayan, Year-on-Year DepEd Rating
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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Aware Approve Undecided Disapprove Total Philippines (100%) 100% 88% 9% 3% NCR (14%) 100% 77% 15% 8% Balance Luzon (45%) 100% 89% 9% 2% Visayas (19%) 100% 93% 6% 1% Mindanao (23%) 100% 88% 10% 2%
September 2018 Approval
DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Asian Ministers of Education (SEAMEO) Council Conference is the matter of artificial intelligence
shifting towards teachers as facilitators, guides, and fellow learners
the idea of robots conducting lectures in class, acting as teachers
probably we would not need as much teachers
(GMRC, Humanities)
education systems
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
continue to address access gaps through various programs such as school-based feeding, ALS, and our new Last Mile Schools Program.
improvements in education quality. We acknowledge the baseline performance that we need to address. This requires evidence-based
curriculum review, NEAP Transformation for the professional development and career progression of teachers, textbooks reform, and deepening our analysis of large scale assessment results, both national and international.
such as artificial intelligence, robotics, keeping humanistic aspects
education system.
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Secretary Briones to convene and lead national movement for education quality recovery
grades (Curriculum Review)
solving, information literacy, critical thinking)
community)
reform, AI)
innovation)
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
qualifications in terms of knowledge, skills, values and ability to apply them, acquired by learners and workers not only through formal but also non-formal and informal learning modalities
education and training system, for the recognition, validation and accreditation of more forms of learnings outcomes obtained through non-formal and informal modalities
empowering institution for our citizens, providing greater motivation and opportunities for lifelong learning through recognition mechanisms that are quality assured, and consequently having a corresponding valuation in the economy and society
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
Note documents the agreed understanding of AMS on:
achievements
formal and informal learning AQRF asserts that it is “comprehensive in its capacity to accommodate quality assured learning achievements (including qualifications) gained in the ASEAN Member States (AMS). Therefore one of the principles of the AQRF is that it should encourage the development of national approaches to validating learning gained outside formal education and training including learning gained in work and learning gained unintentionally in everyday life.” “Validation is the process where the assessment of learning gained in non-formal and in formal settings is checked against a set of standards (e.g. occupational standards or educational standards). If the assessed learning is confirmed as meeting these standards the person can make them visible in a CV or seek to have them recognized in a programme, qualification or certificate.
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION
2019
schools
Program for Grades 4-10
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