The Introduction of the New Curriculum and Senior High School System in the Philippines : report of the consultation exercise undertaken in November 2015

Science, Technology, Education and Mathematics (STEM) as critical determinants economic prosperity. Indeed, STEM educated and trained individuals have been shown to be major determinants of innovation and, thus, contributors to significant economic productivity. Capitalising on such reports, countries such as China and India have developed key policy strategies aimed at increasing the number of scientists and engineers in an attempt to reap the benefits of a STEM-educated workforce. Also, SEAMEO member countries are currently investigating proposals for a common curriculum and educational standards. The SEAMEO Basic Education Standards initiative is aiming to develop a common curriculum framework which reflects those of world class performing countries identified through international assessment tests such as PISA. The focus is science, mathematics, English and entrepreneurship at secondary schooling level and will be anchored by ASEAN values and culture. There is a clear commitment to STEM education in the region and the reported Philippine initiative is well placed to provide the necessary STEM education experiences for students that will lead to an increase in participation in STEM study and careers. In the Philippines, the education system has initiated an increase from ten years to twelve years of study and introduced a new science curriculum to enhance the teaching and learning of science and science related subjects. The Sheffield Institute of Education (SIoE),Sheffield Hallam University was asked by the CHED K to 12 team to conduct a consultation on aspects of the move to the K to 12 curriculum and the introduction of the Senior High Schools initiative. Two senior researchers from SIoE visited Manila in November 2015 and worked directly with the CHED team, invited teachers and HEI academics through informal discussions and workshops to gain an understanding of the K-12 and SHS initiative. The SIoE team developed a series of tools to aid reflection and analysis of the science curriculum. These are included in this report in the appendices. This White Paper will present findings from the consultation process based on the evidence gathered. It also sets out a list of recommendations aimed to support effective development and progress of the initiative. These recommendations emerge from the consultancy process