STE

SPECIAL CURRICULAR PROGRAM IN SCIENCE, TECHNOLOGY & ENGINEERING (formerly ESEP)

PROGRAM DESCRIPTION AND OBJECTIVES OF DEPARTMENT OF EDUCATION

The Special Curricular Program in Science, Technology and Engineering (formerly ESEP) envisions highly responsible, morally upright, globally competitive, and work-ready learners from schools offering relevant and innovative Science, Technology and Engineering education.

Committed to this vision, the STE High Schools shall be the centers of excellence in Science, Technology and Engineering education in the schools divisions that shall
develop the full potential of students along these areas.

PROGRAM DESCRIPTION AND OBJECTIVES OF DEPARTMENT OF EDUCATION

With the vision and mission in mind,
the Program aims to widen access
to quality secondary education
with the view to develop learners
with the interest and aptitude
for careers in or for higher learning in Science,
Technology and Engineering.

PROGRAM DESCRIPTION AND OBJECTIVES OF DEPARTMENT OF EDUCATION

The STE Program is a special program which shall lay the foundation for a career and/or support to a career for learners with interest and aptitude in Science,Technology and Engineering.

The Program consists of the following components:
1. Curriculum and Instruction;
2. Learning Environment;
3. Leadership and Governance; and
4. Administration and Finance.

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.

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.
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.

Capacity-Building

Many schools conducted school-based training which merely echoed what were discussed at the national/regional training, 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.

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 capacity building 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.

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.

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.

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.

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.

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 DepED’s 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.