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The skills and competencies considered "21st century skills" share common themes, based on the premise that effective learning, or deeper learning, requires a set of student educational outcomes that include acquisition of robust core academic content, higher-order thinking skills, and learning dispositions.
The Technical-Vocational Education-based TLE is focused on technical skills development in any area. Five common competencies, based on the training regulations of the Technical Education and Skills Development Authority (TESDA), are covered in the exploratory phase (Grades 7 and 8): mensuration and calculation, technical drafting, use of tools and equipment, maintenance of tools and equipment ...
The DepEd Computerization program has been implemented which deployed computer packages to 5409 public elementary and high schools to support the teaching and learning process. [ 7 ] Under the K-12 Program, ICT is a strand subsumed under the Technology and Livelihood Education (TLE) and Technical-Vocational-Livelihood (TVL), which is one of the ...
Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
K. Informed decisions on appropriate digital technologies. Being aware of the most relevant or common technologies. L. Seamless use demonstrating self-efficacy. Confidently and creatively applying digital technologies to increase personal and professional effectiveness and efficiency. The competencies mentioned are based on each other.
Technical-Vocational Education was first introduced to the Philippines through the enactment of Act No. 3377, or the "Vocational Act of 1927." [5] On June 3, 1938, the National Assembly of the Philippines passed Commonwealth Act No. 313, which provided for the establishment of regional national vocational trade schools of the Philippine School of Arts and Trades type, as well as regional ...
Bloom's taxonomy has become a widely adopted tool in education, influencing instructional design, assessment strategies, and learning outcomes across various disciplines. Despite its broad application, the taxonomy has also faced criticism, particularly regarding the hierarchical structure of cognitive skills and its implications for teaching ...
It was superseded by the Victorian Essential Learning Standards (VELS) program in 2006. The CSF described what students in Victorian schools should know and be able to do in eight key areas of learning at regular intervals from the primary and secondary levels of education — specifically, from year Prep ('Preparatory') to Year 10.