The presentation is based on a paper enumerating and analyzing some issues affecting the implementation of STEM in Public Senior High School in the Philippines

1. Arvin Kim Arnilla
Prospects and Challenges for
STEM Methodology in the
Public Senior High Schools in the
Philippines
STEAM Pedagogy and
Project Design
by
A presentation for

2. Philippine Qualification Framework
I. Philippine School System

3. Philippine Education System

4. Public Schools Private Schools

5. II. K to 12 Curriculum

6. Senior High School Program

8. III. Divergent Roads to STEM Education
(B)
Human Resources &
Infrastructure Limitations
(A)
curriculum

9. Core Subjects & Contextualized Subjects Taught Across All Tracks/Strands
A. Curriculum

10. Specialization Subjects Available in the STEM Strand
A. Curriculum

11. Senior High School in the Province of Aklan in
Focus

12. Type of School Offering Senior High School Program in the Province of Aklan

13. Tracks Offered in the Senior High Schools in the Province of Aklan

14. Academic Strands Offered in the Senior High Schools in the Province of Aklan

15. Type of School Offering STEM Strand in the Province of Aklan

16. B. Human Resource and Infrastructure Limitations
SEI-DOST (2006) and Tan (2010): quality of teachers, instructional materials, among others
 Batomalaque (n.d.): instructional materials (lack of textbooks and lack of science equipment) and teacher training,
among others
 Estonanto (2017) confirmed the same scenario in the public schools
 Caveso (2016): never enough relevant trainings; workshop laboratories are not yet enough to carry out the
necessary O-J-T exposures

17. IV. Moving Towards an Integrated STEM Education
… an effort to combine the four disciplines of science, technology,
engineering, and mathematics into one class, unit, or lesson that is
based on connections among these disciplines and real-world problems
(Moore & Smith, 2014)

18. Strengths
1. It highlighted government’s recognition of the importance of STEM in developing manpower, instilling creativity
and innovation.
2. It has provided valuable tool for education leaders to gain insight as to how many students will take up STEM-related
programs in college or university.
3. It gave STEM-inclined students opportunity to gain more awareness on careers pertaining to STEM.
4. It is a college preparatory program where students are expected to learn the foundation to STEM-related programs in
college or university.

19. Weaknesses
1. The specialization courses are COMPARTMENTALIZED with more emphasis given to the science-related
disciplines.
2. No course directed at the INCLUSION of engineering and technology (except ICT).
3. Teacher’s training is INADEQUATE to facilitate an integrated STEM class.
4. Laboratory equipment and relevant instructional materials are NOT ENOUGH.

20. Possibilities and Challenges of its Application
 need to continuously tackle the PREVAILING GAPS in instructional materials and laboratory equipment
 ONE BIG FEEDER for STEM-related baccalaureate degree programs in the colleges and universities
 PROMISING ENROLMENT trend for STEM-related disciplines from 2007-2008 until 2015-2016
 MORE CLASSROOMS/BUILDINGS were built in the last four years
 TEACHERS’ TRAINING on STEM or STEAM Methodology

21. V. Summary
 introduction of STEM education in the public schools is a REMARKABLE move
 Flaw: COMPARTMENTALIZATION of subjects
 Flaw: arts and design are offered as a SEPARATE STRAND
ABSENCEof course relating to technology (except ICT) and engineering was noted
limitations were noted on HUMAN RESOURCE (e.g. teacher capability) and the INFRASTRUCTURES (e.g.
laboratory, instructional materials, etc.).

22. V. Summary
integration of sciences and
the arts
amendment in the
present subjects under
the STEM Strand
retooling of teachers to
think in an integrative
fashion
enhancement of the
instructional tools and
infrastructures

23. kimpoiarnilla@gmail.com
Thank you very much!