POLICIES AND GUIDELINES ON THE IMPLEMENTATION OF THE SCIENCE, TECHNOLOGY AND ENGINEERING (STE) PROGRAM AT THE SECONDARY LEVEL

• The vision of the Science, Technology and Engineering (STE) program at the secondary level is to develop globally competitive and innovative students who are equipped with the necessary knowledge, skills, and values in science, technology, and engineering.

• The mission of the STE program is to provide students with a rigorous and relevant curriculum that promotes critical thinking, creativity, and problem-solving skills through the integration of science, technology, and engineering.

• The objective of the STE program is to produce graduates who are competent, confident, and responsible individuals with a passion for science, technology, and engineering and are able to contribute to the development of the society.

-> System Readiness 

• The implementation of the STE program at the secondary level requires a comprehensive system readiness plan that includes the provision of necessary resources, infrastructure, and facilities.

• The system readiness plan also includes the recruitment and training of competent and qualified teachers who have the necessary knowledge and skills in science, technology, and engineering.

• The plan should also include the establishment of partnerships with industry, government, and other relevant stakeholders to ensure that the program is aligned with the needs of the society and the economy.

-> Certification

• The certification process for the STE program at the secondary level should be aligned with the standards set by the Department of Education (DepEd) and the Commission on Higher Education (CHED).

• Students who successfully complete the STE program should receive a certificate that recognizes their achievement and prepares them for further studies or employment opportunities in science, technology, and engineering fields.

-> Accreditation

• The STE program at the secondary level should undergo a rigorous accreditation process to ensure that it meets the standards set by DepEd and CHED.

• The accreditation process should include an evaluation of the program's curriculum, teaching and learning strategies, resources, and facilities.

• The accreditation should be conducted by an independent body of experts in science, technology, and engineering education.

Special Program Committee

• Science Program Coordinator/Department Head 

• Science Teacher preferably handling an advance subject 

• Guidance Counsellor/Designate 

Stage 1

Preliminary selection through documentary evaluation to assess the readiness /qualification of applicants based on the basic requirements as follows:  

• NSO Birth Certificate  

• Certificate of good moral character  

• Medical Certification  

• Form 138 (PROFICIENT level in Science, Mathematics, English and the special subject/s and at least APPROACHING PROFICIENCY in other subjects)  

• Referrals and other relevant certifications 

Stage 2

Interview of the applicant, together with the parent/ guardian shall be undertaken to validate the documents submitted and to gauge the possibility of the applicant to succeed in the program. 

Stage 3

Administration of High School Occupation and Interest Inventory (HSOII) and aptitude test shall be under the supervision of the Regional Supervisor in-charge of the special program in Science, Technology and Engineering. 

• A learner shall be allowed to transfer to another school offering the same program, provided he/she has maintained the required level of proficiency; 

• A learner from the special program shall be allowed to transfer to a regular curricular program without subject deficiency; and 

• A learner from a regular curricular program shall be allowed to transfer to the special program, provided the requirements in the special program have been met. 

• Shall follow the guidelines as prescribed in the General Guidelines for the Assessment and Rating of Learning Outcomes 

• Shall employ holistic and standards-based assessment where the attainment of standards shall play an important role in gathering evidences of learning 

• Shall be managed by the School Head assisted by the Science Program Coordinator/Department Head who is preferably a specialist 

• Sustainability of the program shall be achieved in coordination with the School Governing Council (SGC) where the Science Program Coordinator/Department Head shall sit as member 

• As part of its responsibility in the management of the program, the Division Offices shall perform supervisory functions to ensure that the implementation is within the standards set by the program 

• Overall management of the program shall be the function of the Regional Offices 

• Development of policies and guidelines in the implementation of the program shall be the function of the Central Office