Theme 1 – Science, Technology, and Engineering (STE) Program

The Science, Technology, and Engineering (STE) Program is a special science curriculum
offered in selected Philippine public high schools to strengthen the scientific and
mathematical competence of learners who demonstrate high aptitude in these fields. As
documented by Formalejo et al. (2017), the STE Program is anchored on the Department of
Education’s (DepEd) Special Science Curriculum and is designed to prepare students for
future study and work in science and technology–related careers. It provides an enriched
version of the regular junior-high curriculum by adding advanced subjects in science,
mathematics, and technology, and it places strong emphasis on research and laboratory
experiences that cultivate critical thinking and inquiry skills. The program is deliberately
selective: prospective Grade 7 students must meet stringent requirements, including a
general average of at least 85 percent, no grade lower than 85 percent in Science,
Mathematics, and English, and no grade lower than 83 percent in other subjects. Applicants
must also pass a qualifying examination and an interview before admission (Formalejo et
al., 2017). These admission criteria are meant to ensure that participants are prepared to
meet the program’s advanced academic demands.

A key strength of the STE Program is its policy and resource support. Formalejo and
colleagues (2017) describe how DepEd provides implementing schools with additional
funding and technical assistance so they can maintain specialized laboratories and acquire
equipment necessary for advanced experiments and research activities. DepEd Order No.
38, s. 2013 specifically allocates a support fund to improve facilities and instructional
materials, while DepEd Order No. 8, s. 2015 issues guidelines for classroom assessment
consistent with the K-12 curriculum. These policies create the structural conditions needed
for schools to sustain enriched science and mathematics instruction, enabling students to
engage in authentic investigatory projects and to present their findings in school or regional
science fairs. Such opportunities are intended to spark creativity and foster independent
learning—skills vital for success in tertiary STEM programs and technology-driven careers.

Formalejo et al. (2017) emphasize that the STE Program is not merely about additional
content but about cultivating a scientific mindset. Students are expected to conduct
investigatory projects, design experiments, analyze data, and communicate their results
effectively. Teachers, for their part, are encouraged to employ inquiry-based and hands-on
strategies that shift the focus from rote memorization to deeper conceptual understanding.
This approach reflects international best practices in science education, where early
exposure to research and experimentation has been shown to enhance problem-solving
abilities and motivate learners to pursue advanced study in STEM disciplines.

The effectiveness of this enriched curriculum is demonstrated by Morados (2020), who

evaluated the senior-high school performance of STE graduates compared with students
from the regular track. In a study of 177 Grade 11 learners—50 who had completed the STE
Program and 127 who had not—Morados found that STE graduates achieved significantly
higher scores in both Earth Science and General Mathematics. Using multivariate analysis of
variance, the study confirmed that these differences were statistically significant, providing
strong evidence that the STE Program equips students with superior preparation for
advanced science and mathematics coursework. Notably, Morados observed no significant
differences based on gender, indicating that the program benefits male and female learners
equally and that its advantages are not confined to a particular demographic group.

The program’s success is further illustrated by its impact on educational pathways. Morados
(2020) reported that 86 percent of STE graduates chose the STEM academic strand in
senior high school, compared with only 23.6 percent of non-STE graduates. This dramatic
difference demonstrates that the STE Program effectively channels students into science-
and technology-oriented tracks, fulfilling one of its primary objectives: to build a robust
pipeline of future scientists, engineers, and technologists. The data suggest that
participation in the STE Program significantly increases the likelihood that a student will
continue along a STEM trajectory in senior high school and beyond.

Formalejo et al. (2017) also discuss how the program addresses broader national goals. The
Philippines has long recognized the need to develop a workforce proficient in science and
technology to remain competitive in a global economy increasingly driven by innovation. By
providing academically talented students with advanced training and research
opportunities, the STE Program helps cultivate the human capital required for national
development. The program’s structure, which includes not only enhanced instruction but
also mentorship and opportunities to present research, is designed to inspire students to
pursue careers that will contribute to the country’s scientific and technological
advancement.

Another important aspect highlighted by both Formalejo et al. (2017) and Morados (2020)
is the emphasis on research as a core component of the curriculum. Students undertake
investigatory projects that require them to apply scientific methods, from hypothesis
formation to data analysis and presentation of findings. These experiences mirror the
processes used in real scientific work and are instrumental in developing higher-order
thinking skills. By engaging in authentic research, students learn to ask critical questions,
design experiments, troubleshoot problems, and communicate complex information
effectively—competencies that are essential in tertiary STEM programs and in professional
scientific practice.

While the program shows strong outcomes, both studies note areas needing continuous
attention. Morados (2020) calls for broader and longer-term monitoring of STE graduates,
including tracking their college performance and eventual career choices, to fully assess the
program’s impact. Formalejo et al. (2017) emphasize the importance of maintaining high-
quality facilities and ongoing teacher training to ensure that as the program expands to
more schools, it maintains the rigor and depth that make it effective. Without consistent
investment in laboratories, equipment, and professional development, the program’s ability
to deliver its enriched curriculum could diminish.

Moreover, sustaining the STE Program’s success requires active oversight to guarantee
equitable implementation across different regions. Although DepEd provides guidelines and
support funds, variations in local resources can create disparities in the quality of science
laboratories and access to learning materials. Formalejo et al. (2017) stress that careful
monitoring is needed to prevent such inequities and to ensure that all admitted students,
regardless of location, experience the full benefits of the program.

The combined findings of these two key studies therefore present a coherent picture of the
STE Program as a well-designed and effective initiative. Formalejo et al. (2017) supply a
detailed account of its structure, objectives, and policy supports, demonstrating how the
program integrates advanced science and mathematics instruction with authentic research
experiences. Morados (2020) provides empirical evidence that these program elements
lead to superior academic outcomes in senior-high science and mathematics and that the
program successfully motivates graduates to continue in STEM fields. Together, these works
affirm that the STE Program plays a critical role in strengthening the Philippines’ science
and technology education pipeline.

Overall, the literature drawn from these sources portrays the STE Program as a cornerstone
of Philippine efforts to produce scientifically literate citizens and to cultivate future
innovators. Through its rigorous admission process, enriched curriculum, robust policy
support, and demonstrable outcomes, the program provides a model of how targeted
investment in secondary science and mathematics education can yield tangible benefits in
student achievement and in the nation’s long-term technological development. At the same
time, the call for ongoing evaluation and resource enhancement underscores that continued
commitment from both policymakers and educators is essential to sustain and expand these
gains.

References
Formalejo, E. B., Domingo, J. R., Guillermo, A. C., & Baysa, R. M. (2017). Science, Technology
and Engineering (STE) Program of the Department of Education in selected schools in
Region III, Philippines. [User-provided PDF].
Morados, P. J. T. (2020). Evaluation of STE graduates’ Senior High School science and
mathematics performance. [User-provided PDF].
Department of Education. (2013). DepEd Order No. 38, s. 2013: Guidelines on the utilization
of support fund for schools implementing the Science, Technology and Engineering (STE)
Program.
Department of Education. (2015). DepEd Order No. 8, s. 2015: Policy guidelines on
classroom assessment for the K to 12 Basic Education Program.