The enhanced K-12 program, or the Department of Education’s (DepEd) proposal to overhaul the basic and secondary education curriculum

by adding two more years to the system is arguably one of the most drastic and controversial programs of the Aquino administration. The program is proposed to start in school year 2012-2013 for Grade 1 and first year high school students with the target of full implementation by SY 2018-2019. K-12 has been met with criticism from youth and student groups, teachers, parents and the academic community. The DepEd, for its part, appears determined to enact the program with its proposed budget catering mostly to preparing the grounds for its eventual implementation. The DepEd argues that the K-12 program will be the solution to yearly basic education woes and the deteriorating quality of education. Critics, however, counteract that the education crisis needs to be addressed more fundamentally and adding more school years would only exacerbate the situation. Dissecting K-12 The K-12 model is an educational system for basic and secondary education patterned after the United States, Canada, and some parts of Australia. The current basic education system is also an archetype of American schooling but with a 10-year cycle. DepEd reasons that it is high time to adopt a K-12 system, attributing the low achievement scores and poor quality of basic education to the present school setup. Following wide protests over the proposal, the department released its official position defending K-12. Below are the main arguments and corresponding counter-arguments from critics.

1. The K-12 will solve the annual growing number of out-of-school youth. Students and parents, however complain that it would be an added burden to poor families. While public education is free, a political youth group estimates that a student would still need an average of P20,000 per school year to cover transportation, food, school supplies and other schooling expenses. Also, based on the latest Family Income and Expenditure Survey, families prioritize spending for food and other basic needs over their children’s school needs. Two more years for basic education would inevitably translate to higher dropout rate. 2. The K-12 will address low achievement scores and poor academic performance of elementary and high school students. DepEd says that the poor quality of basic education is reflected in the low achievement scores of students. Results of the TIMSS (Trends in International Mathematics and Science Study), however, negate the connection of the number of years to the performance of students. According to results of the TIMSS, the length of schooling does not necessarily mean better scores. In fact, some countries with the same or shorter school cycle garnered the highest scores while those implementing the K-12 model or more years of schooling got lower scores. According to a study released by former Deputy Education Minister Abraham I. Felipe and Fund for Assistance to Private Education (FAPE) Executive Director Carolina C. Porio, the DepEd’s arguments are “impressionistic and erroneous” because there is no clear correlation between the length of schooling and students’ performance. The said study shows that fourth graders from Australia had respectable TIMSS scores despite having only one year of pre-schooling, while Morocco (two years of pre-school),

as proof. In a statement. according to Anakbayan spokesperson Charisse Banez. Cultural and Scientific Organization (UNESCO) recommend that governments spend at least six percent of their GDP for education. Botswana and Saudi Arabia. Slovenia. a far cry from the six percent GDFP-amount advocated by the United Nations. Japan and Hong Kong. Morocco.” The UN Educational. Singapore that also has a four-year high school cycle. Students from Singapore. For the pre-college level. From 2001 to 2009. which has the same length of basic education cycle as the Philippines. Interestingly.400 seats and P63 million for textbooks and scholarships. Moldova. which has a 15-year basic and secondary education cycle. South Korea. 7. Ironically. In the high school level. aside from the K-12. meanwhile. Critics of the K-12 assert that while government resources have been found wanting and insufficient for the present 10-year cycle. 4 percent. countries whose students got high scores in the TIMSS were the ones whose governments allotted high public spending for education. education’s portion in the national budget has steadily decreased. The real spending per capita per day dropped to P6.85 in 2009. Former Education secretary Mona Valisno stated in a separated study that DepEd needs at least P100 billion to fully address the shortage of 93. However. but so did the United States. However. were lower than those garnered by all 13 countries with shorter elementary cycles. 3. namely. the Philippines got a lower score together with countries that have longer high school cycles like South Africa. the Philippines also got a low score. Hungary. Armenia. Romania. Egypt and Iran.4 percent and Thailand. The DepEd has enough resources to implement the K-12. The country is also lagging behind its Asian counterparts in public expenditure on education as a percentage of total public spending. Italy. Chile. while those with longer preschooling (Ghana. the government has been spending less per capita on education. Bulgaria.599 classrooms and 134. Test scores of Filipino students. the school also has a 1:20 teacher to student ratio and is not suffering any sort of shortage in faculty or facilities.Norway (three years) and Armenia and Slovenia (both four years) had lower scores than Australia. It is also lower than the four percent average for all countries that were included in the World Education Indicators in 2006. “Even if you combine the DepEd and SUCs (state college and universities) budgets. was among the top performers in the TIMSS. Latvia. it will only equal to three percent of the GDP. Palestine. the DepEd budget will increase by P32 billion in 2011. Slovak Republic. Mary’s Sagada – a school implementing K-12 that has been topping the National Achievement Test in Mountain Province. got higher scores than America students. all with shorter education cycles. got the highest score. Morocco and Saudi Arabia. Despite nominal increases in the total education budget. Russia. Serbia. Proponents of the program allude to the experience of St. President Benigno Aquino III said that his administration is prioritizing education and. how will it be able to afford to fund a K-12 model? . three years) had lower test scores. This pales in comparison to neighboring countries – Malaysia. South Korea.

000 unemployed youth either finished high school or at least reached undergraduate levels. DepEd says that a K-12 program will improve the chances for youth employment as it is aimed to improve technical-vocational skills through focusing on arts. The Department of Labor and Employment (DOLE) reported in 2008 that 50 percent of the unemployed 2. Filipino graduates will be automatically recognized as “professionals” abroad. aquaculture and agriculture. A Filipino education Lastly. Young Filipino workers are twice as likely to be unemployed than those in older age groups as they figure in the annual average of at least 300. also has the highest overall unemployment rate in East Asia and the Pacific Region. is to reinforce cheap semi-skilled labor for the global market. therefore.4. in all levels. The crisis of the Philippine education system. it comes as no surprise then that the government is now programming its youth to servicing needs of the global market. The K-12 will open doors for more jobs for the youth. has resulted in the brain drain of Filipino skilled workers and professionals. regardless of whichever “model”.000 new graduates that add up to the labor force. According to World Bank study. among others. The K-12. while the DepEd and the government mouths a so-called “professionalization” of the young labor force in foreign markets. Therefore. Ultimately.000 or 35 percent had college degrees while about 700.” What the K-12 program aims to achieve. but rather on the conditions and . the country also has the highest youth unemployment rate. the DepEd justifies the K-12 model by saying that the present short basic education program affects the human development of Filipino students. While proponents and advocates hail the K-12 model as the “saving grace” of youth unemployment. Ironically. may not be necessarily linked with the present 10-year cycle but instead with the country’s existing economic system and the government’s job generation policies. thus making them “employable” even without a college degree. what the youth and country direly needs is for the development and establishment of an education system that caters to the needs of the Filipino youth and the society in general. 5. their significance to domestic development and nation-building is sadly being undervalued at the expense of providing cheap labor under the guise of providing employment. the DepEd argues. the quality of education is reflected in the “inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. will ensure that students graduating at the age of 18 will have jobs. is stemmed not on the superficial. even without a college diploma. however. With young workers. critics argue that it will only aggravate the country’s dependence on labor export and the inflow of remittances that do not necessarily contribute to substantive and sustainable nation-building. it further states. Labor migration. that has a predominantly young population. the persistent high unemployment rates. 461. Of these. in this case the number of schooling years.7 million nationwide were aged 15 to 24. However. mostly semi-skilled and unskilled workers now making up an estimated 10.7 percent of the total Filipino labor migrant population. In the present 10-year cycle. critics are quick to note that the Philippines.

high costs of schooling. Some rights reserved. all efforts will remain on the surface. Unless the government addresses in earnest poor public spending. lack of transparency and accountability amid widespread corruption within the sector and the development of the country’s science and technology for domestic development. Here is the proposed K 12 basic education from Department of Education .foundation on which it subsists. You may also want to read Dean Jorge Bocobo’s commentary On Proposed K 12 Basic Education system and Jane Uymatiao’s Why we need Dep Ed’s K 12 program. And neither 10 nor 12 years would make much of difference. Photos from POC files. the predominance of a colonial curriculum.

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