inihahain ang “voucher system” para

bigyang ayuda ang mga magulang: maglalaan

ang gobyerno ng P16,500 hanggang P22,500

para sa mga estudyanteng mapupunta sa

pribadong SHS. Pero walang kasiguruhan na

matatanggap ito ng lahat.

Sa transition period , babagsak ang bilang ng mga

mag-aaral ng mga kolehiyo. Ayon sa unang

datos ng Commission on Higher Education,

nanganganib mawalan ng trabaho ang higit 78,

318 na mga guro at kawani sa buong bansa.

Pero lubhang bumaba ang panibagong datos na

inilabas sa 25, 090 na ikinababahala ng mga

kritiko.

Ano nga ba ang dulot ng

programang K-12?

July 4, 2017 · myyfairyqueen

Ano nga ba ang K-12? Ano ang epekto nito? May

maitutulong ba ito o wala? Para saan ang programang

ito? Kailangan ba ito o kung gusto lamang natin?

Ang Programang K-12 ay ang karagdagang Grade 11 at

Grade 12 na nagnanais na ihanda ang mga mag-aaral

pagkatapos ng sekondaryang pagaaral, at kung nais na

nilang magtrabaho at hindi na ituloy ang kolehiyo, o

upang maging handa sa mundo ng pagtatrabaho o

pagnenegosyo, o sa kolehiyo mismo. Maihahalintulad

na din ang programang K-12 sa kolehiyo, mas

pinapalawak pa nito ang kaalaman ng isang estudyante

upang mas maging mahusay sila sa ibang larangan at

gawain. Dito sa programang K-12 ay mas pinapabilis

ang proseso ng pagkatuto ng mga estudyante sapagkat

ito ang pinaka-ensayo ng kabataan. Halimbawa ay

pinili ng isang estudyante na strand ay TECH-VOC, Dito

ay lalawak ang kaalaman ng estudyante kung nais man

niya maging isang chef, Flight attendant at marami

pang iba. Ang ikinaganda ng programang K-12 ay

maaari kang makapili ng gusto mong pagtuunan ng

pansin sa pag-aaral.

Ang Programang K-12 ay ibibigay sa mga pumasok sa

pampublikong paaralan. Kami bilang estudyante na

nakararanas o naabutan ng programang ito ay

maraming masasabi hinggil sa usapang ito. Para sa

amin ang K-12 ay bagong programang pang-

akademiko na makakatulong sa mga estudyante na

hindi na kayang makapag-aral sa kolehiyo. Para sa iba

masaya ito dahil may magandang epekto ito para sa

mga mag-aaral, dahil makakatulong ito sa kanila kung

kapos na sila sa pera. Para sa mga magulang ay

dagdag gastos lamang ito, ngunit kung titingnan natin

ang intensyon ng programang ito, mas malaki ang

maitutulong nito dahil para makatipid sa dagdag na

gastos dahil sa dagdag na dalawang taon ay

nagpatupad ang DepEd (Department of Education)

ahensya kung saan nagbibigay tuon sa edukasyon, ng

Voucher para sa mga magaaral, parehas na nagaaral sa

pampubliko at pampribadong magaaral ang maaaring

magkaroon nito, naglalayon ang voucher na ito upang

makatulong at mabawasan ang pampinansyal

na kailangan ng bawat estudyante sa pamamagitan ng

pagbawas sa martikula nito. Kapag nakapagtapos na

ang mga mag-aaral sa bagong kurikulum na ito, mas

makakatulog ito sa maagang pangangailangan natin

dahil kapag ikaw ay nakapagtapos ng K-12 maaari ka

ng kumuha ng trabaho na gusto mo batay sa iyong

kinuhang kurso na napagaralan sa K-12.Sa katunayan

marami na ang mga eskwelahan na nagpapatupad ng

programang ito, upang mas mapalawak ang ating

edukasyon sa ating sariling bansa.

Ayon kay Angel de Dios, “Ang Programang K-12 ay

nagsimula noong school year 2011-2012 ang

pagkakaroon ng kindergarten sa mga pampublikong

paaralan. Noong school year 2012-2013 ay sinimulan

ang implementasyon ng K-12 kurikulum sa Grade 7

(Unang taon sa junior highschool). Unti-uting

ipatutupad ang K-12 kurikulum hanggang sa

makagraduate ang unang batch ng senior highschool sa

school year 2017-2018. Batay sa plano ng gobyerno, sa

school year 2018-2019 pa lang makapagsisimulang

kumuha ng bachelor’s degree sa kolehiyo/unibersidad

ang unang batch ng senior highschool na dumaan sa

K-12.” Ngunit sang-ayon nga ba ang mga magulang ng

mga bata ngayon sa dagdag dalawang taon sa ating

edukasyon? Para sa mga magulang ngayon ay isa itong

malaking problema sa kanila kasi imbis na pagkatapos

ang highschool ng mga bata at magkokolehiyo kana ay

mas matatagalan pa itong mararating dahil sa

dalawang taong dinagdag. Hindi lahat ng mga tao

ngayon ay may kakayahang makapagaral. Tapos lalo

pang dumagdag sa isipin ng mga magulang ang

programng K-12 kasi sa hirap ng buhay ngayon ay hindi

na madaling mabigyan ang mga bata ngayon ng isang

tuloy tuloy na pagaaral, kaya karamihan sa magulang

ngayon ay tutol dito sa programang K-12.

Sabi nila pagkatapos mo raw sa Grade 12 ay maaari ka

ng makapagtrabaho ngunit sa panahon ngayon ay hindi

din ganon kadali makapasok sa isang trabaho. Mas

maganda pa rin kung tayo ay makapagtatapos ng

kolehiyo para mas madaling makapag aplay sa trabaho

at masasabing isa na tayong propesyonal. Iniisip din ng

ibang mga magaaral ngayon na okay lang na hindi na

mag kolehiyo dahil maaari na silang magtrabaho

pagkatapos ng Grade 12, dahil sa programang ito ay

maaaring mabawasan ang mga mag-aaral sa kolehiyo

dahil mas gugustuhin na lang ng iba na

makapagtrabaho agad kaysa mag-aaral pa ng ng apat

na taon pa para sa kolehiyo nila.

Published by myyfairyqueen

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“Hindi ito SAPILITAN, ngunit KAILANGAN.”

recent change in the Philippines’ educational

system was implemented starting in 2011. The

K-12 curriculum was signed into law back in 2013,

adding three years to the country’s basic education

curriculum.

The new K-12 curriculum guide requires all Filipino students

to have one year of kindergarten, six years of elementary

schooling (grades 1 to 6), four years of junior high school

(grades 7 to 10), and two years of senior high school

(grades 11 to 12).

The Rationale
The K to 12 curriculum gives students time to master basic

academic skills.

Prior to the implementation of the K-12 curriculum guide,

the Philippines was one of only three countries in the world

and the only one in Asia that still had only 10 years in basic

education.

This has always been seen as a disadvantage for our

students who are competing in an increasingly global job

market. The longer educational cycle of the K-12 curriculum

is seen as critical in giving Filipino students a higher quality

of education.

Read: 15 brain-boosting food that kids should eat during

exam week

The Southeast Asian Ministers of Education Organization –

Innotech (SEAMEO-Innotech) found the previous 10-year

educational cycle to be congested, with a 12-year

curriculum squished into 10 years.

As a result, Filipino students have trailed behind students

around the world in the areas of math, languages, and

science. The new curriculum is aimed to fix that.

Go to the next page to know what the K to 12 curriculum

means for Filipino students.

The K to 12 curriculum is designed to provide a holistic

education for all Filipino students.

The K to 12 curriculum is designed to enable graduates to

join the workforce right after high school, and suitably

prepare those who want to go on to higher education.

The new curriculum will also support college graduates

seeking work abroad. Developed countries, according to the

Department of Education’s (DepEd) briefer, “view the 10-

year education cycle as insufficient.”

All in all, the enhanced K to 12 curriculum is designed to

provide a holistic education for all. Now decongested, it will

give students ample time to master basic academic skills as

well as to participate in co-curricular and community

activities.

What the K-12 curriculum means for

students

The transition began in 2011, when the universal

kindergarten was introduced. Starting in 2012, schools

already implemented the curriculum decongestion

mentioned in the DepEd briefer.

Public schools began having half-day classes for grade one

students, with the mother tongue as the medium of

instruction. Private schools also made adjustments in their

own DepEd accredited curricula.

The adaptation of the K to 12 curriculum guide means that

students will graduate a bit older compared to those who

graduated under the 10-year education cycle.

Far from being disadvantageous, however, DepEd states

that young adults graduating at age 18 or so will be more

prepared to take on their tertiary education.

Go to the next page to know more about the K to 12

curriculum.

Graduates of the K to 12 curriculum will be equipped to join

the workforce right away.

Remedial classes during the first year of college will no

longer be needed, as the high school curriculum will already

be aligned with the Commission on Higher Education’s

(CHED) guidelines.

The government also encourages parents to think of the K

to 12 curriculum guide not as having two extra years of high

school, but as two years less of higher education.

Areas of specialization

Graduates of the new educational system will already be

equipped to join the workforce right away. This is through

the help of the electives to be offered during grades 11 to

12.

The electives, or areas of specialization, will include the

following:

Academics for those who wish to pursue higher

studies

Technical-vocational for those who want to acquire

employable skills after high school

Sports and Arts for those who are inclined in the

two fields.

Below is an outline of the K to 12 basic curriculum

Dapat Bang Buwagin Ang K-12

Basic Education Program?

Share this

First of all, I want to say thank you po pala to

all who participated doon sa naging viral na

post tungkol sa topic na kung papayag ba

kayong tanggalin ni President Duterte ang

Congress na umabot sa mahigit 33 thousand

plus unique page views sa loob lang ng isang

araw. Sa Facebook halos umabot ito ng 200

thousand reach at 50 thousand engagements.

Salamat po sa inyo, sana paki Like na rin ang

page na iAmPilipinoDotCom sa Facebook para

mas lalo po tayong maging close. Hehe.

Back to topic, Grabe ang init ng usapin na ito

lalo na ngayong nalalapit na ang pasukan.

Maraming nagrereklamo na dapat nang

buwagin ang educational program na K-12

(Kinder to grade 12) dahil lalo lamang daw

tumatagal ang pag-aaral ng mga estudyante

samantalang ang isang paksyon ay gustong

ituloy ang programang ito dahil sa mas

maganda ang magiging resulta at pag tatapos

ng isang estudyanteng dumaan sa K-12.

Bago po kayo sumali sa poll, please read this

at the moment and try to think if the reason of

the anti-k12 and pro-k12 was reasonable

enough stop or continue this program.

Some Cons and Pros of this post was omitted

at mlephil.wordpress.com/2010/10/14/pros-

cons-of-the-k12-debate/

Eto po yung mga reason na sinasabing

disadvantages of K-12 or yung nasa side ng

Anti-K12.

Eto naman yung mga rason sa advantages of

K-12 .

I only listed 3 of the most important reasons

pero marami pa yan kung gusto mo pong

dagdagan, just comment below or kung gusto

ninyo malaman yung iba pang reason just

Google it.

Ngayon may idea na po kayo, let us now start

voting. Alam ko na bawat isa sa atin mas may

malalim na dahilan kung bakit niya gustong

ituloy o patigilin ang K-12 basic education

program.

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events. Like our page

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Hindi lahat ng school ay ready for K-12

educational program dahil iilan lamang

ang mayroong senior high school at ito ay

mga private schools. In case na ipatupad

ito, marami daw mga public student ang

hihinto.

Masyadong mahaba ang nagiging panahon

ng mga bata sa pag-aaral which is the

additional 2 years of education. In short,

money problem.

Ilan sa mga kurikulum ng K12 ay dapat

pang ayusin ng DepEd.

Pagtaas ng kaledad ng ating edukasyon. 1

K-12 graduates are given certificates

(internationally recognize) and can work if

they want.

Mas handa physically and emotionally ang

bawat bata dahil mas mahaba ang

kanilang naging pag-aaral.

2018 Review and Updates on the

K-12 Curriculum in the Philippines

Posted on: January 5, 2018 / K-12 Education,

Senior High School

This year, our government expects to graduate and

roll out to college the first batch of senior high

school students. In the same way, this batch is the

first to choose if they’ll continue to college or enter

the workforce. As they prepare, though, for the next

challenge, a few still wonder on the K to 12

programs in the country. Hence, to straighten out,

let’s look back and get updates on the K 12

curriculum in the Philippines six years after its

implementation.

Review of the K 12 Curriculum

in the Philippines

Challenges Faced by Our

Government

In a Business Mirror interview, DepEd Secretary

Leonor Briones claims that for 2017-2018, the

Department created 40,104 teacher items for the

K-12 program. However, she also confesses that we

still lack teachers and classrooms to fill in its

demands.
K-12 Status Updates under the

Duterte Regime

In the same interview, Briones stresses that

“additional items will be created throughout the year,

depending on the actual enrollment for SY

2017-2018.” In fact, she says they continue to

arrange the hiring of Higher Education Institutions

(HEIs) faculty affected by the reform until SY

2021-2022.

The interview capped off the latest status of the

K-12 programs: SHS has used 55,680 K-12

classrooms, near completion of the 2014-2015

classroom backlogs, and registered 51.59%

completion rate for the years 2014 through 2016.

CIIT-Philippines: A Senior High

School-Ready College

Are you one of the graduating SHS students to go to

college? If you chose a career path that falls under

the TVL-ICT track, CIIT-Philippines is an SHS-ready

college you can choose. Besides, it supports the

K-12 curriculum in the Philippines. Further, it offers

programs for both incoming and graduating SHS

students.

The implementation of K-12 curriculum in the

country drew negative reactions from various

societal groups. Since 2011, critics have been

very vocal on their primary concerns. They insist

the government isn’t yet ready for this new

system and that this is more of additional burden

to students and their parents.

Despite calls to suspend the program, the

government remained firm saying this new

educational system offers opportunities for

Filipino students and the national economy.

For its part, the Department of Education (DepEd)

stresses that the country is prepared for a big

shift in education system. In fact, it has worked to

fulfill the gaps on the number of classrooms,

teachers, and textbooks. Also, it has finished the

planning phases along with stakeholders.

But what does K-12 scheme really has to offer to

students?

To prove that K-12 system is more than just

adding two more years to high school, below are

three of the many practical benefits of schooling

under a 13-year education cycle:

1. Preparedness for tertiary learning – With

adaptation of K-12 scheme, students are

expected to graduate at age a bit older than

past graduates’. This is an advantage,

according to DepEd, as graduates will be

considered young adults. Hence, they will be

more equipped to deal with much higher

level of learning as they enter college

education.

2. Readiness to join the workforce – Unlike the

old system, K-12 does not compel each

student to take college after completing

Senior High School (SHS). In fact, this

scheme empowers students to make a

choice on their own. They may not pursue

college education especially if they have

chosen a track other than academic track.

The good thing is SHS graduates will be

equipped with skills (through electives) that

will make them good at certain field(s).

3. Skill competency in the global job market –

K-12 system aims to improve Filipino

students’ mathematical, scientific, and

linguistic competence. With the new

curriculum, DepEd promised to offer higher

quality education through tracks. Each track

will give students enough time to master a

field and enhance their skills. In the end,

K-12 graduates will become globally

competitive and are set to obtain spot in the

stiff labor market.

The government believes that K to 12 curriculum

in the Philippines will put Filipino students at par

with the rest of the world. Truly, investing in

education is the key toward reaching national

growth and development.

Pagkatapos ng halos 6 na taon ng pagpapatupad, narito ang

ilang paliwanag tungkol sa programang pang-Edukasyon na

nagdala ng malaking pagbabago sa sistema.

aong 2011, naipatupad na rin ang matagal na ring

pinaplanong pagbabago sa progrmang pang-

Edukasyon ng Department of Education (DepEd) sa

Pilipinas na tinatawag na K to 12 Program.

Gamit ang programa ng mga kanluraning bansa bilang

modelo, ang bagong learning scheme na ito ay ang K to 12

basic education program. Maraming miyembro ng

Akademiya, mga estudyante at mga magulang ang unang

tumatanggi sa pagbabagong ito kahit noon pa lamang

iminumungkahi ito. Para sa mga magulang at mga

estudyante, dagdag gastos ito dahil tatagal ang ilalagi ng

isang bata sa eskwelahan. Para sa mga administrador ng

mga paaralan, napakalaki at napakalalim ng kakailanganing

reporma at pagsasaliksik para matugunan ang requirements

ng K to 12 program. Sa kabila ng mga pagtutol at pag-

aagamagam, naituloy rin ang mahalagang pagbabagong it sa

Philippine education.

K to 12 Program

Ang DepEd ay nagpapatupad at namamahala ng edukasyong

K to 12 simula nang pormal itong itinalaga noong 2013. Sila

ang may eksklusibong pamamahala sa mga pampublikong

paaralan, at regulasyon para sa pribadong paaralan. Mula sa

10 taong basic na edukasyon—6 na taon sa elementarya at

4 na taon para sa high school—mula taong 1945 hanggang

2011, ang implementasyon ng programang K–12 ng DepEd

at kasunod na ratipikasyon ng Kindergarten Education Act

ng 2012 at Enhanced Basic Education Act ng 2013, naging

13 taon na ang basic education ngayon. Isang taon ang para

sa kindergarten, 6 na taon para sa elementarya, 4 na taon

para sa junior high school at 2 taon para sa senior high

school, para sa mga mag-aaral mula edad na 5 hanggang

17 taong gulang. Nitong 2017 lamang naisapatupad ang

implementasyon ng Grade 12.

Bakit nga ba itinulak ng pamunuan ng DepEd

ang K to 12 curriculum?

Ayon sa pamunuan ng DepEd, dumaan sa masusing pag-

aaral ang pagbabagong ito sa programa ng edukasyon sa

Pilipinas. Sinasabing isa sa mga kabutihan na dulot nito ay

ang pagbibigay ng pagkakataon para sa mga estudyante na

mahasa sa mga iba’t ibang larangan ng espesiyalisasyon

tulad na lang ng animation.

Ang pag-aaral sa kindergarten at 12 taon ng basic education

ay layong magbigay ng sapat na panahon para mas

matutunan at mapaghusay ng mga mag-aaral ang mga

konsepto at skills na kinakailangan para sa tertiary education

o kolehiyo at unibersidad, pati na sa pagtatrabaho at

pagnenegosyo.

Ayon sa DepEd, ang Pilipinas ang huli sa mga bansa sa Asya

na nagpapatupad pa ng 10-taong basic education. Ang 13

taong programa ay sinasabing pinakamabisang haba ng

panahon para lalong mapaigting ang pagkatuto ng mga bata.

Ganito na rin kasi ang programa sa mga bansang maunlad

sa buong mundo.

Ang K to 12 program ay nahahati sa Kindergarten, Primary

Education, Junior High School, at Senior High School.

Ano nga ba ang kabutihang dulot ng bagong

sistemang ito?

Una, pinapatibay at pinapahalagahan ang Early Childhood

Education sa Kindergarten. Ang unang 6 na taon ng isang

bata ay ang mga kritikal na taon para sa brain development.

Ikalawa, idinagdag sa curriculum ang makabuluhang life

lessons tulad ng pagbubukas ng diskusyon at pag-aaral

tungkol sa Disaster Risk Reduction, Climate Change

Adaptation, at Information & Communication Technology

(ICT), na sadyang mahalaga sa mga mag-aaral na Pilipino.

Ikatlo, may integrasyon at Seamless Learning o Spiral

Progression—ang pag-uulit ng pag-aaral ng mga konsepto at

aralin mula pinakasimple hanggang sa pinakakomplikado, sa

bawat grado o baitang. Inaayon ito sa edad ng mga mag-

aaral, kaya’t higit na naiintindihan at naaalala ang bawat

aralin.

Ika-apat, itinuturo ang mga aralin gamit ang sariling wika, o

tinatawag na Mother Tongue-Based Multilingual Education

sa unang 3 baitang, bago ituro ang ikalawang wika tulad ng

English. May 12 mother tongue languages na sinimulang

gamitin sa pagtuturo noong 2012-2013: Bicolano, Cebuano,

Chavacano, Hiligaynon, Ilokano, Kapampangan,

Maguindanaoan, Maranao, Pangasinense, Tagalog, Tausug

at Waray. Idinagdag din ang Aklanon, Ibanag, Ivatan,

Kinaray-a, Sambal, Surigaonon at Yakan ng sumunod na

taon.

Ika-lima, may pitong learning areas at tatlong specialization

na maaaring pagpilian ang mga mag-aaral para sa senior

high school, ang 2 taon ng specialized upper secondary

education. Ang Core curriculum learning areas ay languages,

literature, communication, mathematics, philosophy, natural

sciences at social sciences.

Ika-anim, itinuturo ang information, media at technology

skills, learning at innovation skills, communication skills at

life at career skills, para lumaking handa sa lahat ng

pagsubok lalo na bilang isang adult.

Ang nabago sa High School o Sekondaryang

Aralin

Junior High School ang tawag sa dating 4 na taon ng high

school. Ang Senior High School naman ang ika-11 at ika-12

taon, na naghahanda sa mga kabataan para sa kanilang

pagtatrabaho. Ito ang specialized upper secondary

education, na base sa kakayahan at interes ng isang mag-

aaral.

Maaari na silang mag-apply ng TESDA Certificates of

Competency (COCs) at National Certificates (NCs) para

makapagtrabaho ng ayon sa kakayahan nila. May technical,

vocational at entrepreneurship courses sila. Kung nais pa

nilang magpakadalubhasa, maaari nilang ipagpatuloy ang

pag-aaral sa kolehiyo. Sa tulong ng Commission of Higher

Education (CHED), magiging sapat ang kaalaman at

kakayahan ng isang mag-aaral na nakatapos ng Senior High

School, para makapagtrabaho na ng bokasyonal o

magnegosyo, o magtuloy ng pag-aaral sa kolehiyo.

May mga maaaring piliin para sa specialization, o "specific

tracks” o patutunguhan ng espesyalisasyon:

1. Academic (para sa kolehiyo): Accountancy, Business

& Management (ABM), Humanities & Social

Sciences (HUMSS) Science, Technology,

Engineering & Mathematics (STEM), General

Academic Strand (GAS).

2. Technical-Vocational-Livelihood, ang para sa

technical at vocational learning. Kasama ang Home

Economics, Industrial Arts, Agricultural at Fishery

Arts, Information, at Communications Technology,

3. Arts and Design

4. Sports

At ang bagong dagdag na Maritime.

Ang K to 12 ang sinasabing naghahanda sa bawat Pilipinong

mag-aaral para sa mas mabuting kinabukasan dahil mas

matibay ang pundasyon nito. May mga certification na

maaaring kunin ang mga mag-aaral sa bawat baitang

pagkatapos ng elementarya, na nagsasanay at naghahanda

sa kakayahang pang bokasyonal at may specialization, tulad

ng Certificate of Competency (COC) sa Grade 9 at 10,

halimbawa.

Mabuti nga ba ang mga pagbabago?

Halos 6 na taon na ang nakalipas mula ng sinimulang

ipatupad ang bagong sistemang ito sa mga pampubliko at

pribadong paaralan sa buong Pilipinas. Maraming

sumalungat noon pa lamang, ngunit sa ngayon, may

karamihan na rin ang may nakikitang kabutihan at positibong

resulta ang programang ito.

Ayon sa mga guro at mga mag-aaral na rin na nagsimula na

ng K to 12 program sa kanilang mga paaralan, isa sa mga

kabutihan nito ay ang pagkakaroon ng mga asignatura at

araling praktikal at nagagamit ng mga mag-aaral sa araw-

araw na pamumuhay. Ang mga aralin ngayon ay may

practical application na, ika nga. At dahil nga mas maraming

taon ang pag-aaral at paghahanda, nagiging competitive ang

Pilipino kapag nag-aaply sa ibang bansa. Sunod na kasi sa

education requirements na pang-international, na higit sa 10

taon, base nga sa programa sa mga mauunlad na bansa.

Para sa mga guro

Para sa mga matagal nang nagtuturo, sinasabi nilang hindi

sapat ang panahon ng paghahanda para mapatupad ng

tuluyan ang programang ito. Pakiramdam pa rin ng mga guro

na napakarami pang problemang at balakid para makamit

ang primary goal ng DepEd para sa K to 12 program. “Iba

kasi ang nagiging produkto, dahil hindi pa naman handa para

sa implementasyon,” kwento ng isang guro na 20 taon nang

nagtuturo sa Public School. Hindi daw kumpleto ang mga

materyal, wala pang textbooks, at hindi pa makasabay sa

requirement ng programa lalo na sa Public school dahil wala

namang internet, computer at telebisyon. Kaya ang resulta,

hindi pa nila tuluyang nararamdaman ang pagbabago, kahit 6

na taon na itong pinapatupad.

Malayo pa nga siguro ang tatahakin ng programang pang-

Edukasyon ng Pilipinas bago tuluyang marating ang ninanais

nitong progresibong sistema para sa ating mga kabataan.

Marami ang naniniwala na simula ito ng magandang

kinabukasan. Kailangan lang talagang paigtingin at

pagsikapan ang pagsasaliksik at patuloy na paghahanda

para maging mas makabuluhan ang pagbabago.

ANINIWALA si Education Secretary Bro. Armin A. Luistro, FSC at Higher Education Commissioner Cynthia
Bautista na nararapat

ituloy ang K+12 program na nagdaragdag ng dalawang taong senior high school sa lahat ng mga paaralan
sa bansa mula sa susunod

na taon.

Sa idinaos na "Tapatan sa Aristocrat" kanina, sinabi ni Secretary Luistro na handa na ang lahat para sa
pagpapatupad ng panibagong

programa upang makatugon sa pangangailangan ng panahon.

Para kay Commissioner Bautista, isa sa mga problemadong sektor ang mga manggagawang Filipiino tulad
ng mga nasa Saudi Arabia

na kahit pa mga enhinyero ay ibinaba sila sa kanilang mga posisyon dahil sa kakulangan ng panahong
ginugol sa pag-aaral sa

Pilipinas.

Para kay Dr. Ester Ogena, pangulo ng Philippine Normal University, inihahanda nila ang kanilang mga
mag-aaral upang makapagturo

sa ilalim ng K+12 program. Wala rin silang pangambang maapektuhan ang mga propesor sa kanilang
pamantasan sapagkat

samantalang bababa ang bilang ng magkokolehiyo sa pagpapatupad ng dalawang taong senior high
school, gugugulin nila ang

panahon sa pagsasanay ng kanilang mga propesor sa larangan ng masteral at doctoral studies.

Subalit ipinangangamba nina Alliance of Concerned Teachers Congressman Antonio L. Tinio at Dr. Rene
Luis Tadle ng Suspend K +

12 Coalition na kailangang suspendihin ang programa hanggang hindi pa natutugunan ang mga puna ng
iba't ibang sektor tulad ng

kawalan ng katiyakang hindi matatanggal sa trabaho ang mga guro at non-teaching personnel sa mga
pribadong paaralan.

Ipinaliwanag nila na walang problema sa mga guro ng pamahalaan sapagkat karamihan ng mga nasa
elementarya at regular high

schools sa buong bansa ay nag-aaral sa mga government-run school. Ikinabahala pa rin ni Congressman
Tinio na mapipilitang

gumastos ang mga magulang sapagkat ang senior high school ay mangangailangan ng matrikula at iba
pang bayarin.

Ayon kay Secretary Luistro, may pagpipilian ang mga mag-aaral at kanilang mga magulang kung pang
kolehiyo ba ang nais nilang

tahakin sa kanilang pag-aaral o ang paglalaan ng panahon para sa technical-vocational education. Mabuti
na lamang ay mayroong

Government Assistance to Private Education o GASPE na ipinatupad noong dekada nobenta. Ang
programang ito ang naglalaan ng

salapi sa mga pribadong paaralan para sa mga mag-aaral na hindi kakayahing makapasok ng mga
pampublikong paaralan.

Isa sa mga ikinababahala ni Dr. Tadle ang pagbabawas ng mga teaching load ng mga propesor sa mga
pribadong paaralan.

Inihalimbawa niya ang kanilang kasunduan sa University of Santo Tomas na mayroong libreng matrikula
ang kanilang apat na anak

samantalang mayroon silang full load sa pagtuturo. Sa ilalim ng makabagong programa, tiyak na
mababawasan ang teaching load ng

mga propesor sapagkat mababawasan din ang bilang ng mga papasok sa paaralan.

Ikinalungkot din ni Dr. Tadle na unti-unting natutungo ang propesyon ng pagtuturo sa kontraktualisasyon
sapagkat sa pagbabago ng

terms of reference sa kanilang pagkaka-empleyo, may mga kontrata nang lalagdaan ang mga kolehiyo at
pamantasan sa kanilang
mga propesor na maaaring humantong sa paglapastangan sa "academic freedom."

Para kay Commissioner Bautista, hindi sapat ang marunong mag-Ingles sapagkat nauna na ang mga
bansang Singapore, Malaysia at

Thailand sa larangan ng post-graduate studies. Dati umanong pinamumunuan ng Pilipinas ang larangang
ito subalit ngayo'y na sa

ikalawang bahagdan na lamang ang Pilipinas. Binubuo ng Indonesia at Vietnam ang ika-apat at ikalimang
baytang samantalang nasa

ika-anim na puesto ang Pilipinas.

Nangangamba siya na baka makahabol pa ang Brunei, Cambodia, Myanmar, at Laos. Idinagdag pa ni
Commissioner Bautista,

karamihan ng mga dalubhasa sa Thailand ay sa Pilipinas pa nag-aral ng kanilang post-graduate courses.

Mayroon ding nakabimbing panukalang batas na maglalaan ng P 29 bilyon para sa transition ng

programa sa K+12. Samantala, sinabi

naman ni Dr. Tadle at Congressman Tinio na mahirapa ng makalusot sa Kongreso at Senado ang
panukalang batas sapagkat gahol

na sa panahon.

Sinabi naman ni Secretary Luistro at Commissioner Bautista na mayroon pang sapat na panahon
hanggang sa darating na Hunyo,

bago magbakasyon ang mga mambabatas.

Handa umano silang makipagtulungan sa mga kinatawan ng iba't ibang sektor tulad ng samahan nina Dr.
Tadle upang magkasamang

malutas ang mga pangamba.

Ang K+12 program, ani Secretary Luistro ay siyang bunga ng mga magagandang gawi ng mga nakalipas na
administrasyon sa

larangan ng Edukasyon. Nagpasalamat din siya sa panahong ginugol ng namayapang Congressman

Salvador H. Escudero III na

sumama at nag-organisa ng mga pagpupulong at konsultasyon hinggil sa napakahalagang paksa ng K+12.

Magugunitang nagtungo sa Korte Suprema ng Pilipinas sina Dr. Tadle upang humiling ng kaukulang
desisyong pipigil sa pagpapatupad
ng K+12 program. Naniniwala umano si G. Tadle na may mga susunod pang grupo na magtutungo sa
Korte Suprema upang

magpetisyon.

Nagkasundo silang talagang kailangan ang pagdaragdag ng panahon sa pag-aaral upang makatugon sa
mga pangangailangan ng

lipunan.

K-12 implementation must

be continued after review:

advocacy group

By Ma. Teresa Montemayor August 2, 2018, 9:51 am

Share

MANILA -- The implementation of K to 12 program must be

continued to maintain Philippine education's improved level of

global competitiveness, an education advocacy group said.

"We should continue with the implementation of K to 12.

Reviewing the K to 12 does not mean that we need to stop it,"

Philippine Business for Education (PBEd) Executive Director

Love Basillote said Wednesday in an interview with the

Philippine News Agency (PNA).

Earlier, Department of Education Secretary Leonor Briones

said they would conduct a “thorough review” of the K to 12

program, two years after it was implemented in various

schools nationwide.

The K to 12 program covers Kindergarten and 12 years of

basic education (six years of primary education, four years of

Junior High School, and two years of Senior High School.

Prior to its implementation, the Philippines was one of only

three countries worldwide that practiced only 10 years in

basic education.

The education system change is seen as critical in giving

Filipino students a higher quality of education.

It is designed to enable graduates to join the workforce after

high school or prepare them should they choose to enter

college. Through K to 12, students, are given enough years to

master basic academic skills and participate in co-curricular

activities.

Basillote said the shortage on basic education resources is

not enough reason for the program's implementation to be

halted as there are many interventions made available by the

government.

"Education reform as big as this needs to be given a chance.

It's only been two years, there are problems, things to

improve, and this is something we should do together rather

than stopping it completely. It has just started and just gaining

traction and see really how to improve the system," she said.

Basillote said there is a mix-up of the perennial education

problems in general - access and resources - and the

challenges concerning K to 12 implementation.

"To start, we have to agree with the basis of the review, what

are we reviewing, how do we know if we can succeed, so

what are our success indicators," she said.

When asked how PBEd may review the K to 12

implementation, Basillote said that they would look at the

program's four exit points -- higher education, middle skills,

entrepreneurship and employment.

"We need to look at how our K to 12 graduates are able to

transition smoothly through these points. Is it easier for them

to go to college? Are they more prepared to get more training

and education? Are they more employable? Can they start

their own businesses or do they have the skills? So, we are

looking at learning outcomes and looking at skills acquired for

them to smoothly transition out of the K to 12 system," she

said.

Basillote added the government's input drive must also be

reviewed including the quality of the teachers in the K to 12

system, student-classroom ratio and teacher-student ratio.

"To be fair, even if we have the budget to build new

classrooms, we might not have buildable land for the

classrooms. So kelangan siguro ng (it might be needed to

have a) policy to make sure that we have that position where

DepEd (Department of Education) can have the land it needs

to build the classrooms," she said.

"In terms of governance issues, making sure that the funding

moves from national to local, empowering the schools to

make decisions for their particular locality making sure that

the funds move and konti lang ang magiging (there will only

be few) leakages from national to local. The policy is already

in place, it just needs to be strengthened and further

developed," she added.

With regard to the professionalization of teachers, Basillote

said DepEd already has a professional standard for teachers

and its implementation simply needs to be strengthened and

fully supported.

"There must be information on how many teachers are

needed in one specific discipline and for which specific

locality like do we need this X number of teachers in this

region. Such info must also be disseminated so schools also

can produce the teachers needed," she said.

Basilotte said reverting to K to 10 system should not be an

option for the Philippine education, stressing that it is a sign

of regression.

"It is not going to propel our country forward. If we want to be

competitive, if we want to avoid the middle income trap, if we

want to continue growing as a country, the K to 12 is

fundamental to that. If you will look at our global

competitiveness ranking, 'yun na nga lang ang saving grace

natin eh. Dahil K to 12 system tayo medyo tumaas tayo sa mga

indicators na iyon. Kung babalik tayo sa K to 10 system, mas

bababa pa ang competitiveness level natin (it's our only saving

grace. Because of K to 12 system we have improved in those

indicators. If we go back to K to 10 system, our

competitiveness level will be way lower)," she said. (PNA)

Related Stories

Sa Pilipinas, isa sa mga programang ipinatutupad ay ang K-12.

Isa itong programa para sa edukasyon na upang maging

paraan upang umunlad ang bansa. Dahil sa mahabang proseso

upang maipatupad ito, ang pamahalaan ay maraming

problemang kinakaharap dahil ito ay isang pangangailangan

upang mapaghusay ang kalidad ng edukasyon dito sa ating

bansa. Sa programang ito, maraming mga benepisyo ang

makukuha ng bawat Pilipinong mag-aaral. Ayon kay Isagani

Cruz (2010) mayroong ilang mabubuting kadahilanan upang

hindi natin tutulan ang kurikulum ng K-12. Ang layunin nito ay

mapahusay ang pangunahing kurikulum ng edukasyon dito sa

ting bansa. Ito ay makakatulong sa bawat mamamayang

Pilipino dahil bawat isa ay nangagailangan ng dadagdag

kaalaman sa pamamagitan ng pagdadagdag ng dalawa pang

taon sa pag-aaral.

Ang mga nakapagtapos ng K-12 curriculum ay

maibibilang sa mga propesyonal sa ibang bansa. Kung ang

mga Pilipino ay nakapagtapos sa K-12, hindi na nila kailangan

mag-aral muli upang maabot ang pamantayan nila. Ayon sa

Ronda (2012) ang K-12 ang magiging solusyon upang

maibangon natin ang ating bansa mula sa mga kompetensya

pagdating sa edukasyon. Sumusunod lamang tayo sa

pandaigdigang pamantayan sa edukasyon. Kailangan nating

makipagsabayan upang matulungan ang ating mga minamahal

sa Pilipinas, at ang makapagtrabaho sa napiling larangan.

Ang ating bansa ay kinakailangan ipagpatuloy ang

pagpapatupad ang programang K-12. Ito ay mag-aangat sa

atin sa larangan ng edukasyon at ekonomiya ng bansa. Isa ito

sa magiging susi sa mga isyung kinakaharap ngayon.

Samakatwid, ang programang K-12 ay maraming

benepisyong maaaring makamtan ng bawat Pilipinong mag-

aaral. Ito ay maaring makatulong sa ating ekonomiya upang

makabayad tayo ng utang sa ibang bansa.

OPINION: K-12 is 6 years of

high school for nothing

If you are not automatically redirected, click here .

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By Cristina C. Chi

If you are not automatically redirected, click here .

Updated 10:09 AM PHT Mon, November 12, 2018

Is the K to 12 education system as effective as the

government promised it to be? One of the first graduates of

K to 12 writes about the failures of the new education

system and how the DepEd may improve it. Photo by

JILSON TIU
Manila (CNN Philippines Life) — Today, it appears that the

first students to graduate from K to 12 have been forgotten

and swept in the dustbin of history. After enduring two

additional years of high school where the implementation

was unclear for teachers and students all throughout, the

guinea pigs of the K to 12 reform have every right to be

distressed at the Department of Education’s lack of

evidence of its success.

Employability was the top selling point of the K to 12

curriculum, but it was clear as early as January of this year

that graduates of senior high school, or Grade 12, would not

be able to compete in the workforce as promised by the

Department of Education (DepEd). A 2018 JobStreet report

shows that only 24 percent of employers were willing to hire

K to 12 graduates as the rest still cited having a college

degree as the primary qualification for employment. Worse,

the department currently has no data on how many senior

high school graduates were able to find work related to the

track that they had completed.

For instance, senior high school graduate Luis* studied in a

relatively small college in Pasig City with a tuition fee that

only cost ₱10,000 per semester. He took up Information in

Communication and Technology (ICT) because of his

interests in computer science. However, because of the

limited space in the school and the difficulty of hiring

teachers who could teach the advanced subjects, Luis never

thought of any other job opportunity in his track aside from

entering the call center industry. Additionally, he says that

the “poor implementation of senior high school” in his

school had contributed to the year-long mess that he and

his classmates experienced.

“Most students are angry because of the school’s

curriculum. In fact, the school doesn’t follow the prescribed

curriculum anymore. They just force the students to join

their weekly event and pay some money to pass the exam

which is very wrong,” he says.

Luis, who needs to support himself now that he is living

away from his parents, plans to continue to college after a

year of working as a customer service representative in a

call center.

“I guess there’s more to ICT than working in a call center,

but I don’t know. I didn’t learn much [from senior high

school].”

Alexandra Villacorta, a Humanities and Social Science

student from a senior high school in Antipolo City, also tried

to find a job after graduating. She applied for jobs in

different companies but didn’t get call backs for certain

interviews because she had not yet finished 2 years of

college.

Alexandra, who was a former literary writer in their school

paper, settled for whatever jobs that were available.

“I started small. I took home ₱250 a day for house cleaning

and tutorial services before I decided to work in the call

center,” she recounts. “When I started getting sick from the

night shifts, I decided to do e-commerce instead and be my

own boss.”

Now deciding to take a gap year, Alexandra plans to

continue to college after earning enough money. For her,

being a senior high school graduate is not enough.

“My mom almost didn't finish her schooling once she

started earning money during her time,” she says. “Hindi

pwede ‘yung ganitong klaseng buhay lang . I earn for my

education because I know I'll find purpose in it.”

And for a curriculum that has banked on producing globally

competitive graduates with “21st century skills,” it’s going

against its own mandate by merely producing cheap labor

for outsourcing agencies and multinational companies. We

don’t need creative imagination to deduce which jobs are

waiting for thousands of senior high school graduates from

small schools in low economic areas: blue-collared work in

factories or customer service work in call centers or fast-

food chains — jobs that have been accepting high school

graduates even before K to 12 was introduced.

If this is the case, then two years of tuition fees,

insurmountable effort, and time from the students’ part had

gone to waste as they had only ended up in the same

inhumane Philippine labor force where labor rights are

routinely violated. When you have an education system that

seems to be riddled with more problems than solutions,

students are the ones to take the hit the hardest. K to 12

worsens, not improves, poor families’ conditions by

aggravating their circumstances with added costs of

education.

"The government should take steps to address the lack of

classrooms in public schools with the increasing population

of high school students and the poor procurement of

learning materials," says Chi. Photo by JILSON TIU

Birthing pains

Introducing an educational reform as big as K to 12 will

always result in birthing pains, but this does not mean that

the government will cease to be accountable to the

students that were experimented on. Birthing pains can very

easily turn to permanent wounds to the Philippine education

system that seems to be only one bruise away from

collapsing altogether.

In my high school, the San Beda University Senior High

School, Media and Information Literacy was taught like a

confused arts class where students are typically asked to

submit drawings and slogans. For our performance task, we

took different pictures of sceneries based on the

photography angles we learned in class. Students from

other classes were asked to submit videos of themselves

performing spoken word poetry. I don’t remember any

discussion on fake news, critical thinking, fact checking

sources, and other topics that would actually make a

student media literate, as the name of the subject implies.

In fact, my teacher in the subject was a graduate of

Computer Science and Physics.

While I understand that my school (and my teacher) may

have only been following DepEd’s curriculum, we must be

clear about what senior high school’s subjects are all about

and hire teachers who have extensive knowledge about the

subjects. Teachers should have more access to enrolling in

master’s degree programs to be able to guide the students

effectively and to have a solid background in the subject.

We should not merely throw hooray words like “global,”

“international,” and “21st century” around to make the

subjects appear different from its Junior High School

counterparts when in reality, they are the same basic

subjects that provide redundant information.

The new curriculum and the addition of two more years of

high school should be evidence-based, but even one of the

only systems of assessment of Grade 12 students’

knowledge, which is the National Achievement Test (NAT),

had been delayed. The NAT was originally scheduled before

the end of the school year , but we ended up taking the test

as late as April.

According to San Beda University Senior High School’s

Assistant Prefect for Student Activities Benjamin Sonajo,

the NAT for our batch was pushed back twice because “the

printing for testing materials had been delayed.” As a result,

the two-day test was attended by only half of our class.

How can the DepEd accurately measure the improvement of

students’ knowledge during senior high school when its few

systems of assessment had not been prepared for by

department officials? Problems with the printing of the

booklets are not an excuse in this scenario — they had two

whole years to prepare for the evaluation of the new reform

which had been contested by many as useless. Senior high

school, which was also tagged as college preparatory as it

claimed to give students the fundamentals of all general

education subjects in college, risks being truly useless if the

department will not conduct thorough research on its first

implementation.

The writer suggests that for K to 12 work, DepEd should

invest in the primary executors of its curriculum who can

translate its aims from paper to practice. Teachers who are

overworked and underpaid are at a risk of being spread even

thinner from the addition of two more years of high school.

Photo by JL JAVIER
DepEd’s accountability

“Education either functions as an instrument which is used

to bring about conformity or it becomes the practice of

freedom, the means by which men and women deal

critically and creatively with reality and discover how to

participate in the transformation of their world,” was how

Paulo Freire wrote about education in his book “Pedagogy

of the Oppressed.” This is more relevant than ever as

Education Secretary Leonor Briones moves to review the K

to 12 curriculum.

It’s important that DepEd proposes concrete, long-term

solutions based on evidence if it wants K to 12 to work.

They should stop tagging senior high school as an

alternative to college for those who would like to work

immediately after graduation, as this leaves plenty of

students at risk of becoming cheap robots tied to manual

labor. Education should be the force that liberates students

from being stuck in the cycle of poverty, but if things

continue the way they are, more and more Filipinos will be

hard pressed to even finish senior high school.

For K to 12 work, DepEd should invest in the primary

executors of its curriculum who can translate its aims from

paper to practice. Teachers who are overworked and

underpaid are at a risk of being spread even thinner from

the addition of two more years of high school. The answer

to this problem is to increase the pay of teachers and to

offer more advanced education opportunities for them to

effectively teach the new subjects in senior high. Just like

us, they too are blindly groping in the dark as to how to

navigate an unknown system. They shoulder the heavy

responsibility of making sure the new education reform will

work — it follows that they deserve all the support they can

get.

Lastly, the government should take steps to address the lack

of classrooms in public schools with the increasing

population of high school students and the poor

procurement of learning materials . They should also revise

the senior high school curriculum and carefully oversee the

implementation of first-time subjects such as Media and

Information Literacy; Trends, Networks, and Critical Thinking

in the 21st Century; and conduct a comprehensive review of

the curriculum before selling it as a two-year solution to

make high school students job-ready. Education reforms

need to be given a chance, but we must remember that the

students suffering from the experimentation deserve a sure

future, too.

As of press time, the Department of Education’s website for

Frequently Asked Questions on K to 12 has been wiped of

its old contents where I used to read about how I would

become job-ready after graduating from senior high school.

This shows that the department, in its efforts to review the

whole curriculum, should still answer to the very real

concerns of the pioneer batch of K to 12 who are still trying

to reconcile what seems like two years of wasted time and

resources. A tall order? Perhaps. But senior high school had

no significant impact to the majority of students who

worked or proceeded to college.

In the end, we have thousands of students who feel they’ve

been delayed by K to 12, including me.

*Name has been changed at subject’s request.

“I think we definitely need to continue implementing it, we

should not stop,” said Philippine Business for Education

(PBED) Executive Director Love Basillote in response to the

calls to junk the implementation of the K to 12 Program two

years since the nationwide rollout of Senior High School (SHS)

Earlier, Education Secretary Leonor Briones announced that

DepEd will be conducting a review on the K to 12 curriculum

to “keep up with the changing times.” For the Alliance of

Concerned Teachers (ACT) Philippines, the government should

use the review as an opportunity to stop the implementation of

the K to 12 which, according to them, “aggravated” the

shortages in resources – particularly in public schools.

Composed of the country’s top business leaders committed to

furthering the role of education in national competitiveness

and development, PBED believes that the K to 12 Program is

the “single most important” education reform in the country.

“Just because we’re reviewing [it] does not mean we need to

stop,” Basillote explained. “Just because we’re trying to

monitor its implementation does not mean that we need to

stop,” she added.

With the planned review of the K to 12 curriculum, Basillote

noted the need to remember why it was implemented in the

first place. “We can’t stop [especially now that] we’re finally

with the rest of the world,” she said.

The K to 12 Program was premised on having the Philippines

“as the last country in Asia and one of only three countries”

with a 10-year pre-university cycle in the world along with

Angola and Djibouti. In implementing the program, DepEd

noted that a 12-year program is “found to be the best period

for learning under basic education” since it “is also the

recognized standard for students and professionals globally.”

Basillote also noted the country cannot afford to go back to

the old K-10 system. “We’re talking about global

competitiveness [so] we can’t go back to K-10,” she said. “It’s

not an option…I think if we are really to sustain the growth that

we have been experiencing,” she added. PBED expressed

support to the move of DepEd to review the K to 12 program

and noted that “it would be good to participate in international

testing to see where we stand.”

JUNK K TO 12?

For ACT Philippines, there should “no reason” why the K to 12

“should still be continued” given all the existing problems in

the education system that yet to be addressed.

ACT Philippines Secretary General Raymond Basilio said the

“impetuous implementation” of the K to 12 has “aggravated

the shortages in facilities, personnel and materials,”

“intensified the privatization in the basic education through the

voucher system” and “reinforced the colonial and market-

oriented curriculum of the basic and tertiary education.”

The Republic Act (RA) 10533 – which was passed in 2013 –

made mandatory the one year in kindergarten and two years

in Senior High School (Grades 11 and 12). It was designed to

improve the quality of basic education as well as prepare

students for various “exits” after completing secondary

education.

Basilio noted that since the law was enacted, the K to 12

program has “become a burden to teachers, students and

parents” and has been “plagued with a lot of problems”

especially in its implementation in public schools.

The implementation of the K to 12 program, Basilio said,

made the problems in public schools worse. “Textbooks for

elementary and junior high school are not yet completed,

instructional materials for senior high school teachers are not

yet available, public senior highschools are very scant, billions

of pesos are paid by the government to private schools, and

the drop-out rate is alarming,” he said,

Even after producing the first batch of SHS graduates this year,

ACT noted that “there is no remarkable improvements in the

achievement test results of K to 12 students or in the

country’s unemployment rate.”

FOCUS ON INTERVENTION

While there is an urgent need to address the existing gaps in

basic education, PBED reiterated that the implementation of

the K to 12 should not be compromised.

“We definitely need to address resources, the gaps,” Basillote

said, noting that many studies have shown that there is a

“leakage” in terms of funding the needed resources in

schools. The solution, she noted, is how to address these

“leaks” and other governance issues.

Basillote said that “there are so many interventions” in terms

of addressing the resources problem in the education system.

For instance, she mentioned the implementation of the Basic

Education Reform Act (BESRA) that “encourages

decentralization and evolution of powers” so that in at the

school level, school officials can “come up with solutions that

makes sense” for their respective needs.

Interventions such as the BESRA and others, Basillote said,

could be “tightened and looked at” so they will complement

the K to 12 implementation. While increasing budget allocation

for education is great, she underscored the need to look at

how it is being spent and find out if the budgets “actually

reach the schools that need them the most.”

In reviewing the K to 12, particularly the SHS, Basillote hopes

that the programs offered in localities are looked at. DepEd,

she said, needs to check if “we are opening programs that are

really needed in that particular locality.”

PBED has been one of the major supporters of the K to 12

even before it was fully implemented. “Just in terms of the

work force development framework, we need to have a more

coherent point of view,” Basillote said. “For K to 12, there’s no

stopping, we should not stop it and we should definitely

continue moving forward,” she ended.

Why Does the Philippines

Need the K-12 Education

System?

Updated on November 27, 2018

Source

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Filipinos are known to be competitive in the international

community. However, our current education system hinders us

from becoming even more competitive.

Starting in the 2012-2013 school year, the education system

of the Philippines was enhanced from the ten years of basic

education to a 12-year program through an initiative called the

K-12 Education Plan sponsored by the Department of

Education.

The implementation of the K-12 plan in the Philippine Basic

Education Curriculum is the key to our nation’s development.

Though the government faces many problems as it

implements the program over the course of several years, it is

a necessary improvement since increasing the quality of our

education is critical to our nation's success.

See below some ways that the K-12 education plan will be

beneficial for the Philippines according to Isagani Cruz (2010)

in one of his columns in a local newspaper.

Reasons for the K-12

Education System

1. Sufficient Instructional Time

With K-12 education, students will have sufficient instructional

time for subject-related tasks, making them more prepared in

every subject area. With the old system, Filipino students were

consistently behind on achievement scores.

In 2008, for instance, international test results revealed that

Filipinos were behind compared to other countries when we

finished dead last in math.

2. More Skilled and Competent Labor

Force
Another reason to support K-12 education is because the

graduates of this program will be more prepared to enter the

labor force. High school graduates of the 10-year curriculum

were not yet employable since they were not competent or

well–equipped enough for the workplace.

In addition, high school graduates of the 10-year curriculum

are not yet 18. With the new curriculum, senior high school

students can specialize in a field that they are good at and

interested in. As a result, upon graduation they will have the

specific job-related skills they need even without a college

degree. When they graduate from high school, these young

people will be 18 and employable, adding to the nation’s

manpower.

3. Recognition as Professionals Abroad

Finally, with K-12 education, Filipino graduates will be

automatically recognized as professionals abroad because we

are following the international education standard as

practiced by all nations.

There will be no need to study again and spend more money

in order to qualify for international standards. With a K-12

education, Filipino professionals who aspire to work abroad

will not have a hard time getting jobs in their chosen field.

Furthermore, they will be able to help their families in the

Philippines more with remittances, property purchase, and

small businesses.
K-12 Education Will Help Filipinos Gain

a Competitive Edge

Though Filipinos are known to be competitive in the

international community, our current education system hinders

us in becoming more competitive among other countries. The

K-12 education plan offers a solution to that problem.

However, it is undeniable that there will be problems that arise

as we implement the program, which could include a lack of

budget, classrooms, school supplies, and teachers. That said,

the long-term effects of K-12 education will be very beneficial

to us Filipinos.

Therefore, we must support the K-12 educational plan to help

improve our educational system and our economy. Remember

that change in our society starts with education.