Professional Documents
Culture Documents
Just as how the English words “you are” were shortened to “you’re” for
economic reasons like saving spaces in the newspaper, Filipino linguists,
discoveries and technology innovations are also responsible for dictionaries
getting thicker by the year.
Even these recent years, the local gays have grown their own lingo.
It would be pleasing that our national language can evolve, but not degrade
into j3j3m0n.
Studies on the country’s bilingual education program have revealed very low
proficiency levels among teachers and students in the use of Filipino and
English.
Past and present language issues in the country have become the subject of
popular discussions after the Commission on Higher Education(CHED)
proposed Memorandum Order (CMO) No. 20, Series of 2013. The said
memorandum aims to remove Filipino as a subject to be taught in college as
part of the new General Education Curriculum (GEC).
The new curriculum will also be freed from Science, Mathematics, English,
Filipino, Literature, Humanities and Social Studies subjects that are “more
appropriately taught in senior high school.”
The revised GEC will push through next academic year, despite the temporary
restraining order issued by the Supreme Court against the said memorandum
order, according to CHED Chairperson Patricia Licuanan.
“I think so [that it will push through], it cannot be changed. The only thing
that is lightly contentious is the Filipino subject. The rest [of the general
education subjects]are not debated anymore,” Licuanan said in an interview.
“We’re waiting. But that’s in the Supreme Court. We will wait for that, but in
the meantime the rest of the general education subjects are okay,” the CHED
chief added.
The new general education curriculum, which will also shorten some college
courses by a year, will take effect in 2018, the year when the first batch of
senior high school (Grade 12) students graduate.
“This will be implemented in 2018, so those who will graduate in the senior
high school will be the first to take the new general education curriculum,”
Licuanan said.
“Our new general education curriculum really was planned in senior high
school that many of the things that used to be . . . the general education
curriculum has been brought down in the senior high school, so the required
courses in college now, general education curriculum is multi-disciplinary and
it was not anymore 60 units or 30 units,” the CHED chief explained.
The revised general education curriculum, part of the K-to-12 program, aims
to expose college students to various domains of knowledge and ways of
comprehending social and natural realities, developing in the process
intellectual competencies and civic capacities.
College Students
The new GEC will be beneficial to college students for they will have lesser
basic units, they will be motivated, and most importantly, they will be more
globally competitive. The revised basic and secondary education curriculum
included the additional two years which allow the Filipino subject to be
accommodated in high school. This way, the college education can focus on
interdisciplinary courses.
The CHEd also said it removed subjects that duplicated those in grades 11 to
12. This will show that the senior high school is not just “a waste of time”. In
senior high school, there are tracks and strands where students can choose.
But this basic education in senior high school will be useless if they will be
tackled again in college. The students who are experiencing this already think
that they’ve just wasted their two years in their lives, considering the “back to
zero” system when they go to college. They think they will already be too old
when they graduate in college, and they will run out of time achieving their
dreams, if and only if, for example, the accountancy course which was
originally 5 years will only be four years in the new curriculum. This can only
be achieved if they will lessen the subjects in college, subjects that are logically
extended to senior high school. If people work later, they will earn money
later. And in this country, where a lot of children support their family and
parents, that’s a major disadvantage.
As the units, or maybe a year of taking up college, would be reduced, the lesser
finance the students would need, too. We are all aware that some of the
students suffice their needs through their part – time jobs. It would be
beneficial for them, not only financially, but also the time and effort they will
consume on a basic unit they will get in college if it’s not related to their
courses.
Additionally, the students would generally achieve better grades, test scores,
and attendance if all of their subjects are their passion. They will be more
attached in school if they will not feel dull or tedious about their subjects. As
they will only take up their in – line subjects on their courses, they will show
higher aspirations and motivation toward school and graduation.
Moreover, students will also make more time to learn the major subjects, the
specified subjects in their specific courses. In this case, it would prepare them
to be a better employee after they graduate in their field.
Lastly, we all know that Filipinos are good imitators. For example, many of
them would love to imitate the British accent. Many love to see Xia Vigor, a
little girl with British accent popular on televisions. They would love to watch
Hollywood movies to imitate how they speak. They would love to watch
interviews of English speakers because they would want to imitate their
fluency in speaking English. And these idolized English speakers, whether
from America or Asia, are influential persons around the world, which are
supposedly good models for students. Accustoming them to speak in English
would align them to their idols internationally. For example, Manny Pacquiao
is a famous Filipino boxer around the world. It is but natural those in his
surroundings in the ring are fluent English speakers. It cannot be denied that
the pride of the Philippines doesn’t have the fluency in speaking the universal
language. It would be better if him as an influential person, especially to the
young ones, is like a natural English speaking.
Nevertheless, imitating is not a way as turning backs on the national language.
The Philippines just need innovations. It’s not good for a country not to
change, nor to stay in things that we are accustomed to.
Parents
Parents care. There were several benefits stated for college students. The main
benefit for parents would be financially. If Filipino subjects would not be
included in the college curriculum, it would lessen units mandatory to learn
and pay in college. Lesser units mean lesser fees. Parents did spend more than
the old curriculum. The additional two years of high school were such a
burden for parents because they have to shell out more money (i.e. for
transportation, food, tuition fees).
The more years they send their sons/daughters in school, the lesser years for
them to enjoy life. A typical parent would enjoy life (e.g. travel places, eat
delicious famous foods) after their last child finish college, well if they will
have no grandchildren to take care. It is the time for him/her to complete
his/her bucket list when he/she was still young. It’s time to achieve his/her
dreams. The remaining years of his/her life for him/her to enjoy it are
reduced.
Besides, most of Filipino graduates at present are either too young or lacking
the necessary skills and competencies most of the companies requires. Most
believe that only college education is the best way to be gainfully employed.
However, even having college education is not enough and actually is not the
job market needs thus many ends up factory workers, call center agents,
service industry crews and repairmen. As a response to this problem, college
education should be sufficient enough to prepare students for work. They
should now remove the basic units in the tertiary level and let the future
employees focus on their skills relevant to the job market. In this way, the
future graduates will surely be employable and would help their parents and
their families financially.
Teachers
Aside from the students and parents, removing Filipino subjects will still be
beneficial to teachers. Some teachers are accustomed in teaching only with
their native language. As a result, they cannot speak fluently in English, and
sometimes even in written, they have wrong grammars. Focusing on the
universal language in college would broaden globally communicative process
not only for the students but also to the teachers teaching them. In this way,
teachers will also improve their English fluency.
Furthermore, the current trend in the profession, some educators see as the
best at preparing students to be successful ones that foster international
mindedness, character development, critical thinking, inquiry, problem
solving, and community.
School
In this case, tertiary schools should really just remove the basic units and they
will now boost these young adults in their chosen path of career. They will
now handle more mature students who will be motivated with their passion
given that they had enough time thinking for what they really want.
More to the point, the Kto12 would be unfavorable for tertiary level
institutions in view of the fact that its main objective is for senior high school
students to find jobs even without entering college. The “back to zero” system
is also stressing it. Students will now think, especially for those who are
financially burdened, that going to college is just to get a degree. Students who
prioritize money over degree will of course choose to find job than to pursue
their education. If units will be lessened, and hopefully a year will be reduced,
then more students will still be provoked to enter college.
Economy
The K-to-12 system answers the need for a 12 – year basic education cycle,
followed by the focused major subjects in college, which is now the
fundamental requirement for entry in most universities and companies
abroad. Once they return to the country, these students would be able to
contribute to their company’s – as well as to the country’s – success with the
fresh perspectives and skills they acquired from overseas exposure.
Education System
Many Filipinos asked for better education, here they are. Yet some are still
hesitant in improving the college quality education of the country.
Two main points were raised about the new GEC: its alleged failure to
intellectualize the Filipino language; and its supposed displacement of
Filipino faculty.
The new curriculum has been reduced from 63 units (for humanities and
social science majors) or 51 units (for science, engineering and math majors)
to 36 units for all students. The 27/15 units removed were not all in Filipino.
They also include coursed in English, Literature, Mathematics, Natural
Sciences, Humanities and Social Sciences. The new GEC, moreover, offers
entirely different courses from the old one.
Hence the displacement is not focused on Filipino teachers but spans all the
disciplines, and therefore he claim that Filipino teachers alone are displaced is
inaccurate, just as the claim that Filipino as the medium of instruction has no
place in the new curriculum is also false.
The more important question is why the old GEC was changed. First, it
contained many remedial courses (in English, Filipino, Math, for example)
that are taught in the new K-12 curriculum. It would be unfair to have
students take academic track courses in senior high school, only to repeat
them in first years of college. Second, the old GE curriculum had courses that
were disciplinal (e.g. General Psychology, Basic Economics) were also
removed; the CHED then crafted courses reflective of liberal education.
These moves led to the reduction of the GEC from 63/51 to 36 units. By doing
so, the CHED didn’t deny the capacity of the Filipino language for intellectual
discourse. The entire GEC may be taught in Filipino if the higher education
institution wishes and, if public consultations so approve, at least nine units
can be required to be taught in Filipino. Research and publications in Filipino
will continue to be supported in key institutions to further enhance the
capacity of the language for intellectual discourse.
Obviously, Filipino teachers are not uniquely displaced by the new GEC. When
the old curriculum was reviewed, in light of the K-12 program and, guided by
the nature and spirit of liberal education, courses in many disciplines were
removed.
The displacement of higher education faculty as a result of the new GEC had
remedies discussed and being discussed such as the assignment of disciplinal
courses to former GE faculty, the deployment of some higher education faculty
to senior high school, the grant of research load to deserving faculty, and
other. The CHED, in fact, has a technical working group studying the
challenges posed by the transition to K12 and is working out alternative
solutions with the help of DepEd, DOLE and other concerned agencies. Also,
the displacement of higher education faculty has already started during the
period when the pioneers of Kto12 are in Grades 11 and 12 instead of college.
All Filipinos have already started to accustom themselves in the new GEC.
Other worries such as higher dropout rate are unnecessary and are irrelevant
for the DepEd has already set programs that will address to this. The
department in partnership with other government agencies is working
together so that the transition will be smooth for it could not afford to fail.
Not only that, the department is only making sure that it is delivering quality
education which every Filipino is entitled to. This is consistent with Article
XIV, Section 2(1) of the 1987 constitution which states that “The state shall
establish, maintain and support a complete, adequate, and integrated system
of education relevant to the needs of the people and society.”
If the Philippines wishes to even approach the lofty goal of becoming a “first –
world country,” as former president Aquino III suggested, it absolutely must
meet conventional global standards of education. As just one example of how
the current system handicaps the Philippines’ human capital, professional
certificate holders – accountants, engineers, healthcare workers and others –
often encounter resistance for the sole reason that their education is two years
shorter that everyone else’s. Thus, all Filipinos should embrace the change,
the change that will make progress and innovations to the country.
‘This small victory is a step in the right direction,’ San Juan added, pertaining
to the continuance of Filipino subjects in college education.
However, it’s better if the direction of the college curriculum will lead the
youth to a more globally competitive path. The universal language is English,
which will be used when talking to foreigners (i.e. future investors, tourists).
Many of Filipinos, mainly students, have the fears on public speaking,
especially if it’s in English. That’s why college should focus on this, because
this is really helpful for many careers (i.e. reporting a financial statement to
the board of directors, proposing a business plan, teaching students, politics).
It’s not just on public speaking, but also on casual conversations. Many
Filipinos go abroad, as migrates, as workers or as tourists, and many Filipinos
talk to foreigners in the country. It would be dismaying if we couldn’t
understand, speak or if we still need translators in speaking English (i.e. Miss
Universe Philippines answering in the Q and A portion with a translator;
talking with bad English to a foreign investor). It would be dismaying if we
still use Filipino in these conversations.
Revival of American Influence
One of the major causes why there are attempts to remove Filipino in college
is colonial education. When the education system in the Philippines was
established during the American colonial period, it used English as medium of
instruction and not Filipino.
Those in positions of authority who issue policies that affect the education
system in the country are products of this colonial education. English was the
language they used when they were still studying; thus, it is not surprising that
the education system in the country is being geared to emulate the western
system of education.
Nevertheless, the focus of this new GEC is not the revival of American
influence but to let Filipinos be more globally competitive.
Some linguists say that there is actually a dire need to study Filipino in the
tertiary level, that Filipino subjects from elementary to secondary schools are
not sufficient, because many Filipino words are losing their meaning because
of consistent wrong usage, especially by those who have influence on people –
public personalities, mass media and of course, teachers. More than ignorance
of grammar rules, it means people are losing their Filipino consciousness,
with the increasing influence of foreign language and culture in the time of the
internet. In this case, Filipino consciousness should be more brought to light
in the lower levels of education. Filipino teachers should be retrained for the
improvement of Filipino subjects from elementary to secondary schools.
“Removing Filipino as a subject in the new GEC is not just a local issue; it is a
moral issue that goes against the integrity of our race. It is not enough to teach
children up to the 11th and 12th grade to say that they are already good at
using the national language. Filipino should continue to be taught and used up
to all levels of formal education,” professor in Filipino in the National
Teachers College and Palanca – award winning writer Patrocinio Villafuerte
said.
“Filipino language is the only language that can unite Filipinos.” Yes, this is
true. But this fact cannot be affected when Filipino subjects are excluded in
tertiary level; eliminating the said subjects just wants future graduates to be
more employable.
Another argument would be the dire to still teach Filipino subjects in college
education because National Achievement Test results for the secondary level
is low. But tertiary levels should not adjust to this. The poor quality of basic
education is reflected in the low achievement scores of Filipino students. The
main reason is that students do not get adequate instructional time or time on
task. Usually, teachers are not able to teach all the content of the curriculum
due to constraint particularly of the fourth quarter which are all essential and
prerequisites for the next level (due to i.e. changing year round calendars).
The original 10 years are now 12 years. Filipinos should enhance and
decongest the new curriculum. This setup will give students more time to
master competencies and time for extra – curricular activities, thus allowing
for a more holistic development. Teachers should also be able to ensure that
each competency is taught and mastered and all the necessary skills are
transferred and developed. If retraining for teachers from elementary to
senior high school is essential, then the government will not hesitate to
address this.
Change is never easy, especially when it is about a big undertaking such as the
implementation of the new Kto12 curriculum guide in the Philippines, not
only the additional two years in high school, but also the exclusion of Filipino
subjects in college. Similar to the debatable Kto12 curriculum before, the new
college curriculum will be in full swing next academic school year if ratified.
In all these epochal shifts, the university has always maintained its vision to
define its general education as preparing students to become good leaders
with moral integrity and critical minds.
Removing the Filipino language in the college curriculum doesn’t mean the
end of nationalism of the future professionals of the country. Being a fluent
speaker in Filipino is not the only way Filipinos show their nationalism and
patriotism. As long as they use it in their daily lives, and they are not ashamed
of it when using abroad, these would still be considered as a respect in our
national language.
The first batch of the Kto12 system is already in the edge. Because they are the
pioneers, they are vulnerable to experimentations of the government
education system. It would be better if the government will already start to the
pioneers excluding Filipino subjects for them to be more focused in their
chosen courses.
It is high time that we join the rest of the world and improve the quality of our
basic education system and graduates.
The new GEC may be a challenge, it may create practical difficulties for some,
but it is an absolute necessity. Any effort applied by anyone that is not an
effort to make it happen more effectively is an effort that is wasted, and
ultimately harmful to the country and its livelihood.
Works cited:
http://school-principal.blogspot.com/2012/04/benefits-of-k-to-12-program-
of.html
http://bulatlat.com/main/2014/06/27/removing-filipino-as-a-subject-in-
college-a-betrayal-in-the-name-of-business/
https://www.rappler.com/nation/140144-ched-order-filipino-subjects-new-
ge-curriculum
http://news.abs-cbn.com/nation/06/17/14/why-ph-scrapping-filipino-college
http://newsinfo.inquirer.net/631905/up-profs-students-dont-remove-
filipino-from-college-curriculum
http://www.manilatimes.net/new-curriculum-push-2018/315405/
https://www.rappler.com/nation/140144-ched-order-filipino-subjects-new-
ge-curriculum
http://bulatlat.com/main/2014/06/25/educators-students-form-alliance-to-
defend-filipino-language-subject/
http://bulatlat.com/main/2017/06/09/ched-violates-supreme-court-order-
removing-filipino-college/
http://bulatlat.com/main/2014/08/22/the-national-language-evolution-
through-revolution/
http://newsinfo.inquirer.net/687228/in-the-know-filipino-curriculum-in-
tertiary-level
http://newsinfo.inquirer.net/614200/house-urged-to-probe-dropping-of-
filipino-as-a-college-subject
http://opinion.inquirer.net/76155/must-filipino-be-taken-out-of-tertiary-
curriculum
http://www.braincontour.com/2014/07/03/statement-removal-of-filipino-
and-filipino-teachers-from-the-new-general-education-curriculum/