Local

D. H. Sarmiento and R. L. Orale (2016), compare and contrast the Philippines,

USA, and Japan Senior High School curriculum. It also looked into issues, challenges, and
successes relating to the implementation of the program. The Philippines has a clearer
model with at least four tracks (academics, tech-voc, sports, arts & design) and at least ten
strands. Japan has two tracks in academics and tech-voc. The US basic education system
varies from state to state, similar to its SHS curriculum. The enrolment in tech-voc schools
in the US is declining despite the surge of demand for skilled workers. In the three
countries, the availability of qualified teachers is still an issue. This situation is very real in
the Philippines as it started the SHS program in June 2016. Other problems include the
need to construct a huge number of classrooms and facilities. The paper is all based on
secondary information using the literature review protocol. The paper has also used
literature published in other agencies including news articles to enrich discussions about
the issues regarding the subject under assessment. Being new in the Philippines, it is
compromised with issues such as lacking qualified teachers and the much-needed facilities
for use in the highly specialized courses, specifically at the SHS level.

“Assessment for the preparedness of Senior High School students under academic
strands for college” has done by Mary Rose Bonquin and others (2017). The primary
purpose of this study was to evaluate the preparedness of Senior High School students
under Academic Strand for college, in accordance to their income, interest, chosen course
and grades or performance. The study also focuses on the role, function, benefits,
advantage and impact of Senior High School under K to 12 program. The research study
is made through the use of descriptive research. According to the results of the research
study, most of the Senior High School students consider the positive effects of the program
due to its benefits, impact, roles, and function.

J. C. B. Jacolbia and others (2018) made a comparative study about College Course
preference and Senior High School track and the factors that mainly affect the college
course preference of Senior High School Student. The researchers formulated a survey
questionnaire based on the main objectives of the research— to identify the factors that
influence their undergraduate preference; to determine the number of ABM students that
will take up an ABM-related course. The researchers found out that majority of the
respondents who chose the Accountancy, Business and Management Strand has already
focused their college program on ABM related courses in College such as Accountancy
and Business Administration, while others chose courses in Humanities and Social
Sciences (HUMSS) and Science, Technology, Engineering, and Mathematics (STEM)
mainly Psychology, Broadcast Communication and Information Technology. Alba, et. al
(2010) determined that the main factors that are affecting a student's choice for their college
course are the following: (a.) the financial stability of the family, and (b.) interference of
parents in their college course decision-making. A study from Roosevelt College, San
Mateo (Fernando et. al, 2016) found out that the parents’ influence, personal choice, job
opportunity and peer influence can affect the student’s decision on their choice of college
course. The researchers concluded that the students look not only at their personal choice,
but also at the decision of their parents, peers, and the availability of the job as their guide
in choosing their undergraduate program. Job opportunity is the said highest weighted
mean in the study and the researchers concluded that this factor greatly affects the students’
choice in choosing what college course they will take up. The study has shown that the
students tend to analyze if the course they will choose can improve their skills and if it can
put them in a highly paid profession.

I. Y. M. O. Ambong (2017) examined factors that the factors that influenced Grade
11 Senior High School student of Southern Christian College, Midsayap, Cotabato in their
choice of strand for the 2nd semester of the school year 2016-2017. This study seeks
answers to the following questions: What are the factors that influences senior high school
students in choosing their strand and what is the demographic profile of senior high school
students who choose their specialization in terms of: (a) Ideal Jobs, (b) Personality (c)
Family and (d) Peer/Classmate. Personality is the foremost factors that influence Senior
High School Students in choosing their track/strand which may have attributed to the
account that personality plays an important role in choosing the right career. Future
opportunity is the least factor that influence them in choosing their strand.
 The operation of Senior High School Curriculum in the Philippines is faced with
different challenges before and after its full implementation; Education sector is making a
careful step to ensure perfect execution of the system so that it can help the nation attain
its goals (S. H. Nacorda and others, 2019). Different styles of assessment, critiquing,
debating and reviewing were conducted, in order to eradicate errors in the system.
Challenges such as investments on Human Capital, infrastructures, teaching facilities and
learning resources or materials were seen as a big factor for ineffectiveness of the system.
It has been evaluated in this research review that shortage or absence of such elements in
the system will lead to incompetent graduates and failure to execute an effective
curriculum. It was enumerated factors that are vital for the system to accomplish its goals
and how these elements may be a hindrance. It is well recognized that growth in education
are associated with long-term improvements in economic performance (Combalicer,
2016). These improvements therefore can manifest effective implementation of the
program if provided. According to Combalicer, in his research that there are three broad
assumptions presented on how education influences economic performance: 1. The
innovation approach; 2. The Human Capital as investment and 3. Knowledge- Transfer
Approach (Combalicer, 2016). It has been expressed by most educators that teaching aids
are essentials in achieving various learning goals for senior high school curriculum, thus it
expresses ineffectiveness if it is not provided. Elpidius Melunga in his research review
states the importance of teaching aids for this will allow students the opportunity to achieve
mastery of content (Melunga) and therefore attain learning goals as expressed in the
curriculum. As shared from an article Serious Problems with the K-12 Senior High School
Curriculum of Joel Tabora, that Fr. Inocensio explained that the senior high school core
curriculum requirement is much demanding that there would be no time to develop applied
skills for the students to learn such as the manufacturing industry requires (Tabora, 2014).
K-12 curriculum in the Philippines is under a series of observation, different details in this
curriculum are scrutinized to test its importance in the system. The success of a system is
dependent to different factors, if neglected will result to another social issue. Based on this
research, it can be concluded that: There is an existing level of difficulty in providing
required skills, demanded by the different working industries due to deficiency of
infrastructures which can accommodate Hands-on Learning; Education sector in the
Philippines, lack financial support to invest more on their Human Capital and for essential
infrastructures intended for workshops rooms or laboratories; Business sectors are
skeptical in hiring senior high school graduate, therefore a work-ready graduate for senior
high school graduate is not achieved; On the Job-training of students from public schools
are not well supported by business sectors; There is a need to review learning guides or
curriculum guide for Senior High School, since it displayed a congested curriculum and
experiencing deficiency of time for hands-on learning activity; There were few valid forms
of assessment of the level of effectiveness of senior high school system.

International

C. Vaught (2015) examined the extent to which a large K-12 American school in
the Asia-Pacific region has operationalized campus internationalization. Single case study
examines the indicators that influence campus internationalization of a K-12 American
overseas international school in the Asia-Pacific region. The conceptual framework draws
upon five overarching categories necessary for internationalization: leadership,
organizational culture, competencies, process, and activities. According to the 20 school
administrators and faculty interviewed, and the 50 teacher survey respondents, the three
factors that most influence comprehensive campus internationalization at this K-12
American international school are leadership, faculty involvement in curriculum design
and activity participation, and a strong international and interculturally focused curriculum.
It was also argued that K-12 education must change to encompass the following: 1)
understanding of a global system; 2) ability to think analytically and creatively within
disciplines; 3) the ability to tackle problems and issues that do not respect disciplinary
boundaries; 4) knowledge of other cultures and traditions, which should be an end in itself
and a means to interacting civilly and productively with individuals from different cultural
backgrounds – both within one’s own society and across the planet; 5) knowledge of and
respect for one’s own cultural traditions; 6) fostering of hybrid or blended identities; and
7) fostering of tolerance and appreciation across racial, linguistic, national, and cultural
boundaries. While there is academic research regarding implementing a K-12 globalized
curriculum in schools and in pre-service teacher education (McCarthy, 2011), the purpose
of this study is to examine the campus internationalization, including curriculum and
additional activities, processes, the school culture, and competencies towards campus
internationalization. Fullan, (2010) discusses systematic change in a manner that aligns
with Mestenhauser stating that internationalization reform is more than infusing separate
stand-alone programs. In his book, All Systems Go: The Change Imperative, for Whole
System Reform, Fullan (2010) states that education change takes place by engaging “every
vital part of the whole system” involving teachers, administrators, policy holders, students
and the community. Therefore, comprehensive campus internationalization is not simply
adding programs and curriculum. Internationalization requires embracing change. While
most of the trends towards campus internationalization have focused on higher education,
there has been a considerable push and much political talk about the need to change
American education towards a model of schooling that responds to the need for K-12
internationalization (Mansilla and Jackson, 2011, Ortloff, et. al, 2012). According to
McCarthy (2011) the emphasis on standardized tests can lead to a narrowing of the
curriculum. McCarthy suggests more relaxed standards in order to allow for some of the
activities, policies, programs and procedures that directly relate to campus
internationalization (McCarthy, 2011). While university and government officials warn
that American schools must do more to prepare students for careers in science, technology,
engineering, and mathematics (STEM), leaders are also calling for broader perspectives on
culture, language, and geography. As school leaders begin to apply internationalization
efforts on their campuses, ensuring quality assurance and measuring the success of
internationalization needs to continue to be a key part of the process. Ortloff (2012) states
that there is little understanding of consensus as to what internationalization is in a K-12
setting is, or how international education should be undertaken. While there are some
inconsistencies in the definitions, the majority of the survey participants discuss offering
students a global curriculum, cultural learning, multiple perspectives, and various
international student experiences. Diversity within the staff and student body is another
key reoccurring theme in the stakeholder’s definition. In addition, seeking input from
various national curriculums is noted. After the reoccurring themes are developed from the
various respondents, the researcher states that the International School of the Asia Pacific
Region administrators and staff generally believe that internationalization of a campus is
to offer diverse student populations an opportunity to learn about cultures and customs in
a variety of ways: experiences that offer diverse perspectives, in-class and off-campus
experiences that teach about people of the world, curriculum studies for culture specific
information.