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K12 Educational System in The Philippine PDF
K12 Educational System in The Philippine PDF
Lagura
Submitted to:
Instructor
Submitted by:
GLENNE B. LAGURA
“academe group”
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I. Background
1
DepEd discussion paper, “The Enhanced K+12 Basic Education Program “, 05 October 2010.
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States, Canada, and some parts of Australia. The current basic
education system is also an archetype of American schooling but with a
10-year cycle.
“We need to add two years to our basic education, those who can
afford pay up to fourteen years of schooling before university. Thus, their
children are getting into the best universities and the best jobs after
graduation. I want at least 12 years for our public school children to give
them an even chance at succeeding.” quoted from the statement of His
Excellency President Benigno S. Aquino III.
K-12 has been met with criticism from youth and student groups,
teachers, parents and the academic community. The DepEd, for its part,
appears determined to enact the program with its proposed budget
catering mostly to preparing the grounds for its eventual implementation.
The DepEd argues that the K-12 program will be the solution to
yearly basic education woes and the deteriorating quality of education.
Critics, however, counteract that the education crisis needs to be
addressed more fundamentally and adding more school years would only
exacerbate the situation.
The below mentioned problems are just some of the queries where
necessary answers are in need to be sought in order to satisfy
2
Sarah Katrina Maramag, “Is the K-12 model good for the Philippine Education System?”, Philippine
Online Chronicles, May 2011.
3
Junifen F. Gauuan, “K+12 Policy Framework: Pessimistic, Optimistic or Realistic?”, 26 March 2011.
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uncertainties with regards to the implementation of this educational
changes provided in K-12 Policy.
a. teaching force;
b. facilities and equipments;
c. learning materials; and
d. budget?;
2. What are the provisions of the policy to the following direct entities:
a. family;
b. manpower;∗ and
c. instructional apparatus**?;
a. teaching staff;
b. parents; and
c. students?
a. teaching staff;
b. parents; and
c. students?
III. Objectives
∗
teaching force and staff
** learning materials, school facilities and equipments
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many meetings and consultations. But what is more important to see
now is the entire picture, the whole tapestry of Cause-Effects and Costs-
Benefits that the policy, if adopted, will create.
The following are the main objectives of the K-12 policy as stated in
their guiding principles4:
4
Guiding Principles (DepEd discussion paper), “The Enhanced K+12 Basic Education Program “, 05 October
2010, page 10.
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DepEd is preparing a carefully sequenced implementation plan to ensure
smooth transition with the least disruption.
Action Steps5
5
Action Steps (DepEd discussion paper), “The Enhanced K+12 Basic Education Program “, 05 October
2010, page 11.
6
The 2010 education budget is 11.35% of national budget and only 2.21% of GDP (benchmark is 6% of GDP).
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The training of Grade 2 to 12 teachers will be implemented in
subsequent years.
6. Legislation. DepEd will work for the passage of all necessary and
related legislations on the K+12 Basic Education program.
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requires the core competencies of Technical-Vocational and Tertiary
Schools (Junior College). As they are now, our secondary schools cannot
manage the senior High School Curriculum.
2.2 If Teacher Competence can be enhanced to use cost-effective
tools and methods, such as information and communications technologies
and multimedia.
IV. Options
The paper presented elucidates what the K-12 policy is all about,
the rationale of formulating it, the target stakeholders and beneficiaries.
Further, it tackles also the current situation and the adaptation scenario
as it was going to be implemented this coming school year. Various facts,
criticisms and assumptions from different reliable sources were asserted
in order to substantiate details needed for the best understanding.
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presenters do not necessarily reflect the contents or discussion of the
neither class nor stand point of the subject instructor, thus all the
generated opinions are purely coming from the presenters.
2. Suspend the realization of the policy and reschedule for the next
succeeding years.
3. Put into practice the K-12 policy this coming school year.
V. Analysis of Options
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In view of Sarah Katrina Maramag’s idea, “the crisis of the
Philippine education system, in all levels, is stemmed not on the
superficial, in this case the number of schooling years, but rather on the
conditions and foundation on which it subsists. Unless the government
addresses in earnest poor public spending, high costs of schooling, the
predominance of a colonial curriculum, lack of transparency and
accountability amid widespread corruption within the sector and the
development of the country’s science and technology for domestic
development, all efforts will remain on the surface and neither 10 nor 12
years would make much of difference.”
Ideally, the long term goal which can be brought by the policy is
good, but reality wise, the road in reaching the target is under
construction, not yet completed thus so far behind.
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2nd Option: Suspend the realization of the policy and
reschedule for the next succeeding years.
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To the part of the presenters, they assumed that those
implementing agency are not well interacted to the possible instances
that may come up and the way to respond in case any unhanding
occurrences will arise. As will as the parents and students, together with
the current situation of the country connotes unpreparedness for the
implementation of the policy. Pursuing the policy without having some
intervention with the direct stakeholders and considering the factors
affecting the outcome of the policy would obstruct sustainability.
3rd Option: Put into practice the K-12 policy this coming
school year.
VI. Recommendation
Initially, the DepEd justifies the K-12 model by saying that the
present short basic education program affects the human development of
Filipino students. Ultimately, regardless of whichever “model”, what the
youth and country direly needs is for the development and establishment
of an education system that caters to the needs of the Filipino youth and
the society in general.
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The presenters select option two as the best option not due to the
fact that the Philippines is the last country in the region to adopt a K-12
basic educations system because it is not all about the trending basis
but checking in accordance to the “reality”. During the assessment done
by the prestigious organization Trends in International Mathematics and
Science Study (TIMSS), they conclude that the problem about the present
curriculum in squeezing 12 years of basic education into just 10 is that
students are overloaded with subjects which resulted to poor quality of
basic education as reflected in the low achievement scores of Filipino
students. International tests results like 2003 TIMSS rank the
Philippines 34th out of 38 countries in HS II Math and 43rd out of 46
countries in HS II Science; for grade 4, the Philippines ranked 23rd out
of 25 participating countries in both Math and Science. In 2008, even
with only the science high schools participating in the Advanced
Mathematics category, the Philippines was ranked lowest. This quality of
education is reflected in the inadequate preparation of high school
graduates for the world of work or entrepreneurship or higher education.
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References:
PDF files:
Articles/ Journals:
Joe Padre. Pros & Cons in the K+12 Basic Education Debate,
October 14, 2010. Retrived from
http://mlephil.wordpress.com/2010/10/14/pros-cons-of-the-k12-
debate/ (Accesed 14 March 2012)
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http://findarticles.com/p/articles/mi_hb6470/is_1_22/ai_n28742235/
(Accessed 11 March 2012)
http://dnsc.academia.edu/ennelgArugal
Glenne B. Lagura
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