Glenn Arimas, BSED II February 25, 2021

EDUC 222 | The Teacher and the Community, School Culture, and Organizational Leadership
Module 1, Lesson 2

1. In a tabular form, cite 10 existing school practices/programs/activities, which were

adopted from the different colonizers. Indicate also the philosophical foundation on which the
particular program is anchored.

School practices/programs/activities Colonizer Philosophical Foundation

Integration of Christian values in lessons Spain Idealism
Character Education Japan Idealism
Scientific Researches Spain Essentialism
Intramurals / Sports or Recreational Activities America Progressivism
Specialization of Skill in grades 9 and 10 (Vocational
Japan Essentialism
Education)
Singing of National Anthem During Programs America
Recitation of the Core Values Japan Progressivism
Cultural Activities Japan Essentialism
Agricultural Activities in Elementary EPP subjects America Essentialism
Different contests (Math Olympics, Science Quiz) Spain Perennialism

2. As the second batch in the implementation of the K-12 program, asses it in terms of:
a. Readiness of the senior high school graduates to find a good job as planned by the
policy makers; and

The readiness of the senior high school graduates to find a good job is not equal to all
students. In this argument, I will compare the graduates from the academic track and from the
technical vocational and livelihood (TVL) track; and the prepared of both sets of graduates to
find a good job after college.
Before he implementation of the K-12, most parents, including mine, seemed to have
sided with those who are in favor of the mandate rather than those who have criticized, with the
hope that pwede na makatrabaho kung makatapos og K-12.” However, during my first year in
senior high, I started to realize that only those who have enrolled in the TVL track have higher
chances of immediate work opportunities because upon graduation, they already have their
National Certificates on their different subject of specialization, compared with those in
academic tracks who have not.
Some of my batchmates who finished Shielded Metal Arc and Welding (SMAW) and
Electricity Installation Management (EIM) have already the enough credibility to find a job in
the locality, which will then serve as their job experience in case some of them plans to go
abroad. Whereas us academic track graduates could apply for summer jobs, say you are an
Accountancy Business and Management (ABM) graduate, as cashiers or sales persons, the
appeal of an NC-2 certificate still comes in with more job guarantee than an empty resume.
However, the level of job preparedness after college differs between the two groups as it
will depend on their perseverance.
To end this assessment, I think that the graduates of senior high will be prepared to find
good jobs in the future as long as they pursue themselves to do so.

b. The consistency between the strand finished in senior high school and the course
taken in college.

From my observations, the strand-course relationship of college students is not that

consistent. I know some people whose course are not that aligned to the strands they enrolled in
during senior high school and these were some of their reasons why.
Some of my friends still haven’t decided what course they will enroll in college that is
why they opted to study under the General Academic Strand (GAS). Now, some of the GAS
students are enrolled in medical courses, which could have been better if they enrolled in
Science, Technology, Engineering, and Mathematics (STEM) at first. Some of them took up
criminology courses (HUMSS could have been preferable), and some of them already have kids.
Another reason is the absence of the strand. Some of my friends wanted to pursue
accountancy courses but the only school available did not offer the ABM strand so they either
enrolled in GAS or STEM – some schools didn’t even offer STEM on the first year of K-12’s
implementation.
There may also be instances where students who graduated from the TVL track pursued
academic related course or vice versa. Either way, I think this inconsistency was just a part of the
fresh start of the new curriculum as teachers were still studying new subject areas and the
government and the schools were not that prepared for a major academic shift. Although there
are difficulties in handling college subjects that weren’t aligned with the senior high strands,
there are still many factors that students can use to get the job done.