A Research about

Educ 207
 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 [SHS]) to provide
sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development,
employment, and entrepreneurship.

WHY K-12 ?
Enhancing the quality of basic education in the Philippines is
urgent and critical. Why?
Poor quality of basic education is reflected in the low achievement
scores of Filipino students in the National Achievement Test and
international tests like TIMSS (Trends In Math and Science
Subject); partly due to the congested curriculum; The current 10-
year basic education curriculum is designed to be taught in 12
years.
•Our high school graduates are: > not adequately prepared for the
world of work (most of the basic education graduates are too
young to legally enter the labor force (legal age would be 18)
•not adequately prepared to pursue higher education; or if
prepared; end up shifting courses
The 10-year basic education cycle hinders the recognition of
Filipino professionals abroad.
•The Washington Accord prescribes 12 years of basic education as
an entry to recognition of engineering professionals.
•The Bologna Process also requires 12 years of education for
university admission and practice of the profession in European
countries.
Issues and Concerns

❑ Quality of Education

❑ Budget for Education

❑ Affordability of Education

❑ Drop-out Rate (Out-of-school youth)

❑ Mismatch

❑ Brain Drain

❑ Social Divide

❑ Lack of Facilities and Teacher Shortage

in Public Schools
 Implementation

Having been the only country in South-east Asia

providing just 10 years of basic education to its
population, the Philippines is working to join its
neighbors and implement a K-12 system in 2016. Though
the administration of President Benigno Aquino III is
providing the Department of Education (DepEd) with more
funding to aid the realization of this task, the challenge
of doing so over in a short transition period is
unquestionable. The growing role of the private sector in
providing educational services is crucial, with greater
opportunities on the horizon and the government taking
slow but steady steps to define them. Continuing reform
is set to further integrate and incentivise private sector
participation, as is happening in sectors like
infrastructure and health care.
In 2012 the Philippines launched its "K to 12"
Program, a comprehensive reform of its basic education.
Through this reform, the Philippines is catching up with
global standards in secondary education and is attaching
a high value to kindergarten.
With the adaptation of the K to 12 program,
students are expected to graduate at an age that is a bit
older than past graduates of the old curriculum.
According to DepEd, this would be an advantage to the
young adults venturing out into the professional world
because they would be much more equipped to deal with
the higher level of learning as they enter college. With
this, they can choose to continue their education to
higher forms which will be another great journey to
access essential learning.
To help education stakeholders around the country explore such
questions, this paper presents four scenarios for the future of K-12
teaching in the United States:

• A baseline future, “A Plastic Profession,” that extrapolates from

today’s dominant reality to project
what teaching is likely to look like in ten years if we do not
alleviate current stressors on the
profession and do not make significant changes to the structure of
today’s public education system.
• An alternative future, “Take Back the Classroom,” that explores
what teaching might look like if
public educators reclaim the learning agenda by helping to shape
the regulatory climate to support
their visions for teaching and learning.
• A second alternative future, “A Supplemental Profession,” which
examines what teaching might
look like if today’s public education system does not change
significantly but professionals
from other organizational contexts become increasingly involved in
supporting young people in
engaging in authentic and relevant learning opportunities outside
of school.
• An ideal future, “Diverse Learning Agent Roles,” that explores
how a diverse set of learning agent
roles and activities might support rich, relevant, and authentic
learning in an expanded and highly
personalized learning ecosystem that is vibrant for all learners.
https://www.enderuncolleges.com/k-12

https://knowledgeworks.org/resources/k-
12-teaching-four-scenarios-decade-
disruption/

https://knowledgeworks.org/wp-
content/uploads/2018/01/k12-teaching-
decade-disruption.pdf