Name: KHENNA MAY G.

CUEVAS PROF-ED1 Educ 312

B. K to 12 Basic Education Curriculum

Vission-Mission-Goals-Core Values

The DepEd Vision

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.

Our Core Values

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

Our Mandate

The Department of Education was established through the Education

Decree of 1863 as the Superior Commission of Primary Instruction under a
Chairman. The Education agency underwent many reorganization efforts in
the 20th century in order to better define its purpose vis a vis the changing
administrations and charters. The present day Department of Education was
eventually mandated through Republic Act 9155, otherwise known as the
Governance of Basic Education act of 2001 which establishes the mandate of
this agency.

The Department of Education (DepEd) formulates, implements, and

coordinates policies, plans, programs and projects in the areas of formal and
non-formal basic education. It supervises all elementary and secondary
education institutions, including alternative learning systems, both public and
private; and provides for the establishment and maintenance of a complete,
adequate, and integrated system of basic education relevant to the goals of
national development.

Rationale of the K to 12

In the old curriculum, students lack mastery of basic competencies due

to a congested ten-year basic education curriculum. Graduates of the old
curriculum are younger than 18 years old and are not legally ready to get a
job or start a business. Foreign countries perceive a ten-year curriculum as
insufficient. They do not automatically recognize Overseas Filipino workers
(OFWs) as professionals abroad. Kindergarten (a strong foundation for
lifelong learning and total development) is optional and not a pre-requisite for
admission to Grade 1. Old education system offers a broad curriculum that
does not include enough practical applications.

While in the K-12 Education Program, it offers a decongested 12-year

program that gives students sufficient time to master skills and absorb basic
competencies. Students of the new system will graduate at the age of 18 and
will be ready for employment, entrepreneurship, middle level skills
development, and higher education upon graduation. The K-12 program
accelerates mutual recognition of Filipino graduates and professionals in other
countries. Kindergarten is mandatory for five-year-old children, a pre-requisite
for admission to Grade 1. The new curriculum gives students the chance to
choose among three tracks (i.e. Academic; Technical-Vocational-Livelihood;
and Sports and Arts) and undergo immersion, which provides relevant
exposure and actual experience in their chosen track.

Benefits of the K to 12

Different societal groupings in the country have negative reactions to

the introduction of K–12 curriculum. On their main issues, opponents have
been quite outspoken since 2011. They maintain that this new system will
only burden kids and their parents more and that the government is not yet
prepared for it.

The administration maintained its position that this new educational

system offers chances for Filipino students and the national economy in the
face of calls to discontinue the program.
 The Department of Education (DepEd), for its part, emphasizes that the
nation is ready for a significant change in the educational system. In reality, it
has helped to close the gaps in the availability of textbooks, teachers, and
classrooms. Along with other stakeholders, it has also completed the planning
stages.

Here are three of the numerous useful advantages of attending school

under a 13-year educational cycle to demonstrate that the K–12 system is
more than just an extra two years of high school:

Preparedness for tertiary learning. With adaptation of K-12 scheme,

students are expected to graduate at age a bit older than past graduates’.
This is an advantage, according to DepEd, as graduates will be considered
young adults. Hence, they will be more equipped to deal with much higher
level of learning as they enter college education.

Readiness to join the workforce. Unlike the old system, K-12 does not
compel each student to take college after completing Senior High School
(SHS). In fact, this scheme empowers students to make a choice on their
own. They may not pursue college education especially if they have chosen a
track other than academic track. The good thing is SHS graduates will be
equipped with skills (through electives) that will make them good at certain
field(s).

Skill competency in the global job market. K-12 system aims to improve
Filipino students’ mathematical, scientific, and linguistic competence. With the
new curriculum, DepEd promised to offer higher quality education through
tracks. Each track will give students enough time to master a field and
enhance their skills. In the end, K-12 graduates will become globally
competitive and are set to obtain spot in the stiff labor market.

The government is certain that the Philippines' K–12 curriculum will

bring Filipino pupils up to level with students throughout the globe. The real
secret to achieving national growth and development is investing in education.

Salient Features of the K to 12

 Strengthening Early Childhood Education (Universal Kindergarten)

 Making the Curriculum Relevant to Learners (Contextualization and
Enhancement)
 Ensuring Integrated and Seamless Learning (Spiral Progression)
 Building Proficiency through Language (Mother Tongue-Based
Multilingual Education)
 Gearing Up for the Future (Senior High School)
 Nurturing the Holistically Developed Filipino (College and Livelihood
Readiness, let Century Skills)