CU R R I C U L U M A N A LY S IS

for the URRICULUM

K-12 C
ct, D es ig n , P oli cy An alysis
Impa

Prepared by: RUEL O. DELGADO

INTRODUCTION
The educational landscape in the Philippines underwent a substantial transformation with the
introduction of the K-12 curriculum. This innovative policy, initiated by the department of education
(DEPED), extended the basic education cycle from ten to twelve years, comprising six years of
elementary education, four years of junior high school (JHS), and two years of senior high school
(SHS). The K-12 curriculum was introduced with the principal goals of enhancing access to quality
education, improving global competitiveness, and addressing the nation's workforce development
needs.
This curriculum analysis digs into the core components, design features, policy objectives,
and the impact of the k-12 curriculum in the Philippines. It aims to provide a comprehensive overview
of the curriculum's structure, content, and implementation, as well as its implications for students,
educators, and the broader educational landscape. By examining both the strengths and challenges
of the K-12 curriculum, this analysis seeks to contribute to a deeper understanding of its role in
shaping the future of Filipino education and its potential to prepare students for the demands of the
21st century.
IMPACT ANALYSIS
There Are Challenges That Arise In The Course Of Implementation Of The
K-12 Curriculum. The Curriculum Possesses Both Positive And Negative Impacts
That Vary Drastically Under Philippine Current Societal And Economic Context.
Positive impacts of the K-12 curriculum:
Enhanced workforce preparedness: the inclusion of senior high school
(SHS) allows students to acquire specialized skills and competencies, making
them better prepared for the workforce or higher education. The technical-
vocational-livelihood (TVL) track, in particular, provides practical skills that
align with industry needs.
IMPACT ANALYSIS
Global competitiveness: by extending the basic education cycle to 12 years,
the Philippines aligns more closely with international standards. Graduates are
better equipped to compete in the global job market and pursue higher
education opportunities abroad.
Addressing skills shortages: the k-12 program helps address skills
shortages in the country by producing graduates with technical and vocational
skills. This is vital for industries that require a skilled workforce, such as
information technology, healthcare, and construction.
 IMPACT ANALYSIS
Holistic development: the curriculum emphasizes holistic education, including
values formation, physical education, and 21st-century skills. This contributes to the
development of well-rounded individuals who are not only academically competent
but also socially and ethically responsible.
Reduced college congestion: with the introduction of SHS, students have more
options for career paths after completing junior high school. This reduces the
congestion in colleges and universities, making higher education more accessible to
those who choose that path.
Alignment with ASEAN integration: the k-12 program aligns with the Association Of
Southeast Asian Nations (ASEAN) integration, facilitating the mobility of Filipino
graduates within the ASEAN region and increasing their employability.
IMPACT ANALYSIS
Challenges and Concerns:
Transition period: the transition to the k-12 system presented
challenges, including the need for additional infrastructure, trained
teachers, and resources. Some schools faced difficulties in
implementing the curriculum effectively during the initial phases.
Increased education costs: the extension of the education cycle
means additional years of expenses for parents, including tuition fees
and other educational costs. This can be a burden for families with
limited resources.
IMPACT ANALYSIS
Challenges and Concerns:
Mismatch With Job Opportunities: While The K-12 Program Aims To Align
Education With Workforce Needs, There Have Been Concerns About The Actual
Demand For SHS Graduates In Certain Specialized Tracks, Potentially Leading To
Underemployment.
Inequities In Access: There Have Been Disparities In Access To Quality Education,
With Urban Areas Having Better Resources And Facilities Compared To Rural And
Remote Regions. Ensuring Equal Access To Quality Education Remains A Challenge.
Teacher Training And Capacity Building: The Effective Implementation Of The K-
12 Curriculum Relies Heavily On Well-trained Teachers. Providing Adequate Training
And Support For Teachers Has Been A Concern.
IMPACT ANALYSIS
Challenges and Concerns:
Assessment And Monitoring: The Assessment Of Students' Learning Outcomes
And The Monitoring Of The K-12 Program's Effectiveness Require Continuous
Improvement And Investment In Educational Assessment Tools And Systems.
In Summary, The K-12 Curriculum In The Philippines Has Had Both
Positive Impacts And Challenges. While It Aims To Enhance Workforce Readiness
And Global Competitiveness, It Has Faced Implementation Challenges, Financial
Concerns, And The Need For Ongoing Improvements. Addressing these
challenges and continuously evaluating the program's outcomes are essential for
its long-term success in preparing Filipino students for the demands of the 21st
century.
DESIGN ANALYSIS
A design analysis of the K-12 curriculum in the Philippines involves
evaluating its structure, components, and key design elements. Here's a design
analysis of the K-12 curriculum:

1. Structure:
12-Year Education Cycle: The K-12 curriculum is structured as a 12-year basic
education cycle, consisting of six years of elementary education, four years of
junior high school (JHS), and two years of senior high school (SHS).
DESIGN ANALYSIS
1. Structure: (Continuation)
Tracks and Strands: One of the notable design features is the inclusion of
specialized tracks in SHS. These tracks include Academic, Technical-Vocational-
Livelihood (TVL), Sports, and Arts and Design. Each track offers specific strands
that allow students to focus on their interests and career goals.
Flexible Curriculum: The curriculum provides flexibility for students to choose
tracks and strands based on their aptitude and career aspirations. This design
feature promotes individualized learning and skill development.
DESIGN ANALYSIS
2. Content and Subjects:
Core Subjects: The curriculum includes core subjects that provide a strong
foundation in areas such as English, Filipino, mathematics, science, and
social studies. These subjects are taught throughout elementary and junior
high school.
Specialized Subjects: In SHS, students take specialized subjects based
on their chosen tracks and strands. For example, TVL students study
subjects relevant to their chosen vocations, while Academic track students
focus on subjects aligned with their intended college courses.
DESIGN ANALYSIS
2. Content and Subjects: (Continuation)
Holistic Development: The curriculum emphasizes holistic development by
including values education, physical education, and subjects that develop 21st-
century skills such as critical thinking, communication, and creativity.
DESIGN ANALYSIS
3. Assessment and Certification:
National Assessment: The curriculum includes national assessments such as
the National Achievement Test (NAT) and the Philippine Educational Placement
Test (PEPT) to measure students' learning outcomes and guide educational policy
decisions.
Certification: SHS students have the opportunity to earn National Certificates
(NC) or Certificates of Competency (COC) in TVL programs, which can enhance
their employability.
DESIGN ANALYSIS
4. Alignment and Integration:
Alignment with Global Standards: The K-12 curriculum aims to align with
international educational standards, making Filipino graduates more competitive
globally and facilitating mobility within the ASEAN region.
Integration of Values Education: Values education is integrated into the
curriculum to promote moral and ethical development in students.
DESIGN ANALYSIS
5. Teacher Training and Capacity Building:
Teacher Training: The success of the curriculum relies on well-trained teachers
who can effectively deliver the content and implement student-centered teaching
approaches. The government has initiated teacher training programs to support
educators in this regard.

6. Feedback Mechanisms:
Stakeholder Involvement: The design of the curriculum encourages input from
various stakeholders, including educators, parents, and students. Feedback
mechanisms are in place to gather insights and make necessary adjustments.
DESIGN ANALYSIS

7. Implementation Challenges:
Infrastructure and Resources: The curriculum faced challenges during its initial
implementation, particularly in terms of providing adequate infrastructure,
resources, and materials to support the extended education cycle.
Equity in Access: Ensuring equal access to quality education remains a design
challenge, especially in rural and remote areas with limited educational resources.
DESIGN ANALYSIS
8. Ongoing Evaluation:
Continuous Improvement: The design incorporates the concept of continuous
improvement, with periodic reviews and revisions to address challenges and ensure the
curriculum's relevance.

In conclusion, the K-12 curriculum in the Philippines is designed to provide a more

comprehensive and flexible education system that aligns with global standards and
addresses workforce needs. While it has positive design features, such as flexibility and
specialized tracks, it has also faced implementation challenges that require ongoing
attention and improvement. Continuous evaluation and adaptation are essential to ensure
the curriculum's effectiveness in preparing Filipino students for the demands of the 21st
century.
POLICY ANALYSIS
A policy analysis of the K-12 curriculum in the Philippines involves
examining the goals, objectives, implementation, impact, and challenges
associated with the policy. Here's a policy analysis of the K-12 curriculum:

1. Policy Objectives:
Access and Equity: The primary policy objective of the K-12 curriculum is to
improve access to quality education for all Filipino students, regardless of their
socio-economic background. By extending basic education to 12 years, the
government aims to provide a more equitable learning environment.
POLICY ANALYSIS
1. Policy Objectives: (Continuation)
Global Competitiveness: The policy seeks to enhance the global
competitiveness of Filipino graduates by aligning the curriculum with international
standards and providing students with a well-rounded education that includes
21st-century skills.
Workforce Development: The K-12 curriculum addresses workforce
development by offering specialized tracks in senior high school (e.g., TVL,
Academic, Sports, Arts and Design) that prepare students for employment or
higher education in specific fields.
POLICY ANALYSIS
2. Policy Implementation:
Phased Implementation: The policy was implemented in phases, starting with the
introduction of the K-12 program. Each phase involved the development of
curriculum materials, teacher training, and the construction of additional facilities to
accommodate the extended education cycle.
Stakeholder Engagement: The government engaged various stakeholders,
including educators, parents, and students, in the policy development and
implementation process. This helped gather input and address concerns.
Teacher Training: Implementing the K-12 curriculum required substantial teacher
training to equip educators with the knowledge and skills needed to deliver the
curriculum effectively.
POLICY ANALYSIS
3. Policy Impact:
Positive Impact: The policy has had several positive impacts, including a more
competitive and globally relevant educational system. It has also reduced
congestion in higher education institutions by offering alternative career pathways
in senior high school.
Challenges and Concerns: The policy has faced challenges such as
infrastructure limitations, financial burdens on parents, and concerns about the
employability of SHS graduates, especially in certain specialized tracks.
POLICY ANALYSIS
4. Equity and Access:
Access Disparities: While the policy aims to provide equitable access to
education, there are disparities in access between urban and rural areas, with
urban regions having better resources and facilities.
Financial Considerations: The policy's implementation has raised concerns
about the financial burden on parents, as they need to cover additional years of
education expenses.
POLICY ANALYSIS
5. Evaluation and Continuous Improvement:
Ongoing Review: The government has committed to ongoing evaluation and
improvements to the curriculum. Periodic reviews and adjustments are made to
address challenges and adapt to changing educational needs.

6. Alignment with International Standards:

ASEAN Integration: The policy aligns with the ASEAN integration effort, enabling
Filipino graduates to compete and work in the ASEAN region more easily.
 POLICY ANALYSIS
7. Stakeholder Engagement and Feedback:
Stakeholder Participation: Engaging various stakeholders in the policy process has
been a positive aspect, allowing for the incorporation of diverse perspectives and
feedback.
In conclusion, the K-12 curriculum in the Philippines is a significant education
policy aimed at enhancing access to quality education, improving global
competitiveness, and addressing workforce development needs. While it has had
positive impacts, it also faces challenges related to access disparities, financial
considerations, and employability concerns. Continuous evaluation and adaptation are
crucial to ensure that the policy achieves its intended objectives and remains
responsive to the evolving educational landscape.
Thank you for your
cooperation!