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Today’s front page, Tuesday, May 7, 2024

• The Millennials

K to 12: What Advantages and Disadvantages Has It Created?

• BusinessMirror
• May 19, 2022
• 8 minute read

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What are the advantages of k to 12 program in the philippines, k to 12 led to higher quality education in the philippines, students can choose tracks as early as grade 10 with k to 12, k to 12 programs in the philippines will produce employable senior graduates, what are the disadvantages of k to 12 program in the philippines, philippine k to 12 implementation places excessive pressure on educators, k to 12 may just be a band-aid solution for philippine education.

In recent years, the Philippine educational system has undergone major changes in both execution and duration. In a bid to improve the competency of Filipino students and follow the international standards of education, schools and educational institutions have transitioned into using the K to 12 programs in the Philippines, effectively adding three years to the former curriculum with the establishment of a junior and senior high school level. While the end goal of the Philippine K to 12 curriculum is a noble one, it has not been met with unanimous agreement, with various critiques slamming the rushed transition to the program and the lack of facilities and training for educators.

In this article, we will discuss the advantages and possible drawbacks of this educational reform in the Philippines through K to 12 programs, and why lawmakers and academics have not been filtering their criticisms on why the K to 12 programs may pose more burdens for Filipino families and students.

Before the K to 12 program was implemented in the Philippine Education System, primary and secondary education in the Philippines used to entail only 10 years of schooling, of which the first six years covered elementary school and the last four years covered high school.

While the Philippines thrived with this system, it remained as the sole country that used this program in Southeast Asia. This was one of the driving factors why the Department of Education proposed the implementation of K to 12. With the adoption of the K to 12 Program, however, basic education now covers 13 years, with the following key stages: Kindergarten to Grade 3; Grades 4 to 6; Grades 7 to 10 (compulsory junior high school); Grades 11 and 12 (senior high school).

When the K to 12 educational program was signed into law in May 2013 by the late President Benigno Aquino III, teachers and institutions were both hopeful and dubious about what it had in store for both the students and the schools around the country. Some of the advantages that were presented by the Philippine K to 12 programs revolved around better student training, and better competency of students on a global scale – with the officials claiming that Filipino students who graduate from senior high school will not only be ready for employment but will also be up to par with the international education standards.

With the national government’s backing, the Department of Education aimed to improve the quality of education for public schools. With full funding for instructional programs and facilities that will build students’ skills and knowledge, DepEd intended to make senior high graduates employable even without a college education.

The rigorous K to 12 Program uses high-standard instructional programs to build student’s knowledge and skills in different subject areas, including courses that make them employable as they finish high school. Gone are the days when students finish their college diplomas even as young as 20 years old but cannot compete with their Asian neighbors.

Together with a specific focus on better education, the government also allocated funds to train teachers through continuous training and seminars to equip them with the crucial know-how to help students forge a path towards the career that they want. With the teachers’ and educational custodians’ empowerment, they can lead Philippine education to a more advanced and student-centered system of learning.

With the K-12 program, Filipino students stand to benefit from better-equipped teachers as the government has lined up continuous trainings and seminars for their professional development. More empowered school personnel and principals are now more effective, as we advance to a technical and student-centered system of teaching and learning designed for the students of the next millennium.

Aside from better training and skills attainment, students are given three tracks and multiple strands that will help them forge a path on the specialization or career they’re planning on pursuing. The DepEd promised to offer higher quality education through these tracks, which will give students enough time to master a field and enhance their skills. In the end, K to 12 program graduates will become globally competitive and ready for the expanding labor market.

Through three different tracks – academic, technical-vocational-livelihood, and sports and arts – students are able to focus on courses and subjects that will help them transition to their college courses or onto careers after graduation.

With Philippine K to 12 designed as a student-centered curriculum, students are given the freedom to take on a more hands-on role in choosing what they will learn. Compared to the traditional curriculum, students will not be subjected to pre-chosen subjects. Instead, they will be given enough flexibility to choose tracks and further finetune their education.

Aside from a clearer track, K to 12 also provides students with the necessary skills and knowledge to be readily employable if they wish to work after senior high school. Together with academic and technical courses offered in senior high school, students will also be given the choice of taking entrepreneurship courses so that they’ll be trained with the skills and competencies they’ll need to establish businesses after graduation.

SHS graduates will also be allowed to apply for certifications through the Technical Education and Skills Development Authority (TESDA) so that they can further improve their skillsets and equip themselves with better knowledge acquisition for immediate employment. With specialized K to 12 courses, the implementation of this curriculum will not only produce highly skilled graduates but will also bring forth individuals who are competent enough to be employable in the global labor market.

While the K to 12 program in the Philippines is aimed to help improve the quality of education in the Philippines and produce better skilled students for maximum employability, K to 12 has also been bombarded with criticisms, mainly on the financial ability of Filipinos to support their children through three additional years of school. Under the current setup, two more years of school means thousands more in expenses. And under the K to 12 Program, which requires students to choose one of three SHS tracks in their curriculum, things are about to get pricier.

Since it was signed into law, there have been five petitions and counting from students, teachers and parents claiming that the new K to 12 educational program will, among other issues, aggravate the financial situation of Filipino families and force millions to drop out of school. Unfortunately, this additional financial burden also forces thousands or even millions of students to drop out of school due to additional educational expenses. As much as this educational development can help students, Filipino parents and families are ill-equipped.

In the third petition filed by the National Union of People’s Lawyers they say that “The K to 12 Program is no ordinary government program. It is set to redefine access to education, especially for the poor who must spend for additional years of education. It unduly burdens the exercise of the human right to education.”

In a study done by youth solon Kabataan Party-List (KPL), students who are going to be entering senior high school will need to access as much as PHP200,000 for the next two additional years. Computing the food and transportation allowance of average students of P100 to P150 for 200 school days, families will need to produce around P20,000 to P30,000 annually. Meanwhile, calculating the cost of school supplies and other miscellaneous expenses, such as uniforms and workbooks, based on Department of Trade and Industry data and case studies from Araullo High School, KPL estimates another P10,000 burden for parents brought on by the K to 12 program.

But aside from the additional expenses, the financial issue may further be aggravated since not all public high schools will be able to offer senior high school education. According to DepEd data, almost half of public schools around the country will not be implementing SHS courses due to the lack of classrooms and teachers. In fact, less than half, or 3,839, out of 7,976 public high school nationwide will implement SHS courses, according to the DepEd’s list of K to 12 program-ready schools. To graduate from senior high, public-school students may be forced to transfer to private schools or public schools that are farther from their residences. These translate to higher tuition fees and equipment for vocational courses, on top of higher transportation costs.

While disadvantages of K to 12 in the Philippines generally revolve around the financial ability of students and their parents to support them through two additional years of school, another drawback is how it places pressure on Filipino educators, especially in public schools. Teachers and other educational custodians are required to undergo extensive training to be able to offer the courses that need to be taught to senior high school students and at the same time juggle large classes often seen in the public school system.

With an educational system that does not always provide the needs and requirements of teachers to be well equipped and well-prepared for every class they need to teach, the K to 12 forces them to take on larger loads and higher pressure just to deliver high-quality education to students.

In addition to these K to 12 disadvantages, lesson plans and courses also need to be completely overhauled. Together with students who would need to adjust to two additional years in school, teachers will also need enough time to adjust to the new load that they need to bear.

While public schools are now offering free education and better equipment, a lot of Philippine towns and villages still lack access to educational institutions within their communities. From students needing to tread mountains and travel through rivers and teachers needing to pay for their own supplies, the educational system and government support is still lacking, and adding two more years to the overall curriculum may not be as perfectly executed by all schools around the country.

Instead of the government improving the educational system in and of itself and furnishing all schools and institutions with the tools and equipment they need to maximize learning for the students, the implementation of the K to 12 program in the Philippines may only be adding to the struggles of teachers and students to both offer and access formal education.

In the end, before DepEd attempts to improve the country’s basic education curriculum at par with supposed international standards, the government needs to make sure if the youth can enroll at all. At the current state of things, education—more importantly, public education—has come with a hefty price tag. And what good is any touted enhancement of education if the youth cannot access it in the first place?

Image credits: Visual Generation | Dreamstime.com

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• education system
• Philippine educational system
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K to 12 General Information

What is the k to 12 program, the k to 12 program covers 13 years of basic education with the following key stages:.

• Kindergarten to Grade 3
• Grades 4 to 6
• Grades 7 to 10 (Junior High School)
• Grades 11 and 12 (Senior High School)

Why are we now implementing 12 years of basic education?

• The Philippines is the last country in Asia and one of only three countries worldwide with a 10-year pre-university cycle (Angola and Djibouti are the other two).
• A 12-year program is found to be the best period for learning under basic education. It is also the recognized standard for students and professionals globally.

What has been done to get ready for K to 12? Are we really ready for K to 12?

• SY 2011-2012: Universal Kindergarten implementation begins
• SY 2012-2013: Enhanced curriculum for Grades 1-7 implemented
• 2013: K to 12 enacted into Law
• 2014: Curriculum for Grades 11-12 finished
• This 2015, we are getting ready for the implementation of Senior High School (SHS) in SY 2016-2017.
• We are on the fifth year of the implementation of the K to 12 Program. Our last mile is the Senior High School. All 221 divisions of the Department of Education (DepEd) have finished planning and have figures on enrolment a year in advance. These plans were reviewed by a separate team and finalized upon consultation with other stakeholders.
• Classrooms : DepEd has built 66,813 classrooms from 2010 to 2013. There are 33,608 classrooms completed and undergoing construction in 2014. As of DepEd is planning to establish 5,899 Senior High Schools nationwide. As of April 30, 2015, DepEd has issued provisional permits to 1,866 private schools set to offer Senior High School in 2016.
• Teachers : From 2010-2014, DepEd has filled 128,105 new teacher items. DepEd is targeting two kinds of teachers: those who will teach the core subjects, and those who will teach the specialized subjects per track. DepEd will hire 37,000 teachers for Senior High School for 2016 alone.
• Textbooks : Learning materials are being produced for elementary to junior high while textbooks for Senior High School (which has specialized subjects) are being bid out.
• Curriculum : The K to 12 curriculum is standards- and competence-based. It is inclusive and built around the needs of the learners and the community. The curriculum is done and is available on the DepEd website. It is the first time in history that the entire curriculum is digitized and made accessible to the public.
• Private SHS : There are 2,199 private schools cleared to offer Senior High School and over 200 more being processed.

How will K to 12 affect the college curriculum?

• The College General Education curriculum will have fewer units. Subjects that have been taken up in Basic Education will be removed from the College General Education curriculum.
• Details of the new GE Curriculum may be found in CHED Memorandum Order No. 20, series of 2013.

I’ve been hearing that a lot of people have not been consulted regarding K to 12. Is this true?

• DepEd has always been transparent in the planning and implementation of K to 12. There have been regular consultations with various sectors since 2010, before the law was passed, during the crafting of the IRR, and during implementations. DepEd representatives have also attended various fora and conferences, including legislative inquiries, regarding K to12. We are open to criticisms and suggestions regarding this.

How can I help improve basic education?

• Private partners can donate through the Adopt-A-School program. A 150% tax incentive will be provided for every contribution.
• Help spread awareness and information on the K to 12 Program.

K to 12 Curriculum

source: www.deped.gov.ph

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DepEd to unveil an ‘updated version’ of K to 12 program in 2022

Before the term of Secretary Leonor Magtolis Briones ends next year, the Curriculum and Instruction strand of the Department of Education (DepEd), has committed to unveil the updated version of the K to 12 curriculum for basic education.

Undersecretary Diosdado San Antonio, during the 2021 DepEd General Assembly last week, said that the CI strand has been working to incorporate improvements in the K to 12 curriculum.

“We have to admit that there is much room for improvement but I feel somehow that the bureau and the offices working with us at the curriculum and instruction strand were able to deliver what has been committed,” San Antonio said.

“We commit to unveiling the 2022 version of the K to 12 curriculum before our term ends,” he added.

Meanwhile, San Antonio also said that the DepEd is “now finalizing various researches.”

These, he added, will be presented to the management and executive committee early next year to “serve as a benchmark in policy recommendation and revision of the curriculum.”

DepEd said that the curriculum review was one of the priorities of the agency under the “Sulong Edukalidad” program.

Launched in 2019, “Sulong EduKalidad '' has become the battle cry of the DepEd to achieve quality in basic education.

“Sulong EduKalidad” has K-I-T-E as its four key reform areas: (1) K to 12 Curriculum review and update; (2) Improvement of learning environment (3) Teachers’ upskilling and reskilling; and (4) Engagement of stakeholders for support and collaboration.

The reform initiative was launched in “response to the rapidly changing learning environment of present and future learners and will introduce aggressive reforms to globalize the quality of basic education in the Philippines.”

Given this, the Office of the Undersecretary for Curriculum and Instruction was mandated to conduct research in coordination with external partners and field offices to examine and update the curriculum as necessary.

In August, DepEd together with Assessment Curriculum and Technology Research Center (ACTRC) unveiled the results of the K to 12 curriculum review in Educ Forum wherein San Antonio noted that these revisions in the curriculum will be implemented gradually to help the teachers and the learners in the transition.

DepEd said that the results of these studies will be integrated into the 2022 version of the K-to-12 curriculum that will be revealed before the end of the current term of the DepEd executive committee to streamline the transition to the new administration next year.

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From K-12 to K-10+2?

The clamor to revise, revamp, or altogether scrap the K-12 program seems to have gained momentum lately, with the latest proposal from former president now Senior Deputy Speaker and Pampanga Rep. Gloria Macapagal Arroyo, aimed at making Grades 11 and 12 mandatory only among those who wish to pursue higher education.

Arroyo’s K-10 Plus Two bill seeks to return the basic education system to its previous setup, with students considered as high school graduates after completing kindergarten, six years of elementary school, and four years of secondary school. Grades 11 and 12, currently known as senior high school (SHS), would be required only for those pursuing a college degree.

Vice President and concurrent Department of Education (DepEd) Secretary Sara Duterte has similarly expressed support for a revamp of the K-12 curriculum, vowing in her Basic Education Report in January this year to make the program “relevant to produce competent, job-ready, active, and responsible citizens.”

Operationalized in 2012, the K-12 setup has been slammed for failing in its promise to produce job-ready graduates after two years of SHS. But a study by the Philippine Business for Education has indicated that only 14 out of 70 of the country’s leading companies across all sectors were inclined to hire SHS graduates. Most companies still prefer applicants with a college degree.

In fact, a study done by the Philippine Institute for Development Studies in 2020 shows that up to 70 percent of SHS graduates themselves choose to continue on to tertiary level to get a bachelor’s degree. Only a little over 20 percent of these graduates entered the labor force, contrary to earlier projections.

As such, the two years in SHS have been described in Arroyo’s bill as an “additional burden to parents and students.” The proposed measure thus set its sights on strengthening the technical, vocational, livelihood (TVL) track in SHS, where DepEd has noted a reduction in enrollment. The agency’s 2021-2022 data shows that only 28.93 percent of SHS chose the TVL track, while over 70 percent went for the academic track.

Indeed, Sen. Alan Cayetano previously noted a glaring lack of resources in certain tracks that has resulted in half-baked teaching facilities. “What was promised was that when you have a sports track, [there would be an] oval, gym, equipment, coaches, and swimming pool. For the technical-vocational track, there should be a garage, testing equipment, motor, and qualified professors.”

Another area that needs attention, Duterte said, was the “congested” K-12 curriculum. Learning areas in kindergarten up to Grade 3 can be reduced from seven to five, she suggested, with these areas focused on basic skills in literacy and numeracy in the early grades, and on revitalized programs in reading, science and technology, and math in latter levels. But DepEd’s plan to merge Araling Panlipunan or history with music, arts, physical education, and health (Mapeh) has alarmed educators and should be studied more thoroughly.

But while the pandemic lockdown has contributed to the country’s dismal ranking in global learning competencies, Duterte herself acknowledged that the education system had “failed” and “burdened” teachers, based on DepEd’s assessment of the K-12 curriculum which showed “insufficient knowledge [among teachers] on developing 21st-century skills, including higher-order thinking skills among learners.”

She added: “This is a system that burdens [teachers] with backbreaking and time-consuming administrative tasks, a system that provides no adequate support, and robs them of the opportunity to professionally grow and professionally teach, assist, and guide our learners.”

And while Duterte herself stressed that the failure of the K-12 program was not the fault of teachers, the competence and skills of teachers play a central role in the education of children. Indeed, more than overhauling, revising, and redesigning the curriculum, DepEd should pay attention to the teaching force to give them all the support to upgrade their skills, have sufficient time and mental wellness to focus on the needs of their students, and the right pay and benefits to take care of their own families. Merely abolishing or overhauling the K-12 curriculum will not solve the poor quality of education if the perennial problems of shortage of classrooms and facilities or lack of qualified teachers are not dealt with.

There is also the temptation to let politicians take the lead in shaping the direction of the education sector. Experts must weigh in with more scientific data before a radical overhaul of the K-12 program, as this could prove disruptive to our already chaotic school calendar, which is now even threatened by the extremely hot weather.

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Finally, there is the issue of corruption that DepEd should address if it were to deserve its multibillion budget, including its hefty intelligence funds.

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