Soc Di Term Paper K12

The Implementation of the Enhanced K+12 Education Program: Its Challenges and Opportunities

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Angeles University Foundation

Angeles City

COLLEGE OF EDUCATION Center of Excellence in Teacher Education

A.Y. 2011-2012

Presented to

DR. NUNILON G. AYUYAO

Teacher, Social Dimensions in Education

In Partial Fulfillment

Of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION

MERCADO, Lovely G.

BSEd Mathematics 4


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THE IMPLEMENTATION OF THE ENHANCED K+12 BASIC EDUCATION

PROGRAMS: ITS CHALLENGES AND OPPORTUNITIES

I. INTRODUCTION

“Hope is education and education is hope. This summit is the gateway of Filipino

hope. The hope of finishing high school and beyond. The hope for a better life.

And a gratifying lifestyle.”

-Hon. Secretary Augusto “Buboy” Syjuco

Director General, Technical Education and Skills Development Authority (2008)

The Department of Education (DepEd) of the Republic of the Philippines is

committed “to provide quality basic education that is equitably accessible to all, and

to lay the foundation for life-long learning and self-actualization for effective

citizenship at the local, national and global levels.” Furthermore, it envisions

developing “functionally literate and god-loving Filipinos who help attain the national

goals of social justice, unity, freedom and prosperity.” Indeed, in its zealous efforts to

concretize such mission and vision and as a response to the loopholes and the

perceived needs of the Philippine educational system, DepEd is fearlessly

undertaking its crucial steps towards the complete implementation of the enhanced

K+12 basic education program. His Excellency, President Benigno S. Aquino III

himself claimed that,

“We need to add two years to our basic education. Those who can afford pay up

to fourteen years of schooling before university. Thus, their children are getting

into the best universities and the best jobs after graduation. I want at least 12

years for our public school children to give them an even chance at succeeding.”


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Nevertheless, there are always two sides of the coin. The government, in its

enthusiasm to operationalize this program, presents the pros that the implementation

of this project offers as well as the concerns it address once totally instigated and

carried out. To mention some, Filipinos face problems concerning marginalization,

because of a 1o-year educational cycle, since they are not automatically recognized

as professionals abroad. Dr. Ester E. Ogena, the President of the Philippine Normal

University (PNU), maintains that the K+12 program is the rejoinder. it will help

Philippines produce more qualified graduates through developing and heightening the

global competence and competitiveness of Filipino graduates to ensure that they are

at parity with other nationalities, especially on the opening of the single economic

community of the Association of Southeast Asian Nation (ASEAN) by 2015.

Challenged by this, the Philippines, through K+12 education, works to provide our

graduates the solid foundations on skills and competencies, not just credentials, to

give them a greater chance of employment both locally and internationally.

On the other hand, Cruz (2010), in his MINI CRITIQUE column in the

Philippine Star, enumerates the cons that might question the efficiency and feasibility

of this program. These come when parents equate the implementation of this 12-year

educational system to financial struggles because of the additional two years in the

curriculum. They believe this entails further expenses to support the studies of their

children, which will eventually result to deprivation of some needs. The issues


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concerning the means of the government to fill the current resources gaps to assure

and maintain the conduciveness of learning also appear in the picture.

In this regard, the author decided to examine further the challenges posed to

and the opportunities and benefits offered in the operationalization of this academic

reform all the stakeholders of education. This paper also aims to present the

fundamentals of the enhanced K+12 educational program, encompassing its

historical and theoretical basis, the mode of implementation, the guiding principles

and its goals. Through these, it is hoped that this academic composition be an

instrument of providing a clearer understanding regarding the whys and wherefores

of this educational modification towards the betterment.

Indeed, it is high time that we, Filipinos, be awake from the long sleep of

complacency, amidst the dusk of where we used to be. The light is waiting to shine its

radiance upon us. Undeniably,

“Education[al] reform is a movement from darkness to light. Its

whole purpose is to create change… for better quality of life.”

-Dr. Yolanda S. Quijano, Undersecretary

Department of Education (2010)


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II. RATIONALE

Mike Luz, in his article published in the Philippine Educational Research

journal, argued that a 12-year basic education curriculum is mandatory, a prerequisite

forthwith, to competitiveness. The hopes of the Philippine government, particularly

the education to sector, to achieve excellence and counteract mediocrity, are

expected to be realized through the implementation of the K+12 basic education

curriculum. in accordance with Article XIV, Section 2(1) of the 1987 Philippine

Constitution, which states, “The State shall establish, maintain, and support a

complete, adequate, and integrated system of education relevant to the needs of the

people and society (Recto, 2005),” DepEd intends to elevate the quality of the

Philippine basic education in fairness to every stakeholder through this ingenuity.

Aside from this objective, there are circumstances that served as reasons,

which drove the administration towards shifting into this curriculum.

Butch Hernandez (2010), the executive director of the Eggie Apostol

Foundation, in his commentary published in The Philippine Daily Inquirer, maintained

that there exists the danger that the Philippines shall miss the Universal Primary

Education (UPE) goals by 2015. Such goals are part of our commitments in two

international declarations highlighting the Education For All (EFA) campaign, which is

aimed at addressing the extreme and persistent education disadvantages that leave

large sections of the population marginalized. Since the country exhibited a “striking

underperformance” as reported by Dr. Anwar Al Said, head of the Education unit of


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UNESCO Jakarta in his 2010 EFA Monitoring Report, the next most valiant step to

undertake is to think of educational reform initiatives such as the K+12 curriculum.

Furthermore, students do not acquire sufficient mastery of basic skills and

concepts as evidenced by the need for improvement of student achievement as

reflected in their poor performance on national achievement tests. The Philippines

also landed at the lowest part of the roster when it participated in the 2008 TIMSS

(Trends in International Mathematics and Science Study). Nicki Tenazas (2010), in

his article “The Economics of K+12” agreed that such “consistent poor performance”

may be largely attributed to poverty, the congested curriculum and student maturity.

The overcrowded curriculum, which is originally designed to be covered in 12 years

but is only delivered in 10 years, results to serious gaps in their critical skills, whereas

the lack of emotional maturity, which is highly fundamental in the workplace results to

the mismatch of industry demand and supply. Through the implementation of the

aforementioned reform, congestion will be addressed through the additional two

years in the curriculum while enriching the students’ emotional faculties through

natural development; thus, helping them be at par in terms of global standards.

More so, the 10-year pre-university education of the Philippines contribute to

the dilemma of Filipino graduates in the global village because they are not

automatically recognized as professionals due to the 12-year basic education

requirement of, for example, the Washington and Bologna Accord. It is expected that


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the implementation of the K+12-education program will provide a better access to our

graduates worldwide.

III. HISTORICAL BACKGROUND

Currently, the Philippines is the remaining Asian country and one among the

three countries (with Djibouti and Angola) in the world having a 10-year educational

cycle. As early as 1925, studies have observed the insufficiency of the basic

education curriculum. Recommendations include either adding or restoring 7th grade

or adding an extra year to basic education. Therefore, the proposal that the K+12

curriculum be implemented in the country is not new. The following surveys and legal

actions concretize such findings:

a) The Monroe Survey (1925) found out that secondary education did not prepare for

life and recommended training in agriculture, commerce, and industry.

b) The Prosser Survey (1930) recommended to improve phases of vocational

education such as 7th grade shopwork, provincial schools, practical arts training in the

regular high schools, home economics, placement work, gardening, and agricultural

education.

c) The UNESCO Mission Survey (1949) recommended the restoration of Grade 7.

d) The Education Act of 1953 Under Section 3 mandates that “[t]he primary course

shall be composed of four grades (Grades I to IV) and the intermediate course of

three grades (Grade V to VII).”

e) The Swanson Survey (1960) recommended the restoration of Grade 7.


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f) The Presidential Commission to Survey Philippine Education (PCSPE) (1970)

suggested that high priority be given to the implementation of an 11-year program.

This also recommended program consisting of 6 years of compulsory elementary

education and 5 years of secondary education.

g) The Congressional Commission on Education (EDCOM) Report (1991) stated that

if one year is to be added in the education program, it recommends one of two

alternatives – seven years of elementary education or five years of secondary

education.

h) The Presidential Commission on Educational Reforms (2000) proposed the

establishment of a one-year pre-baccalaureate system that would also bring the

Philippines at par with other countries.

i) The Presidential Task Force on Education (2008) maintained that in discussions on

a 12-year pre-university program, it is important “to specify the content of the 11th and

12th years and benchmark these with programs abroad.”

Indeed, long before President Aquino obtained the political will to do it, the

proposal was already in high necessity due the lapses in the Philippine educational

cycle. Inevitably, the current administration is a visionary of more skilled and

competent graduates, of a more productive workforce, and of a better Philippines.

IV. EDUCATIONAL VISION

Hon. Senator Allan Peter Cayetano (2008), in his speech delivered in the First

Biennial National Congress on Education, suggested that the country needs to create

a vision and a momentum with collaboration and cooperation to make education as

the top priority of everyone that it may unravel its true essence, as agreed by United


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Nations Educational, Scientific, and Cultural Organization (UNESCO), of leading the

Philippines out of the filth of poverty and be a first-world nation. This vision served as

the springboard of the visions substantiated by the operation of the K+12 curriculum

in the country.

As stipulated in the discussion paper of the Department of Education itself

about this key reform, through the Enhanced K+12 Basic Education Program, every

graduate will be a product of empowerment and of learning based on sound

pedagogical principles, geared towards excellence and meaningful life. He/she will be

a display of competence, productivity, critical thinking, transformative leadership and

harmonious working relationship with colleagues,

Dr. Beatriz Torno (2011), during her talk about this topic in the Teacher

Induction Program sponsored by our university, agreed in the principal vision of this

program, which lies in the complete development of each graduate. This educational

program will equip him/her of the passion for life-long learning that encompasses the

basic competencies (knowledge, skills and attitudes) required of them in the

workplace or in higher education institutions. This shall furnish him/her, as well, the

awareness, courage and the determination to meet and cope up, with strength and

dynamism, with the affairs and demands of the ever-changing world.

Besides the cognitive implications of this curriculum, this also ensures affective

enhancements through the inculcation of respect for human rights and values,


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particularly, maka-diyos, maka-tao, makabansa, and maka-kalikasan. This results to

further empowerment and a more resilient leadership.

In short, the visions of this curriculum are highly student-centered primarily

because development and maturity will be at hand, the curriculum focuses on

achieveing both mastery and competence, and the program prepares every graduate

socio-economically – either he/she be employed, continue higher education or

pioneer a business undertaking.

V. GOALS

In congruence with the previously cited visions, DepEd has also set the goals

and objectives that the Enhanced K+12 Basic Education Program is expected to

attain during the course of its implementation.

“The goal of the Enhanced K+12 Basic Education Program is to create a

functional basic education system that will produce productive and responsible

citizens equipped with the essential competencies and skills for both life-long learning

and employment. The program will enhance the basic education system to full

functionality to fulfill the basic learning needs of students.” This is attuned with the

plan of His Excellency President Aquino of having quality education as the long-

standing means out of poverty. The program seeks to:


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a) To provide every student equal opportunity to receive quality education through

developing an enhanced, internationally accepted and recognized, decongested,

research-based and quality curriculum; developing sufficiently trained teachers;

achieving high academic ideals in English, Mathematics and Science across levels,

and; producing globally competent, competitive and recognized graduates.

b) To change public misperception that secondary education is just a preparation for

tertiary education; rather, it must be instilled to every student to make the most out of

opportunities for beneficial career or employment and/or self-employment; thus,

producing productive graduates and channeling better opportunities to them.

Furthermore, the K+12 education program has its grounds on the goals of

Education For All (EFA) 2015, Millennium Development Goals (MDGs) of 2015 and

the Basic Education Sector Reform Agenda (BESRA) 2015.

According to Mona Dumlao-Valisno (2008), in her “A Roadmap to the

Philippines’ Future: Towards A Knowledge-Based Economy”, EFA continuously

develops appropriate strategies and mechanisms to guarantee the achievement of a

zero drop-out rate in all levels of education. This also ensures a perfect participation

rate in basic education and increasing participation rate in higher education as

exemplified in the Philippine Main Education Highway framework. Torno (2011) also

discussed the EFA 2015 goals and they are as follows:


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Expand and improve comprehensive early childhood care and education,

especially for the most vulnerable and disadvantaged children.

Ensure that by 2015 all children, particularly girls, those in difficult

circumstances, and those belonging to ethnic minorities, have access to and

complete, free and compulsory primary education of good quality.

Ensure that the learning needs of all young people and adults are met

through equitable access to appropriate learning and life-skills programs.

On the other hand, the Millennium Development Goals (MDGs) are a set of eight

time-bound, concrete, and specific targets aimed at considerably reducing, if not

decisively eradicating poverty, by 2015 (Mejia, 2011). The MDGs are as follows:

Eradicate poverty and extreme hunger

Achieve universal primary education

Promote gender equality and empower women

Reduce child mortality

Improve maternal health

Combat HIV/AIDS, malaria and other diseases

Ensure environmental sustainability

Global partnership for development

Philippines, together with 188 other countries, committed to attain the EFA

goals and MDGs in September 2000. A noteworthy point as can be gleaned from

above is the second MDG, which talks about the need to achieve universal primary


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education. This discusses the primary step in the implementation of the K+12

program; therefore, stressing the need for its immediate implementation.

The Basic Education Sector Reform Agenda (BESRA) is DepEd’s package of

policy reforms formulated to revisit and revise all policies and systems now obtaining

in the sector that hinder performance improvements. The five critical thrusts,

according to the former secretary of DepEd, Jesli Lapus (2008) are:

The School-Based Management that addresses local needs;

The National Competency-Based Teacher Standards that refer to ways

by which teachers further enhance their contributions to improve learning

outcomes;

The Quality Assurance and Accountability Framework that concerns the

need for the national learning strategies and systems and procedures

that assures conformity to standards by all stakeholders of basic

education;

The services for Early Childhood education, Alternative Learning and

private education that also contribute to the improvement of learning

outcomes, and;

The shifting of its focus to DepEd as an organization (its culture, ways

and procedures in financial, material, technological and human phases)

As can be noticed also, these thrusts also apply in the features of the K+12

basic education program.


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VI. CHALLENGES AND OPPORTUNITIES FROM THE ENHANCED K+12 BASIC

EDUCATION PROGRAM

As presented earlier, the implementation of the Enhanced K+12 basic

education program promises various advancements for a better performance of the

Philippines in the global village. It also guarantees advantages and benefits for all

the stakeholders of education, as identified by DepEd (2010) and as cited by

Tenazas (2010). Such opportunities include more time for mastering academic

competencies due to decongestion of workload; thus, leading to holistic

development, ability to adjust to the demands of the dynamic world, aptitude for

tertiary education, higher long term earning potentials, and consequently,

international recognition.

Moreover, for the society and the economy, K+12, being one of the reforms

targeting the improvement of the Philippine basic education, foreshadows

accelerated growth as evidenced studies that proves that such improvements give

rise to an increase in the gross domestic product growth of the economy. In the end,

the Philippine economy hopes to produce individuals who are at par with worldwide

standards and who will maneuver our motherland towards a strong society founded

by intellectually and morally sound actions.

Unfortunately, despite these assurances, the opposition will surely determine

loopholes in the hope to impede such plans. Isagani Cruz (2010) presented these

cons and such arguments basically spell financial feasibilities/future spending to


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support such change. The negative side explains that parents would be greatly

affected by the proposed additional years because these entail more money to

finance the longer education of their children. The time added in the curriculum could

have otherwise been used for economic activities and augmentation of incomes.

Questions on the ability of the government to finance this program while facing the

existing educational resources (teachers, books, chairs and classrooms) gap also

rise.

Also, some Filipinos think that such deviations from what we were used to are

unnecessary, as supported by Fernando Lopez (2010) in his article on this program

published in Kuro-kuro, since the Filipinos, are already comparable to others. In the

study of Abraham Felipe and Carolina Porio that dealt with the correlation of the

length of school cycle and the quality of education, findings illustrate that there is “no

convincing evidence to justify the recommendation to lengthen the cycle.” As Cruz

(2010) cited it from an editorial, “we need better education, not more education.”

Another disadvantage is the promotion of the notion that this curriculum favors

employment at 18 instead of pursuing a degree in college, which is every family’s

dream. Another unintended consequence of this program is the fear that this will

signify financial loss to many private higher education institutions. Lastly, the

opposition also believes that the dropout rate will increase because of the additional

two years.


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VII. THE ENHANCED K+12 BASIC EDUCATION PROGRAM MODEL

DepEd is proposing the K-6-4-2 Model. This model involves Kindergarten, six

years of elementary education, four years of junior high school (Grades 7 to 10) and

two years of senior high school (Grades 11 to 12). The two years of senior high

school aim to provide ample time for students to consolidate acquired academic skills

and competencies. This shall permit specializations in science and technology, music

and arts, as well as technical-vocational subjects such as agriculture and fisheries,

sports, business and entrepreneurship, etc.K+12 means Kindergarten and the 12

years of elementary and secondary education. Kindergarten refers to the 5-year old

age group that takes a standardized kinder curriculum. Elementary education refers

to primary schooling involving six or seven years of education, whereas secondary

education refers to high school. Below is the K-6-4-2 Model.


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This diagram briefly summarizes the implementation plan of the K+12 basic

education program. Universal kindergarten is already open this SY 2011-2012. By SY

2012-2013, the new curriculum will be offered to incoming Grade 1 as well as to

incoming junior high school students. The target of DepEd is to put in place the

necessary infrastructure and other necessary arrangements needed to provide Senior

High School (SHS) education by SY 2016-2017.


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The chart below, on the other hand, illustrates the proposed roadmap for the

K+12 Philippine basic education program.


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The following diagram also presents the features of the K+12 basic education

program. Indeed, this curriculum, as evidenced by its features, is our gateway

towards achieving a better educational system.


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VIII. GUIDING PRINCIPLES

The enhancement of the curriculum is the central focus of the Enhanced K+12

Basic Education Program. The curriculum enhancement will be designed in line with

the desired competencies and skills of a K+12 graduate. The Department of

Education will create a body to review the current basic education curriculum and

detail the implementation plan. Basic education program should develop tracks based

on competencies to meet the country’s varied human capital requirements, and to

prepare students for productive endeavor. The SHS curriculum will offer areas of

specialization or electives. The enhancement of the basic education curriculum is

being undertaken hand in hand with the vigorous efforts to ensure adequacy of

inputs. Expanding the education program (additional years of schooling) will be

pursued heedful of the need to address the input shortages – teachers, classrooms,

desks, water and sanitation, and quality textbooks. DepEd already included a

provision for substantial physical requirements for 2011 budget, and is looking to

introduce in subsequent years a budget that will constitute a significant increase not

just in nominal terms but also in real terms.

Change is two-fold: curriculum enhancement and transition management. The

intention of K+12 is not merely to add two years of schooling but more importantly, to

enhance the basic education curriculum. DepEd is preparing a carefully sequenced

implementation plan to ensure smooth transition with the least disruption.


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An open and consultative process will be adopted in the promotion of the

Enhanced K+12 Basic Education Program. In accordance with the “Tao ang Boss”

principle, an open and consultative process will be adopted to ensure the successful

development and implementation of the K+12 program.

This program also advocates the following: communication and literacies,

critical thinking and problem solving, creativity and innovation, ethical, moral and

spiritual values, life and career competencies, development of self and sense of

community and national and global orientedness. The following flowchart describes

how the K+12 curriculum caters various contexts and how it affects the holistic

development of every learner.


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IX. CONCLUSION

“The Department of Education’s proposed K-6-4-2 model is a positive step to

uplifting the standard of education. I believe that the “specialization” training that

would be incorporated in the last two years of high school would greatly increase the

competencies and skills of the students thus making them more employable after

graduation.”

- Edgardo G. Lacson, PCCI Honorary Chairman and current president

With a beat of a single drum, it is firmly believed that President Aquino can

wield tremendous powers to march towards the ultimate rhythm of achieving a better

Philippine educational system, and apparently, a better Philippines. With all the

previously mentioned arguments, it is high time for the Filipino awakening. For such a

long time, we have been complacent. We were contented of what we used to have, of

what we used to be. The change that we all struggle to attain is now right in front us.

Negativities, worries and fears might be clouding our visions, but the light illuminating

from the promises the K+12 basic education program is waiting to sweep away the

anxiety in our hearts.

Philippines, this is the time we do it altogether! Let us join hands as we begin

another era geared towards achievement. As Henry Commager puts it, “change does

not necessarily assure progress, but progress requires change. Education is

essential to change, for education creates new wants and the ability to satisfy them.”

Let us partake in the nobility of this action. Let us be one. For our Filipino children

and adults. For our country.


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X. BIBLIOGRAPHY

A. BOOKS AND JOURNALS

Angeles, E.Y. (2008). Higher Education for Global Competitiveness Towards the New

Higher Education Highway. Commission on Higher Education and Office of the

President.

Bilbao, P.P. et al, (2006). The Teaching Profession. Quezon City: Lorimar Publishing

Co., Inc.

Recto, A. S. (2005). Foundations of Education (Historical, Philosophical, Legal,

Theological), Vol. II. Quezon City: Rex Book Store, Inc.

The Presidential Task Force for Education (2008). The Philippine Main Education

Highway: Towards a Knowledge-Based Economy. Office of the Presidential

Assistant for Education.

B. ONLINE ARTICLES

Cruz, I. (2010). Pros and Cons in the K+12 Basic Education Debate. Available at

http://mlephil.wordpress.com/2010/10/14/pros-cons-of-the-k12-debate/

Cruz, I. (2010). Total Educational Reform. Available at

http://www.philstar.com/Article.aspx?articleId=643747&publicationSubCategor

yId=442

http://mlephil.wordpress.com/2010/10/14/pros-cons-of-the-k12-debate/

http://www.philstar.com/Article.aspx?articleId=643747&publicationSubCategoryId=442

http://www.philstar.com/Article.aspx?articleId=643747&publicationSubCategoryId=442


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Department of Education (2010). Salient Points on the Enhanced K+12 Basic

Education Program. Available at http://www.gov.ph/2010/11/02/briefer-on-the-

enhanced-k12-basic-education-program/

Lopez, F. M. (2010). On K+12 Basic Education. Available at

http://perj.wordpress.com/2011/02/15/kuro-kuro-on-k12-basic-education/

Luz, M. (2010). To be Competitive, We Need a 12-year basic Education Cycle.

Available at http://perj.wordpress.com/2010/12/07/mike-luz-to-be-competitive-

we-need-a-12-year-basic-education-cycle/

Magkilat, B. C. (2010). PCCI Opens Policy Discourse on K-12 Education System.

Available at http://www.mb.com.ph/articles/281878/pcci-opens-policy-

discourse-k12-education-system

Tenazas, N. (2010). The Economics of K+12. Available at

http://perj.wordpress.com/2010/12/07/opinion-the-economics-of-k12/

C. DISCUSSION PAPER

Department of Education (5 October 2010). Discussion Paper on the Enhanced K+12

Basic Education Program. Available at

http://perj.wordpress.com/2010/12/07/the-enhanced-k12-basic-education-

program-rationale/

D. UNPUBLISHED STUDIES

http://www.gov.ph/2010/11/02/briefer-on-the-enhanced-k12-basic-education-program/

http://www.gov.ph/2010/11/02/briefer-on-the-enhanced-k12-basic-education-program/

http://perj.wordpress.com/2011/02/15/kuro-kuro-on-k12-basic-education/

http://perj.wordpress.com/2010/12/07/mike-luz-to-be-competitive-we-need-a-12-year-basic-education-cycle/

http://perj.wordpress.com/2010/12/07/mike-luz-to-be-competitive-we-need-a-12-year-basic-education-cycle/

http://www.mb.com.ph/articles/281878/pcci-opens-policy-discourse-k12-education-system

http://www.mb.com.ph/articles/281878/pcci-opens-policy-discourse-k12-education-system

http://perj.wordpress.com/2010/12/07/the-enhanced-k12-basic-education-program-rationale/

http://perj.wordpress.com/2010/12/07/the-enhanced-k12-basic-education-program-rationale/


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Felipe, A. I. & Porio, C. C. (2010). The Length of School and the “Quality” of

Education. Available at http://perj.org/?p=10

E. SEMINARS

Torno, B. G. (2011). Batang K to 12, Handa sa Trabaho o Kolehiyo, Handa sa

Mundo. Teacher Induction Program. Angeles University Foundation.

http://perj.org/?p=10

Documents

Soc Di Term Paper K12