Soc Di Term Paper K12

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
The Implementation of the Enhanced K+12 Education Program: Its Challenges and Opportunities
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.
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
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)
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
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
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.
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
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,
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 longstanding means out of poverty. The program seeks to:
10
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:
11
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
12
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 DepEds 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.
13
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
14
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 familys 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.
15
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.
16
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.
17
The chart below, on the other hand, illustrates the proposed roadmap for the K+12 Philippine basic education program.
18
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.
19
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 countrys 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.
20
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.
21
IX. CONCLUSION The Department of Educations 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.
22
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
23
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-theenhanced-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-competitivewe-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-educationprogram-rationale/
D. UNPUBLISHED STUDIES
24
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.
25

Soc Di Term Paper K12

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Soc Di Term Paper K12

Uploaded by

Copyright:

Available Formats

Angeles University Foundation

Angeles City COLLEGE OF EDUCATION Center of Excellence in Teacher Education

Presented to DR. NUNILON G. AYUYAO Teacher, Social Dimensions in Education

MERCADO, Lovely G. BSEd Mathematics 4

This program also advocates the following:

communication and literacies,

X. BIBLIOGRAPHY A. BOOKS AND JOURNALS

You might also like