K-12 boon or bane?

AS A MATTER OF FACT By Sara Soliven De Guzman

(The Philippine Star) | Updated June 30, 2014 - 12:00am
Plato once said: The state is essentially an educational community. It is created by education and
can survive only on condition that all its citizens receive an education that will enable them to make
rational political decisions.
We may appear to be a society divided on so many issues but we have remained united in the belief
that investing in the education of our children shall lead to the success of our nation. Unfortunately,
notwithstanding such commitment, our education system remains deceased and plagued with the same
ills that have been ravaging it for generations: lack of teachers, classrooms, books, defective facilities,
inefficient instruction, etc. Now comes the governments K to 12 Program. Is it boon or bane?
The K to 12 Program which covers Kindergarten and 12 years of basic education (six years of
primary education, four years of Junior High School, and two years of Senior High School) aims to
prepare graduates for tertiary education, middle-level skills development, employment, and
entrepreneurship. Ironically, colleges and universities began dismissing even tenured employees in
anticipation of the impact of the governments K to 12 Program in 2016 when the supposedly fourth
year high school students by then could not yet enter college because they have to take additional 2
years of Senior High School. An estimated 30,000 teachers could be at risk of losing their jobs by
2016.
At the House hearing held a few weeks ago, Commission on Higher Education (CHED) officials
discussed the proposed P29-billion stabilization fund over five years. P10 billion is earmarked for
higher education institutions, P17 billion for displaced teachers and P2 billion for the non-teaching
personnel to be affected. School officials actually take this fund as just a palliative measure. The
question is where will the P29 billion come from?
Pasig Rep. Roman Romulo, who is the chairperson of the House Higher Education committee
asked CHED and labor officials to iron out the details concerning the use of the funds. He also urged
them to formulate and finalize the plans related to the K to 12 Program to address the growing pains of
the transition period. By the way, where are the Implementing Rules and Regulations of this program?
* * *
The government shifted to the K to 12 Program to be at par with the world because the Philippines
used to be 1 of only 3 countries worldwide left with a 10-year basic education program. Of course, we
need to elevate our status to be at par with the rest of world. But it seems that we are doing everything
in great haste, hence, the lack of foresight resulting in various problems bound to affect the efficient
implementation of the K to 12 Program.
First of all, we should have started with pilot schools. Second, we should have analyzed the
problem first. With the old 10-year basic education program we already had an edge in the world
market. Many Filipinos who graduated with the 10-year basic education program and who received
college degrees equally qualified with their counterparts from different countries who underwent the

12-year program. Our engineers, our nurses, our teachers, our IT graduates are in demand. Sure our
educational system maybe deteriorating but why change the whole system abruptly?
Right now, DepEd seems overwhelmed with all the concerns in public education not to mention the
number one problem classrooms. It has difficulty focusing on the planning of the K-12 program.
Dont forget, when this new program was introduced a few years back, the government boldly declared
that all input shortages will be wiped out before the end of 2013. A 1:1 ratio for student-to-textbook
and student-to-seat will be achieved within SY 2012-2013. Shortages in classrooms, teachers, and
toilets will be fully addressed. Was this done? Looks like a long shot to me!
Public schools now have to master the art of shifting schedules, with children of tender age having
to go to school at 5 oclock in the morning. Some schools are trying a shortened school-week because
of lack of classrooms and facilities. With 2 additional years of basic education under a system that
could not cope with a simple roadmap in terms of solving the backlog of classrooms, facilities,
instructional materials, teacher training, etcetera, the government seems to have added 2 layers of
inefficiency to its perceived inefficient basic education program.
It has also been argued that the K to 12 Program is a standard for recognition of Filipino students
intending to do further studies or work in European countries who are members of the Bologna Accord
and in the United States under the Washington Accord.
The Washington Accord prescribes 12-years basic education as an entry to recognition of
engineering professionals while the Bologna Accord requires 12 years of education for university
admission and practice of profession in European countries.
Out of the 553,706 students who graduated this year, how many will actually do further studies or
work in Europe or America? Why should we drag our whole population into this mess right now? As it
is, the Philippines is one of those countries holding provisional status in the Washington Accord. As
such, we are still in the process of qualification accreditation or recognition. Eventually, we can reach
that goal of achieving signatory status. But this cannot be done right away.
Shifting to a 12-year program is very expensive and may be detrimental to our economy and
national growth. We should take it slow because we really do not have the capacity nor the means to
implement such a program in the entire archipelago. Sure it sounds good and very ideal. The question
is, are we implementing this new program correctly?
The dangerous effect this program has caused within a 2-year period is that schools have
interpreted it in different ways. They have come up with their own solutions actually contradicting the
goal of the government. For instance, there are schools that have created acceleration programs
allowing a Grade 6 student to jump to Grade 9, thus skipping 2 years of middle school. And mind you
these are big private schools in the metro. They have used the Philippine Educational Placement Test
(PEPT) as a tool to bypass Grades 7 and 8. Is this part of the K to 12 advocacy?
Why has DepEd allowed such a jump when they are increasing the number of years? Is this
actually valid? The PEPT is intended to determine the grade or level placement of out-of-school
children and youth and open the door for them to go back to formal schooling. Thus, a 16-year old who
had to drop out in grade 2 due to say poverty, shall have the option to skip the grade or year levels he
would normally be required to complete for as long as he can prove that his competency is equivalent
to students of his age. Without going back to grade 2, he can be admitted to high school or even
college. Yet, if DepEd will allow the PEPT result to take the place of grades 7 or 8, will this not run

counter to the intent of the K to 12 Program? Or must DepEd allow this transitory shortcut because it is
not really prepared to immediately implement the K to 12 Program? Boon or bane?
Summary:
The article discussed the possible effect of the implementation of K-12 Curriculum. The article
mentions that education of our children lead to success of our nation. But unfortunately, our education
system remains deceased and plagued with the same ills: the lack of teachers, classrooms, books,
defective facilities, inefficient instruction, etc. And in order to cure these ills, government implemented
the K-12 Program.
The K-12 Program aims to prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship. Fourth year high school students could not yet enter
to enter college because they have to take additional 2 years of Senior High School. The government
shifted K-12 Program to be a par with the world because the Philippines used to be 1 of only 3
countries worldwide left with a 10-year basic education program.
Many Filipinos who graduated with the 10-year basic education program and who received
college degrees equally qualified with their counterparts from different countries who underwent the
12-year program. Sure our education system maybe deteriorating but why change the whole system
abruptly?
DepEd seems overwhelmed with all the concerns in public education not to mention the
number one problem- classroom. It has difficulty focusing on the planning of K-12 Program. Some
school are trying a shortened school-week because of lack of classroom and facilities. The government
seems to have added 2 layers of inefficiency to its perceived inefficient basic education program.
It has also been argued that K-12 Program is a standard for recognition of Filipino students
intending to do further studies or work in European countries who are members of the Bologna Accord
and in the United States under the Washington Accord. Both Accord requires 12 years of education for
university admission and practice of profession in European countries. But how many of the graduates
will actually do further studies? Why should we drag our whole population into this mess right now?
We are still in the process of qualification accreditation or recognition. We can reach that goal of
achieving signatory status. But this cannot be done right away.
K to12 program is very expensive. We should take it slowly because we do not have the
capacity to implement this in the entire archipelago. It is good and very ideal. The question is, are we
implementing this new program correctly? They are implementing the K-12 Program but there are
schools that have created acceleration programs. Why DepEd allowed such jump when they are
increasing the number of years? Yet, if DepEd will allow Philippine Educational Placement Test
(PEPT) result to take the place of grades 7 or 8, will this run counter to the intent of the K to 12
Program? Or must DepEd allow this transitory shortcut because it is not really prepared to immediately
implement the K to 12 Program? Boon or bane?

No More "Nature-Deficit Disorder"

The "No Child Left Inside" movement.
Posted Jan 28, 2009
By: Richard Louv
Some say the future isnt what it used to be. Heres a different view. The future is going to be better
than it used to be -- at least when it comes to the human connection to nature.
In "Last Child in the Woods," I described what I called "nature-deficit disorder." I hesitated
(briefly) to use the term; our culture is overwrought with medical jargon. But we needed a language to
describe the change, and this phrase rang true to parents, educators, and others who had noticed the
change. Nature-deficit disorder is not a formal diagnosis, but a way to describe the psychological,
physical and cognitive costs of human alienation from nature, particularly for children in their
vulnerable developing years.
In the four years since publication of "Last Child" (with an updated and expanded edition in 2008),
the gap has grown wider.
Consider the 2008 Recreation Participation Report," released this month. The report is based on a
survey of more than 60,000 Americans, covering 114
different outdoor activities; it represents a collaborative
effort by The Outdoor Foundation, Sporting Goods
Manufacturing Association, and other outdoor
recreation groups. Among its findings: adult
participation is up slightly -- very slightly. But the
survey also found a decline of more than 11 percent of
participation in outdoor activities among young people
age 6 to 17, with the sharpest decline among
youngsters ages 6 to 12. We already knew that kids
were becoming more disconnected in nature in recent
decade -- but that's an additional 11 percent decline in a single year.
Consider, too, the decision by the publisher of the Oxford Junior Dictionary to replace dozens of
nature-related words like beaver and dandelion with blog and MP3 player. As noted wildlife
artist and conservationist Robert Bateman observed, If you cant name things, how can
you love them? And if you dont love them, then youre not going to care a hoot about protecting them
or voting for issues that would protect them." In a few words, literally, this story illustrates the urgency
to connect children directly to the natural world, and our ultimate goal deep cultural change.
Still, there's reason for hope. Just look how far the children and nature movement -- or the No
Child Left Inside movement, as it's sometimes called -- has come in such a short time. The real miracle
is the rapidly growing network of thousands of individuals, families and organizations that have made
this movement their own.
We have a long way to go, but the grassroots are growing; and so are the netroots.
We've seen evidence of this miracle in the growth of regional campaigns across the country, as
reported and encouraged by the Children & Nature Network. Between 2006 and 2008, C&NN helped

galvanize over 50 regional and statewide campaigns in North America. We've watched the
environmental organizations take this issue to heart, with the Sierra Club, National Wildlife Federation,
the Conservation Fund, National Audubon, Hooked on Nature, the Trust for Public Land and many
other groups supporting more programs that connect kids to nature and promote changes in public
policies.
Last years most visible legislative success came in September, when the U.S. House of
Representatives passed the No Child Left Inside Act, sponsored by the No Child Left Inside Coalition.
If approved this year in the Senate, the bill will -- hopefully, in some form -- help the states support
environmental education.
In Canada, the Nature Child Reunion and the Robert Bateman Get to Know Program, are
quickening their strides. And through the efforts of C&NN President Dr. Cheryl Charles, the
International Union for the Conservation of Nature, at its World Conservation Congress in Barcelona,
officially designated connecting children with nature as an international priority.
These are just a few of our shared milestones.
Now comes 2009, and the beginning of a new era with new opportunities to strengthen ties and
build new relationships.
The Association of Fish and Wildlife Agencies (AFWA), for example, has presented
recommendations to President-elect Obama. AFWA listed children and nature as No. 2 in their roster of
five Priorities of a National Agenda for State Fish and Wildlife Agencies. Other conservation-related
initiatives are in the works.
Were pleased that the incoming Obama administration has indicated there will be expanded
federal emphasis on early childhood education.
With that in mind, many of us believe that the child-nature connection and environmental literacy
should be considered as fundamental elements of childrens cognitive development, as well as their
psychological and physical health. Future education reform must widen the definition of the classroom.
To help young people learn in nature, not just about nature, policy-makers must view parks, wildlands,
farms and ranches as the new schoolyards. Well push for an expansion of the number of natureoriented preschools, including experiential education and greened schoolyards in Head Start.
This month, in an article titled Nature Makes a Comeback in Wisconsin Schools, the Wisconsin
State Journal reported: To reconnect children to nature, school districts are expanding school forests
around the state while also developing low-cost, small projects such as rain gardens that can be
effective even in poor urban areas.
Many of us would like to see more progress like that.
In 2009, education reform must also be about a reformation of values, not just the distribution of
more information.
Consider the words of Oberlin professor David Orr, one of the worlds foremost proponents of
environmental literacy and a leading voice on climate change. In his seminal essay, What Is Education
For,he describes the way our education has prepared us for how to think about the natural world.
Orr argues correctly that more education is no guarantee of decency, prudence, or wisdom. More of
the same kind of education will only compound our problems. The worth of education must now be
measured against the standards of decency and human survival. The truth is that many things on which
your future health and prosperity depend are in dire jeopardy: climate stability,

the resilienceand productivity of natural systems, the beauty of the natural world, and biological
diversity.
SUMMARY:
Nature Deficit Disorder is not a formal diagnosis, but a way to describe the psychological,
physical and cognitive costs of human alienation from nature, particularly for children in their
vulnerable developing years. This kind of syndrome was resulted by a lack of routine contact with
nature because of the electronic age. It was about the effect of societal disconnecting with nature
because of the changes we are currently experiencing. And the major impact of these changes affect
todays children.
Richard Louv said that to avoid nature deficit syndrome we have to start looking at nature
therapy. And schools shouldnt just teach about nature in the classroom, they should be sending kids
out to nature even if its just to the patch of woods behind the school. He said that these types of field
trips and excursions should not be viewed as a little break from school, but as an integral part of the
learning experience.

Reluctant Teachers, Reluctant Learners

Julie Landsman, Tiffany Moore and Robert Simmons
The key to helping seemingly unmotivated students may be in the teacher's hands.
How would students teach someone who doesn't want to learn? Here's what a few 9th graders we
talked with at South High School in Minneapolis, Minnesota, had to say:

"I don't believe that there are kids who 'don't want to learn.' I do believe though, that some kids
have trouble learning or don't understand what the teacher is saying or teaching."
"I think what motivates kids to learn is different for each individual student."
"Well, first of all, I'd address the problem in a good way and find out the reason they don't want
to learn."

As teachers, there are many things we can't control: district budgets, state legislatures' attitudes
toward education and financing, No Child Left Behind and how it's interpreted, and inequality of
wealth and educational privilege. But these 9th graders mentioned some things teachers can control.
By focusing on what we can do, we can reach many learners who appear to have given up.
SUMMARY:
The article stated that in motivating every student it always depend on the teacher on how they
make their learners be actively participating in learning. As a teacher there are some instances and
scenario that they cannot control. But focusing on what teachers can do, they may reach many learners
who appear to have given up and actively participate in every learning activity.

Extra-curricular Activities Are Important

For Students
-eduflow.wordpress.com
Many parents and students do not understand the importance of extra-curricular activities. Over
the years I have had to persuade a number of parents to allow their children to continue participating in
extra-curricular activities, because they felt that these activities distracted their offspring from their
academic work. This scenario tended to unfold either when a student was struggling academically or
when the student wanted to focus totally on academics, to the exclusion of everything else. They felt
that extra-curricular involvement was a waste of precious time and that it caused their children to get
home too late in the evening.
Nothing could be further from the truth than this notion of wasting time. Academic subjects and
extra-curricular activities complement each other and develop a well-rounded, socially skilled, and
healthier student. There are so many possible extra-curricular activities that each student can choose
one that appeals to him or her personally. Activities range from athletics, various sports, scouts, girl
guides, debating, music and chess to paramilitary groups like the cadets. This list is not even
exhaustive. Some students choose more than one pursuit.
Extra-curricular activities help to develop the whole student. We cannot just produce onedimensional students in our schools. Many students use their skills in extra-curricular activities like
athletics or sports and their academic ability to gain athletic or sports scholarships to various
universities. Numerous students from my former school are granted athletic scholarships to American
universities in this way.
Researchers like Massoni, Erin ( 2011 ) and others have listed many benefits derived from
participation in extra-curricular activities at school. I have seen the same benefits among my former
students. Let us consider some of them.
Students who are involved in extra-curricular pursuits tend to improve their academic grades as
well. This may be due to increased self-esteem, motivation and better time management. They
become better organized in the classroom. They demonstrate a reduction of at-risk behavior and a
heightened sense of belonging, resulting in better behavior.
They learn useful new skills from their chosen activity, and in integrating these activities into their
everyday school lives, they learn time management, critical thinking, teamwork and social skills. They
develop life-long relationships with their peers and learn how to lead others. These skills will be
beneficial in later life and in the workplace.
Extra-curricular activities also foster a sense of commitment to a cause or purpose and they reduce
selfish behavior. Students become more marketable in the workplace.
Through the avenue of extra-curricular activities students find it much easier to gain admission into
universities. Modern universities are more interested in recruiting students who have something to
offer besides academic qualifications. They seek out students who can make a contribution in other

areas to the university and the society at large. Many universities and some schools make money and
gain prestige through their extra-curricular engagement in various arenas.
Hopefully, more parents and students will see the importance of extra-curricular activities and
diversify and deepen their interests and hobbies. The whole society will benefit. Finally, as one of my
readers, AKGM, commented below: A lot of careers are built directly from hobbies.
SUMMARY:
The article tackled the importance of extra-curricular activities in a students learning. The
article says that some parents do not understand the importance of extra-curricular activities because
they think that it will only distract their children from their academic work, and also will cause them to
go home late. But what they dont understand is that academic subjects and extra-curricular activities
complement each other to develop a well-rounded, socially skilled, and healthier student.
Extra-curricular activities help to develop whole student, that schools should not just produce
one-dimensional students. Some researchers (Massoni, Erin, 2011) were in fact listed the many
benefits derived from extra-curricular activities at school. These are increased in self-esteem,
motivation and better time management, heightened sense of belongingness, resulting in healthier
behavior.
Although some of extra-curricular activities are just from students hobby but, it enables them to
adopt their skills in their daily lives, and soon in their workplace. Besides, a lot of careers are built
directly from hobby.

Getting Parents Involved in Schools

By: The Center for Comprehensive School Reform and Improvement
Research shows that parent involvement can improve students' behavior, attendance, and achievement.
But how can schools foster high-quality, successful parent involvement? The Center for
Comprehensive School Reform and Improvement offers some research-based advice and resources to
help.
Parent involvement continues to challenge practitioners engaged in school reform despite being a
required component of many school improvement initiatives-from Title I Schoolwide Programs to
federally mandated school improvement plans. The benefits of parent involvement are clear: A
growing body of research shows that successful parent involvement improves not only student
behavior and attendance but also positively affects student achievement. Yet many schools continue to
struggle with defining and measuring meaningful parental involvement, and many don't feel that their
efforts are successful. A recent survey of American teachers revealed that 20 percent of new teachers
and nearly one fourth of principals identify their relationships with parents as a cause of significant
stress in their jobs (MetLife, 2005).
In this article, we offer research-based advice and resources designed to help schools and districts
foster successful parent involvement.

What is successful parent involvement?

Successful parent involvement can be defined as the active, ongoing participation of a parent or
primary caregiver in the education of his or her child. Parents can demonstrate involvement at home-by
reading with their children, helping with homework, and discussing school events-or at school, by
attending functions or volunteering in classrooms. Schools with involved parents engage those parents,
communicate with them regularly, and incorporate them into the learning process.

What are the barriers to successful parent involvement?

Schools often don't engage parents because they don't think they can. "A lot of it is perception.
Teachers perceive that families don't want to be involved when, in fact, families don't know how to be
involved," says Karen Salinas, communications director for the Center on School, Family, and
Community Partnerships at Johns Hopkins University.
For their part, parents are sometimes hesitant to become involved in school because they don't have
extra time or because they don't speak fluent English. But "the biggest problem is the disconnect
between the school and the families," says Salinas. "Parents believe that they are not welcome. It
comes in part from their own education history. They often have had a less-than-satisfactory
experience with their own schooling, and so they don't feel like [being involved] is guaranteed to be a
good experience."
Despite these communication barriers, both schools and parents want the relationship to improve, if
only for the benefit of students. A 2003 analysis of more than 25 public opinion surveys by Public
Agenda, a nonpartisan public opinion research organization, found that 65 percent of teachers say their
students would do better in school if their parents were more involved, and 72 percent of parents feel
that children whose parents are not involved sometimes "fall through the cracks" in school (Johnson &
Duffett, 2003).

How do schools foster successful parent involvement?

Schools successful in engaging parents start by going beyond narrow definitions of involvement.
They don't just count the number of parents who attend the spaghetti dinner or volunteer at the book
fair. They don't focus on requirements such as having parents sign reports cards. Instead, they start with
a belief that student success is a shared interest of both school and family, envision parents as partners
in the learning process, and then identify concrete ways that partnership can be activated.

SUMMARY:
This article shows that based on their research, parents has a huge impact of improving students
not only the behavior and attendance but also the positive effect of students achievement. Parents
involvement can be defined as active participation of parents to the primary education of his/her child.

Ironically, schools dont engage parents to be involved in schools program because they
believe that this may cause stress in their job. Likewise, according to their research, 65% of the
teachers say that students would do better if parents are involve in school and 72% of parents feel that
children whose parents are not involved sometimes fall through cracks in school.
All in all, if we look for the better side of parents involvement in school students will improve
their knowledge and positive achievement in their schooling.
ANSWERS
What can you say about these headlines?
These headlines have a great impact over education and it is the trend issues nowadays
regarding education. For instance, the Shifting of the Philippine Education to K to 12
Curriculum, this year will be the initial year that the said curriculum or program will be
implemented. It has been debated a lot of times before it has been finalized, it undergoes lots of
criticism and complains but, the educational commissions are already have made decision to
upgrade Philippines educational system through the K-12 program. Then theres the Nature
Deficit Syndrome Among School Children, in a simpler word the feeling of being excluded in
a group or alienation. How can one student love school when he/she feel like he/she doesnt
belong? Or that he/she doesnt have a place to get along with? Another issue is Teachers are
Reluctant to Teach Beyond the Curriculum. A lot of teachers are still in traditional way of
teaching, they are afraid or reluctant to go out of their comfortable zone or what they are
accustomed of in the way of teaching. But the trend nowadays in education are what-so-called
outcomes-based education and the student-centered approach where in students are highly
engaged in a new and interesting activities where they learn and enjoy at the same time. Then,
the co-curricular activities, every school have co-curricular activities, but the question always
connected to it is that, is it a learning opportunity or s distraction? And last the involvement of
parents in school learning. Parents really have a great impact in the learning of a child because
they are those who have great influence over the learner.

Do these reflect what are going on in our school?

Yes, because we cannot deny the fact that students sometimes felt like they did not get along
with school, especially with their classmates sometimes even with teachers, thus, making them
feel alone. Another factor are the co-curricular activities which are really a learning
opportunities for students but without proper management it could just be distractions. Then we
can still observed and say that lots of teacher are still in traditional way of teaching and
reluctant to go beyond what are just on the content and teach in a new way that will highly
engaged the students in the process of learning. Another is the involvement of parents in
learning since they are the ones who have a great impact on the students lives but it is rarely
seen.

Should the public know and be involved in the schooling of their citizens?
In a way yes, although it is the educational committees and the teachers that knows what is best
to be part and what is best to give and teach to a learner still the community or the environment
of the students have an impact to their learning. It is the community that is aware of what is
needed in their place, and what is lacking. The public especially those who are directly
involved in the learners will be a great help in the learning process. This can be through
supporting and encouraging the learner regarding their schooling.

What are the implications of each headlines to the classroom curriculum?

Firsts the K to 12 curriculum, of course this will change the arrangement of the contents of the
educational program of the basic education. Second the Nature Deficit Syndrome, since
students who have this felt alone we may use activities in school that requires collaboration and
cooperation so that they will be engaged with others student that might be a step towards a
better relationship with their classmates. Third, if teachers are reluctant to go beyond the
written curriculum, students will also be stuck on what is just written in the content, teachers
should think of ways to teach in a new and effective way. Fourth, to ensure that co-curricular
activities are good in students the school should ensure that these will be a learning opportunity
and the students can balance it along with their academic activities and learning. And last the
involvement of parents in school learning, it is not often observed but we can if it will be
practiced, teachers can used of school activities that will require interactions with students and
parents like home works that will require students to ask their parents about a certain topic.