Manuel A.

Roxas High School

Paco, Manila

In Partial Fulfillment of the Requirements

In

ENGLISH 10

A Research Paper

On

K-12 CURRICULUM

Submitted to:

ETHEL P. DELA CRUZ

English Teacher

Submitted by:

RONA GUANIZO

10-Roxas

February 23, 2017

 TABLE OF CONTENTS

I. INTRODUCTION
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1
Importance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2
Scope and Delimitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4

II. REVIEW OF RELATED LITERATURE

1. Topic 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
1.1 Sub-Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. Topic 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2.2 Sub-Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26

III. RESEARCH AND METHODOLOGY

A. Interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
B. Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
43

IV. INTERPRETATION OF DATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

44

45

V. CONCLUSION AND RECCOMMENDATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

46

47

VI. BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .
48
STATEMENT OF THE PROBLEM
STATEMENT OF THE PROBLEM
The purpose of this study is to determine the effects of the advantages and
disadvantages of K-12 Curriculum to students and parents as provider.

Specifically, it wishes to answer the following questions :

1. What are the advantages and disadvantages of K-12 Curriculum?

2. What are the probable outcomes of this program to the country?
3. Do you agree in the implementation of the K-12 Program, why or why not?
4. How is K-12 Curriculum better that the 10-year Curriculum?
5. Is K-12 a necessity to meet global standards of Education? Explain.
IMPORTANCE OF THE STUDY
IMPORTANCE OF THE STUDY
SCOPE AND DELIMITATION
SCOPE AND DELIMITATION
The scope of this study focuses on how does the advantages and disadvantages of K-
12 Curriculum affects the students and parents as provider.

This study involves students taking additional two years after Junior High School.

The respondents of the study are limited from 20 to middle-aged people.

The researcher will conduct a survey of 3 Junior High School students, 2 Senior High
School students, 10 Guardians.
DEFINITION OF TERMS
DEFINITION OF TERMS
K TO 12 CURRICULUM - The K to 12 Program 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 [SHS]) to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship.

CHED - The Commission on Higher Education of the Philippines, abbreviated as CHED, is

attached to the Office of the President for administrative purposes. It covers both public
and private higher education institutions as well as degree-granting programs in all post-
secondary educational institutions in the country.

MEMORANDUM – a written reminder of agreement between the government and the

schools.

DBM - The Department of Budget and Management, abbreviated as DBM, of the Republic of
the Philippines are the assigned group for sustaining the needs and supports for the
country’s education.

PNU – The Philippine Normal University, abbreviated as PNU, is the country’s premier
institution for teacher education.

FINANCIAL LITERACY – is the ability of the humans to understand the worth of money in this
world.
REVIEW OF RELATED LITERATURE
REVIEW OF RELATED LITERATURE

The K to 12 Program 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
[SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners,
and prepare graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship.

According to the evaluation of the Department of Education there is an insufficient

mastery of basic competencies due to the congested curriculum. Their findings show that
for every 100 freshmen only two are able to have a complete mastery of what they have
learned in their high school (Department of Education, 2010). Also cases like high school
graduates who look for jobs so as to sustain their means to pursue tertiary education are
considered unprepared because of their competencies and maturity level. They are viewed
as too young to work because of their age which is 17 or 18; also they are not emotionally
mature to handle employment and entrepreneurship. Other countries also viewed that the
10 year cycle is already insufficient due to the fact that they were able to effectively
implement the K+12 education system (Department of Education, 2010).

The Department of Education (2010), also noticed some problems in the present
curriculum because it was observed that there was overcrowding of subjects thus leading to
no mastery amongst students and that there is no specialization because most subjects
focus on academics area but does not develop manual skills. Because of this, several
reforms were formulated and started but because results in improving the quality of
education is not easily seen, the Department of Education came forth in addressing the
improvement of the quality of education through their proposal of implementing the K+12
education system which is adopted in most countries around the globe.

Seeing all of this, one could assume that K-12 has benefits that could help in the
improvement of the quality of education basing from the cases of the different developed
countries like the United States, Australia, Britain and Canada. In the Philippines though, it
could not be effective enough for there are different standards and requirements that the
government and the Department of Education should work on before its implementation.
Also awareness among parents, students and teachers about K+12 education should be
promoted for its implementation given that most of these people see it as a burden rather
than a help to improvement for our educational system. It is true that specialization and
improvement of skills which the K+12 education system is highly recommended for is good
in training students and it could be effective in our country but at present and in the next 5-
10 years, this would not work especially if we are still faced with problems such as lack of
classrooms, facilities, comfort rooms and teachers who are not well-trained to adjust to the
K+12 curriculum. Also the ability of the government to release funds that would shoulder all
the expenses in adopting this education system is another pressing concern. Therefore,
K+12 education system will not work unless all of the other pressing matters would be
addressed.

The K to 12 program is facing difficulties such as lack of classrooms and other

necessities, Rep. Terry Ridon of the Kabataan Party-list said.

Book shortage, insufficient budget, curriculum issues and the lack of overall
readiness of the government to fully implement the program have not yet been solved,
Ridon said on the sidelines of the Kannawidan festival 2016, a month-long celebration of
heritage in the province.

“Students will have to enroll in private schools and universities that offer senior high
school if the slots allotted in public schools are filled. Where will the millions of students in
public schools go if they cannot afford to enroll in private schools because of expensive
tuition?” Ridon asked.

The Alliance of Concerned Teachers said that an estimated 56,771 out of 111,351
teachers and 22,838 non-teaching staff will be displaced when K to 12 is fully implemented.

There was an article shown about ‘what has been done to get ready for K to 12? Are
we really ready for K to 12’ ;

This 2015, we are getting ready for the implementation of Senior High School (SHS)
in SY 2016-2017.

We are on the fifth year of the implementation of the K to 12 Program. Our last mile
is the Senior High School. All 221 divisions of the Department of Education (DepEd) have
finished planning and have figures on enrolment a year in advance. These plans were
reviewed by a separate team and finalized upon consultation with other stakeholders.

 Classrooms: DepEd has built 66,813 classrooms from 2010 to 2013. There are
33,608 classrooms completed and undergoing construction in 2014. As of DepEd
is planning to establish 5,899 Senior High Schools nationwide. As of April 30,
2015, DepEd has issued provisional permits to 1,866 private schools set to offer
Senior High School in 2016.

 Teachers: From 2010-2014, DepEd has filled 128,105 new teacher items. DepEd
is targeting two kinds of teachers: those who will teach the core subjects, and
those who will teach the specialized subjects per track. DepEd will hire 37,000
teachers for Senior High School for 2016 alone.

 Textbooks: Learning materials are being produced for elementary to junior high
while textbooks for Senior High School (which has specialized subjects) are being
bid out.

 Curriculum: The K to 12 curriculum is standards- and competence-based. It is

inclusive and built around the needs of the learners and the community. The
 curriculum is done and is available on the DepEd website. It is the first time in
history that the entire curriculum is digitized and made accessible to the public.

Private SHS: There are 2,199 private schools cleared to offer Senior High School and
over 200 more being processed.

The Commission on Higher Education (CHED) has launched an online portal that will
provide support to teachers at the Senior High School level.

Called Teach Together, the website – teachtogether.chedk12.com – contains Senior

High School teaching guides that educators can download for free to assist them in the
development of their lesson plans.

The website allows online collaboration among teachers and academic through
forums, as well as access to lecture videos and other materials developed by CHED, the
Department of Education (DepEd), Philippine Normal University and other partner
institutions.

The website is part of CHED’s efforts to ensure that educators are equipped with
instructional materials for the Senior High School Program, Chairman Patricia Licuanan said.

“The Commission has been working with DepEd very closely in crafting and
harmonizing the basic and tertiary education curriculums, in developing and conducting the
teacher training and education program, and ultimately in ensuring a smooth and successful
transition to K-12,” Licuanan said.

“This effort has allowed CHED to bring together teachers from basic and higher
education institutions alike, combining pedagogical expertise and content knowledge from
our best professors and teachers in the country so that many more teachers can use these
materials in the coming days,” she added.

Aside from the launch of the website, CHED also held the ceremonial turnover of the
printed teaching guides that will be distributed to different Senior High Schools across the
country.

The teaching guides are for the core and specialized subjects developed by DepEd for
Grade 11 and 12.

“Through the SHS support program, CHED fulfills its responsibility to Republic Act
10533 (K-12 Law), in working with the DepEd for the crafting of a harmonized basic and
tertiary curricula and the development and conduct of teacher education and training
programs,” CHED said.

Reproductive health education has been integrated in the basic education

curriculum under K-12 Program, the Department of Education (DepEd) said yesterday.
 Students as young as seven years old – or those in Grade 1 – will now have “age-
appropriate, developmental and culture-sensitive” sexuality education to ensure that they
are protected from sexual exploitation.

“(Grade 1) learners are taught about ‘good touch’ and ‘bad touch,’ which helps them
avoid becoming victims of other people’s unwanted behavior,” the agency said in a
statement.

DepEd adolescent reproductive health focal person Rosalie Masilang said children at
this age are most vulnerable to abuse and exploitation, stressing the need for them to
understand that they have the right to refuse attempts to take advantage of their youth.

The education department said the move to include sexuality education is in line
with the Responsible Parenthood and Reproductive Health Law of 2012, which mandates
the provision of an age- and development-appropriate reproductive health education for
adolescents.

DepEd dispelled concerns that reproductive health education would focus on the sex
act, saying it would instead focus on the science of reproduction, physical care and hygiene,
correct values and the norms of interpersonal relations to avoid pre-marital sex and teenage
pregnancy.

“Sexuality education can be integrated in the curriculum in two ways – natural and
purposive. Learning areas where natural integration is possible are Science, Health, Araling
Panlipunan and Edukasyon sa Pagpapakatao. Purposive integration can be done in learning
areas like Mathematics and Language,” said the agency.

Topics covered include parts of the body, reproductive system, reproductive cycle
and puberty in Science; personal hygiene and reproductive health in Health; issues such as
gender and sexuality, the Reproductive Health Law, same-sex marriage, prostitution and
gender-based violence in Araling Panlipunan, and topics about developmental tasks and
actions during puberty and families’ mission on educating and shaping the faith of the
learners in Edukasyon sa Pagpapakatao.

“Furthermore, mathematical analysis and statistics, and grammar and vocabulary

enhancement in Mathematics and Language classes, respectively, can be taught using data
and texts on issues like teenage pregnancy, premarital sex and sexually transmitted
infections,” DepEd said.

The Department of Education (DepEd) yesterday assured teachers and non-teaching

staff who would be affected by the implementation of the K to 12 program that they would
be given priority when it starts hiring new personnel in the next two years.

Education Secretary Armin Luistro, in a report to the Senate on the status of the
DepEd’s preparation for the K to 12 program, said that an estimated 13,364 teaching staff
and 11,456 non-teaching staff from higher education institutions (HEI) are expected to be
displaced between 2016 and 2020 with the implementation of the program.
 “The implementation of SHS (senior high school) may reduce enrollments in HEIs for
five school years, from 2016 to 2020. Reduction in enrollments will adversely affect the
employment of several teaching and non-teaching staff,” Luistro said.

DepEd would give priority to the hiring of qualified displaced HEI teaching and non-
teaching staff, Luistro said.

He said at least 30,000 new teachers and 6,000 non-teaching staff would be hired for
DepEd’s staffing requirements in 2016 and 2017.

The Commission on Higher Education would also provide grants and assistance to
the affected HEI personnel. The Department of Labor and Employment would implement
programs for the displaced teachers.

Sen. Antonio Trillanes IV and other legislators have been pushing for the deferment
in the implementation of the K to 12 program.

According to Trillanes, as many as 75,000 teaching and non-teaching personnel

would be displaced once the K to 12 program is implemented.

It’s not about sex, but about matters that affect one’s personal safety, hygiene and
well-being.

This, according to a Department of Education (DepEd) official, was the primary aim
of sexuality education in the K-12 curriculum, that detractors of the Responsible Parenthood
and Reproductive Health Law of 2012 (RH Law) have denounced for supposedly teaching
adolescents and grade-school pupils about the sex act.

Teaching age-appropriate sexuality education in public schools is one of the

provisions of the RH Law whose full implementation President Duterte has pushed for.

In a statement, Rosalie Masilang, DepEd Adolescent Reproductive Health focal

person and supervising education program specialist, said teaching sex education in school
was meant “to equip and empower learners in making informed choices and decisions on
issues that affect their personal safety and well-being.”

Good touch, bad touch -- Masilang said that as early as Grade 1, pupils are taught
the difference between a “good touch” and a “bad touch,” to help them avoid falling prey to
people with impure intentions.

“We tell the kids that they have the right to say ‘no!’ to being touched. Children
should learn the kind of touch that is innocent and that with malice,” the DepEd official said.

Children, she added, are most vulnerable to exploitation, mainly from people related
to them, and sexuality education can help them note the warning signs and avoid abuse.
 Masilang debunked the misconception among conservative groups that sexuality
education was just about sex, and said that children would also learn the science of
reproduction, physical care and hygiene and puberty. Also included are discussions on
gender and sexuality, correct values and the norms of interpersonal relations to discourage
premarital sex and teenage pregnancy.

Teenage mothers -- According to estimates by the United Nations Population Fund,

more than 60 percent of Filipino women from 2000-2010 became mothers before they
reached the age of 20.

Masilang said sexuality education can be integrated in the curriculum either through
natural or purposive means. Natural integration means it would be taught as part of
Science, Health, Araling Panlipunan (Social Studies) and Edukasyon sa Pagpapakatao (Values
Education) subjects. Purposive integration can be done through Mathematics and Language
subjects.

The DepEd official said teachers and guidance counselors teaching sexuality
education were equipped with adequate knowledge and skills to competently handle the
subject.

The Department of Education (DepEd) has created a national technical working

group tasked to develop an assessment system for the K to 12 program.

In a memorandum issued earlier this month, Education Secretary Armin Luistro

designated Undersecretary for programs and projects Dina Ocampo as chairman of the
national technical working group. Nelia Benito, director of the National Education Testing
and Research Center, will be the vice chairman.

“The group will formulate quality standards and protocols on assessment

instruments development and administration, data processing, communication and
utilization of assessment data,” the memorandum said.

The group will also design mechanisms on utilization of data to inform decision
making at different levels of education governance.

Luistro also created four sub-technical working groups responsible for assessing the
K to 12 program in the system, national, teacher, and classroom levels.

Meanwhile, Benito was tasked to formulate a system to assess quality student

learning under the program.

The director of the National Educators Academy of the Philippines will head the sub-
technical working group for teacher assessment, while the director of the Bureau of
Elementary Education will head the group tasked to redefine formative and summative
assessment in the school level following the implementation of the program.
 The chairman shall convene meetings and deliberations of the national working
group and provide regular feedback to the head of the agency, Luistro said.

The K-12 program, the flagship education reform program of the Aquino
administration, will add two years to basic education starting 2016.

The impending implementation of the K to 12 program increased the budget of the

Department of Education (DepEd) this year to P367.1 billion.

The Department of Budget and Management (DBM) said the 18.6 percent increase,
up from last year’s P309.5 billion, will support the government’s thrust to improve access to
quality education, including the implementation of the K to 12 program.

“We’re intensifying our drive to give the people more access to educational
opportunities and setting up an environment that’s conducive to learning,” Budget
Secretary Florencio Abad said in a statement.

Based on the 2015 DepEd budget, the government has allotted P53.9 billion for basic
facilities to cover the construction of 31,728 classrooms and repair of another 9,500,
construction of 13,586 water and sanitation facilities as well as 455 technical-vocational
laboratories, and the procurement of 1.3 million chairs.

Education Secretary Armin Luistro earlier said that over 30,000 new classrooms are
needed once the K to 12 program, which will add two years to high school, is fully
implemented by 2017.

Luistro said the additional classrooms will be used by the projected 650,000 students
per level who will enroll in Grades 11 and 12 in 2016 and 2017, respectively.

P13.5 B for new teachers, books

The DBM said that DepEd will also receive P10 billion to create 39,000 new teaching
and 1,500 non-teaching positions.

Another P3.5 billion was allotted for the purchase and distribution of 70.5 million
textbooks and instructional materials to schools nationwide.

Scholarship grants for private schools, through the Government Assistance to

Students and Teachers in Private Education program, will also be funded with P8.3 billion.

Meanwhile, DepEd will provide high schools with multi-media laboratories under its
computerization program, which has a budget of P8.5 billion – enough to procure 24,000
information and communication technology packages.

Other programs that will receive continuing funding this year include the Abot-Alam
program for out-of-school youth which will get P1.97 billion; alternative delivery mode
program for children in difficult circumstances P575.9 million; basic education Madrasah
program for Muslim students P708.7 million, and the redesigned technical-vocational high
school program P236.4 million.

Education Secretary Armin Luistro appealed to future teachers to help in the

implementation of the K to 12 program.

Speaking before graduates of the Philippine Normal University (PNU) – the country’s
premier institution for teacher education – Luistro stressed the crucial role of educators in
the implementation of the government’s flagship education reform program.

“This is the fifth year of our educational reform. It is more than a change in
curriculum. It requires a change of perspective, a change of heart of those who will
implement it and bring it to fruition,” Luistro told more than 1,700 PNU graduates during
the commencement exercises on Wednesday.

“It requires your cooperation, your initiative, and your own contribution to make the
reform work,” he added.

He told the graduates to take on the challenges that will arise with the
implementation of K to 12.

“You will be the face of reform, and the success of the program is in your hands,” he
said.

The K to 12 program, which adds two years to basic education was earlier touted by
Luistro as the legacy of the second Aquino administration.

Different groups, however, have called for the suspension of its implementation due
to issues such as the expected loss of jobs among college educators.

In an earlier interview, Luistro said that the government is doing its best to cushion
the effects and address the problems arising from K to 12.

“DepEd is doing everything it can to make sure that all the anxieties and fears will be
addressed in the next 11 or 12 months,” said Luistro.

PNU conferred on Luistro an honorary doctorate in education for his “invaluable

dedication and commitment to education” and in acknowledgment of his significant
contribution to K to 12, which is considered the biggest reform in Philippine education
system.

“Aside from his K to 12 contributions, his reforms also include forging partnerships
with different local government units and corporations to solve the congestion, zoning, and
lack of urban planning in education,” PNU said in a statement.

Concern about the quality of education has been expressed by philosophers,

politicians, and parents for centuries. There has been a perpetual and unresolved debate
regarding the definition of education, the relationship between school and society, the
distribution of decision-making power in educational matters, and the means for improving
all aspects of the educational enterprise.

In recent decades the growing influence of thinking drawn from the humanities and
the behavioral and social sciences has brought about the development of interpretive,
normative, and critical perspectives, which have sharpened the focus on educational
concerns. These perspectives have allowed scholars and researchers to closely examine the
contextual variables, value orientations, and philosophical and political assumptions that
shape both the status quo and reform efforts.

The study of education involves the application of many perspectives to the analysis
of “what is and how it got that way” and “what can be and how we can get there.” Central
to such study are the prevailing philosophical assumptions, theories, and visions that find
their way into real-life educational situations. The application situation, with its attendant
political pressures, sociocultural differences, community expectations, parental influence,
and professional problems, provide a testing ground for contending theories and ideals.

This “testing ground” image applies only insofar as the status quo is malleable
enough to allow the examinations and trial of alternative views. Historically,
institutionalized education has been characteristically rigid. As a testing ground of ideas, it
has often lacked on orientation encouraging innovation and futuristic thinking. Its political
grounding has usually been conservative.

As social psychologist Allen Wheelis points out in The Quest for Identity (1958), social
institutions by definition tend toward solidification and protectionism. His depiction of the
dialectical development of civilization centers on the tension between the security and
authoritarianism of “institutional processes” and the dynamism and change-orientation of
“instrumental processes.”

Controversy is the basis of change and often of improvements. Its lack signifies the
presence of complacency, the authoritarian limitation of viewpoint expression, or the
absence of realistic alternatives to the existing circumstances. An articulate presentation of
a point of view on a controversial matter breathes new life into abiding human and social
concerns. Controversy prompted re-examination and perhaps renewal.

Education is controversial. Arguments over the most appropriate aims the most
propitious means, and the most effective control have raged over the centuries. Particularly
in the United States, where the systematic effort to provide education has been more
democratically dispersed and more varied than elsewhere, educational issues have been
contentiously debated. Philosophers, psychologists, sociologists, professional educators,
lobbyists, government officials, school boards, local pressure groups, taxpayers, parents and
students have all voiced their views.

My hope is that students will find challenges in the material presented here—
provocations that will inspire them to better understand the roots of educational
controversy, to attain a greater awareness of possible alternatives in dealing with the
various issues, and to stretch their personal powers of creative thinking in the search for
more promising resolutions of the problems.

Controversy over the content of education has been particularly keen since the
1950s. The pendulum has swung from learner-centered progressive education to an
emphasis on structured intellectual discipline to calls for radical reform in the direction of
“openness” to the recent rally to go “back to basics.”

The conservative viewpoint, articulated by such writers as Robert M. Hutchins,

Clifton Fadiman, Jacques Barzun, Arthur Bestor, and Mortimer J. Adler, arises from concerns
about the drift towards informalism and the decline in academic achievement in recent
decades. Taking philosophical cues from Plato’s contention that certain subject matters
have universal qualities that prompt mental and characterological development, the
“basics” advocates argue against incidental learning, student choice, and diminution of
structures and standards. Barzun summarizes the viewpoint succinctly: “Nonsense is at the
heart of those proposals that would replace definable subject matters with vague activities
copied from ‘life’ or with courses organized around ‘problems’ or ‘attitudes’.

The reform viewpoint, represented by John Holt, Paul Goodman, Ivan Illich, Charles
Silberman, Edgar Freidenberg, and others, portrays the lyrical traditional school as a
mindless, indifferent, social institution dedicated to producing fear docility, and conformity.
In such an atmosphere, the viewpoint holds, learners either become alienated from the
established curriculum or learn to play the school “game” and thus achieve a hollow
success. Taking cues from the ideas of John Dewey and A. S. Neill, the “radical reformers”
have given rise to a flurry of alternatives to regular schooling during recent decades. Among
these are free schools, which follow the Summerhill model; urban storefront schools, which
attempt to develop a true sense of “community”; “schools without walls”, which follow the
Philadelphia Parkway Program model; “commonwealth” schools, in which students, parents,
and teachers share responsibility; and various “humanistic education” projects within
regular school systems, which emphasizes students’ self-concept development and choice-
making ability.

The utilitarian tradition that has descended from Benjamin Franklin, Horace Mann,
and Herbert Spencer, Dewey’s theory of active experiencing, and Neill’s insistence on free
and natural development support the reform position. The ideology rejects the factory
model of schooling with its rigidly set curriculum, its neglect of individual differences, its
social engineering function, and its pervasive formalism. “Basics” advocates, on the other
hand, express deep concern over the erosion of authority and the watering down of
demands upon students that result from the reform ideology.

Arguments for a more standardized curriculum have been embodied most recently
in Theodore R. Sizer’s Coalition of Essential Schools and the Core Knowledge Schools E. D.
Hirsch, Jr., whose book The Schools We Need and Why We Don’t Have Them summarizes the
basic points of this view. An interview with Hirsch by Mark F. Goldberg titled “Doing What
Works” appeared in the September 1997 issue of Phi Delta Kappan. A thorough critique of
Hirsch’s position is presented by Kristen : Buras in “Questioning Core Assumptions,” Harvard
Education Review (Spring 1999). In 1998 Terry Roberts and the staff of the National Paideia
Center at the University of North Carolina released The Power of Paideia Schools: Defining
Lives Through Learning.

A broad spectrum of ideas on the curriculum may be found in John I. Goodlad’s A

Place Called School (1984), Maxine Green’s The Dialectic of Freedom (1987), Theodore R.
Sizer’s Horace trilogy, and Ernest L. Boyer’s The Basic School (1995). Some provocative ideas
on this and related issues may be found in “The Goals of Education” by Richard Rothstein
and Rebecca Jacobsen in Phi Delta Kappan (December 2006)

In the following selections, Mortimer J. Adler outlines his “Paideia Proposal” which
calls for a uniform and unified curriculum and methodological approach—a common
schooling for the development of a truly democratic society. In opposition, John Holt goes
beyond his earlier concerns about the oppressiveness of the school curriculum to propose
complete freedom for the learner to determine all aspects of his or her educational
development.

Incoming Department of Education (DepEd) secretary Leonor Briones has vowed to

implement the K-12 Program this school year despite some foreseeable problems.

“As to suspending it, more problems might arise, but there might be changes on
what will happen on June 13. Let’s see what will happen in the next two weeks,” she said in
the news conference yesterday in Quezon City.

“Institutional and curricular changes are already being implemented in response to

the requirements of the two laws mandating K-12,” she said.

The new administration would come in on July 1, and by then Grade 11 of K-12
would be in place.

“What can be done by the incoming administration at the moment is to monitor

closely the implementation of Grade 11 starting June 11,” she said.

The feedback will be relayed to the present DepEd leadership.

Briones said she understands the opposition of some families who consider the
program an additional burden with the extra years of high school.

Since the law was passed in 2013, the government has gradually implemented it and
made the necessary preparations.

“It was hardly noticed by the public because the focus was largely on curriculum
building. This doesn’t just mean adding two additional years in high school, but change in
the entire curricula from Kinder to Grades 10 to 12,” she said.

Briones pointed out that schools have been preparing for the challenges of K-12 such
as additional funding for senior high school and the displacement of teachers and students
from poor families and remote rural areas.
 “Education is always underfunded. The Constitution says that education should have
the largest budget allocation. Getting the largest budget is not enough, we have to more or
less harmonize our allocation with international standards,” she said.

International standards, Briones noted, require that at least six percent of gross
domestic product should be allocated to education. The present allocation is at three
percent.

With the allocation of P364 billion in the 2016 budget, Briones said there is a need to
subject it to an increase of P45 billion, thus a total budget allocation of P409 billion.

“I already had initial talks with incoming Budget Secretary Benjamin Diokno. The
budget might even be more than that, especially since we are taking into consideration the
need to also intensify the alternative learning systems because we cannot just ignore those
who will be left out of the K-12 program,” she stressed.

She said that while not all pupils would be absorbed in the K-12, provision has to be
made for alternative learning systems to ensure that “no one will be left behind.”

Briones, currently lead convenor of Social Watch Philippines, said she would have to
leave the civil society group once she starts work as DepEd secretary.

‘Chaos’ feared -- Kabataan party-list Rep. Terry Ridon warned the people of “chaos”
when classes at the basic level open on Monday due to lack of classrooms.

“Every school opening, DepEd likes to paint a rosy picture of readiness. Yet we
always see that when classes resume, the same old problems manifest in full,” he said.

Data from DepEd show that about 1.5 million students will take up Grade 11, the
first of the two-level Senior High School under the K-12 program.

Ridon said the 1.5 million Grade 11 enrollees also implied that up to a million
students have chosen not to continue to senior high.

The Catholic Educational Association of the Philippines (CEAP) yesterday said that
schools are ready to fully implement the Senior High School (SHS) plan of the K-12 program
for the coming school year.

With most students returning to class on June 13, CEAP advocacy and information
management officer Anthony Coloma said that all their 2,400 member schools “have
prepared and are ready for the full and actual implementation of the SHS program for SY
2016-2017.”

“Our classrooms are ready. A number of our schools have invested in infrastructure
and teacher training,” Coloma added.
 He added that during this year’s summer months, CEAP along with the Coordinating
Council of Private Educational Associations and Private Education Assistance Committee-
Fund for Assistance to Private Education have arranged training programs for almost 7,000
Grade 11 teachers nationwide.

“We are ready and we are excited for the implementation of this education reform,”
the CEAP official added.

He also expressed his gratitude to the Commission on Higher Education for

extending financial support to the faculty and staff who have been affected by the reform in
the education sector.

Child discipline -- DepEd had introduced a guide for teachers on positive discipline
for school children.

DepEd, along with education non-government organization E-Net Philippines and

international child welfare organization Save the Children, launched the “Primer on Positive
Discipline for Everyday Teaching” yesterday, in time for the opening of classes on June 13.

The primer that was posted in the department’s website www.deped.gov.ph was
created to help teachers apply a positive approach in classroom management and will be
distributed to teachers nationwide.

The primer will also be used as a training tool for positive discipline.

“This primer will be most valuable to our teachers so that they can cope with the day
to day challenges of having to deal with young, active learners using positive
reinforcement,” said Education Secretary Armin Luistro.

“To be sure, need for more and better science education has not been entirely
ignored. But little of this attention has been aimed at post-secondary science education, the
only level for which there is data showing how to make substantial improvements without
enormous costs. Moreover, it is doubtful that great progress can be made at the primary
and secondary levels until a higher standard of learning in science is set at the post-
secondary level.” (Carl Wieman, a Nobel laureate, is director of the Carl Wieman Science
Education Initiative at the University of British Columbia.)

The controversial K-12 (kindergarten to grade 12) is not really controversial. All
commentaries I have read by Filipino academic scientists are not in favor of the new K-12
program. On the other hand, Filipino authors supporting it are not natural or social
scientists, regardless of their position. In particular, their views differ in the crucial science
part of the K-12 Curriculum.

Reasons of those against the K-12 include the following: (1) The new program should
first undergo a trial run at selected schools before nationwide adoption; (2) there are no
valid studies of local problems to support the curricular changes and additional 2 years; (3)
the new program components did not consider the relevant results of international research
on science education; and (4) we have more urgent problems like teaches, classrooms,
textbooks, drop outs, etc.

Recent development in the teaching of science have shown the importance of early
exposure of students to science, and the changed ways of making them learn. These are not
evident in the K-12 Curriculum. Examples are reported by the Nobel laureate Carl Wieman,
by Science editor and former president of the US National Academy of Sciences Bruce
Alberts, and by Columbia physics professor Brian Greene. They have been involved in
research on science education, whose innovative results have been tested or are
undergoing pilot tests.

Their studies suggests a better way to improve to basic education: (a) Put only the
right people in charge, (b) program components should be based on tested studies abroad
and on properly-published studies of local problems, and (c) undergo trial runs or
verification at selected schools before nationwide implementation.

The best candidate for verification at selected sites or limited implementation is the
work of the husband=and-wife team of scientists – and recipients of the 2010 Ramon
Magsaysay Award for education – Christopher and Ma Victoria Bernido.

Their results included the following: (1) Bypassing the need for qualified teachers, (2)
only one copy of textbook per class is needed, (3) no expensive lab equipment, (4) only ¼ of
the allotted class period is needed, and (5) students are not given homework.

Their students, under such leaning conditions, have shown marked increase in
proficiency levels, especially in science, math and reading comprehension.

Construction of 2-Detached School Building Projects for Brgy.San Nicolas

Elementary School, San Simon, Pampanga. Every year thousands of children are not
accepted in schools for lack of classrooms and infrastructure facilities. Statistics show that
the government needs 60,000 more classrooms to accommodate its growing population of
children of school age and the sharp demand for additional classrooms for its k+12 Basic
Education Program – a situation realistically beyond its present economic resources.

Because of this, private sectors and non-government organizations’ initiatives

become a compelling imperative to address this shortfall of school buildings.

This challenge is not new to the Rotary family of the Rotary Club of Metro
Valenzuela, RI District 3800. Thu club led by Pre. Oliver A. Choa has under-written the
construction and turn-over of nine (9) units standard classroom school buildings in different
areas and regions in the country through its members’ personal resources and fundraising
efforts under its “Build the future – Build Schools” program for over a decade now. This
program, envisions to build and donate at least 2-classroom school buildings yearly for as
long as necessary.

This year’s lucky school beneficiary is the Brgy. San Nicolas Elementary School in San
Simon, Pampanga for its K+12 Pre-School Classroom and Learning Resource Center or library
and computer room, complete with sanitation facilities with the total construction cost of
P800,000.00. Said buildings were constructed under the direct control and supervision of
the club members.

The project which was inaugurated on December 20, 2011, is a collaborative effort
of all the stakeholders that include the concerned school officials and the local PTA, in the
spirit of bayanihan through Rotary’s initiative to promote the literacy for the future of their
children.

Education needs constant revisiting so that changes can be introduced to enable it to

respond to the needs of the learners, the industry that will absorb its graduates, and the
society that will welcome them to its fold.

The Department of Education remains focused in pushing for reforms in the

education system in line with the 10-point education agenda of the former President
Benigno S. Aquino III which include the 12-year basic education cycle, universal pre-
schooling for all, Madaris Education, technical vocational education, “Every Child a Reader”
by Grade 1, Science and Math proficiency, assistance to private schools as essential partners
in basic education, rationalization of the medium of instruction, quality textbooks, and
partnering with Local Governments to build more schools.

Among the much talked about issues these days is K to 12, a program that will
extend the basic education cycle from the current 10 years to the proposed 12 years.
Keeping with the international norm is merely one of the minor rationalizations for the
additional two years. Instead, the overarching objective is to improve the quality of students
that our schools produce. It will allow us to spread learning better and not cram a 12 year
Curriculum in just 10 years. It will also strengthen the inherent skills and talents of our
students that will prime them for employment after graduation.

An integral part of the program is developing a curriculum that will support the
expanded basic education cycle. DepEd is currently easing up the current curriculum to
address what we call “learning fatigue” which to our mind is one of the causes of poor
performance and early dropouts. Also part of the K to 12 program is the institutionalization
of universal kindergarten in all public schools nationwide and the use of mother tongue as
the medium of instruction for earlier grades.

To affirm the need for a more responsive basic education program, members of the
country’s biggest business and employer groups inked a memorandum of agreement (MOA)
with the department committing to hire graduates of the proposed 12-year basic education
cycle. Through K to 12, high school graduates will have the competency and the skills to be
gainfully employed by reputable employers.

Under the new program, basic education starts with kindergarten, six years of
elementary education, four years of junior high school (Grade 7 to 10) and two years of
senior high school (Grade 11 to 12). The two years of senior high school will enable students
to consolidate acquired academic skills and competencies. The curriculum will allow
specialization, in science and technology, music and arts, agriculture and fisheries, sports,
business and entrepreneurship, etc.

It’s June 1, 2015 on Monday, still, many people are wondering if the K-12 Program of
Department of Education will be implemented. It is to inform the readers that this
education curriculum has an advantages and disadvantages. The government allocated huge
budget for this program.

K-12 Education Program Advantages: Employment-a student can apply for a work
after senior high school since he has already skills to use in working such as AutoCad,
computer hardware servicing, dressmaking, cooking, etc. Entrepreneurship-well, in K-12
program, a student can teach entrepreneurship. He will obtain an information about
entrepreneurial skills. A student after senior high school will decide to start his own business
rather than looking for a job. Higher Level of Education-this is true since we added two
years for education curriculum.

There were questions if the K to 12 is the solution to poverty, we can say yes, we can
also say no. The government helps us to make our students skillful. However, it is not
advisable to rely only to the government assistance. Why not teach your kids on how to
learn entrepreneurship, start his own business rather than looking for a job.

Additional to entrepreneurship, why not teach your kids financial literacy? What is
meant by financial literacy? By knowing how to save and invest for the future, you and your
whole family can prosper in this life.

If you were given the chance to speak with the President, would you say “STOP K-12”
or you will say “K-12 is a burden.” If I were you try to analyze the advantage and benefits of
K-12 program, it may be a burden for a while but in the long run, it will be a blessing for
everyone.
“Formal education will make you a living; self-education will make you a fortune.” –
Jim Rohn
If the K-12 will stop, I wish financial literacy and entrepreneurship will teach in school. And
for me, financial literacy and entrepreneurship is the solution for poverty and
unemployment. There are so much things you should know about K-12. Don’t be a negative
thinker, let’s give it a try. Let’s help the government instead of complaining all over.

Whatever the education curriculum implemented, it is your choice whether you will
adapt the old mindset whereas an individual will look for a job after graduation. We better
change that mindset, why don’t we think after graduation, we should start our own business
and provide jobs rather than looking for a job. If every one of us are looking for a job, what
will happen?

But, if however at least 1 out of 50 students, there will be an entrepreneur? That

means that individual will provide a job for 49 people. In K-12, it is very possible.

The implementation of K-12 curriculum in the country drew negative reactions from
various societal groups. Since 2011, critics have been very vocal on their primary concerns.
They insist the government isn’t yet ready for this new system and that this is more of
additional burden to students and their parents.

Despite calls to suspend the program, the government remained firm saying this new
educational system offers opportunities for Filipino students and the national economy.

For its part, the Department of Education (DepEd) stresses that the country is
prepared for a big shift in education system. In fact, it has worked to fulfill the gaps on the
number of classrooms, teachers, and textbooks. Also, it has finished the planning phases
along with stakeholders.

But what does K-12 scheme really has to offer to students? To prove that K-12
system is more than just adding two more years to high school, below are three of the many
practical benefits of schooling under a 13-year education cycle:

Preparedness for tertiary learning-with adaptation of K-12 scheme, students are

expected to graduate at age a bit older than past graduates’. This is an advantage, according
to DepEd, as graduates will be considered young adults. Hence, they will be more equipped
to deal with much higher level of learning as they enter college education. Readiness to join
the workforce–unlike the old system, K-12 does not compel each student to take college
after completing Senior High School (SHS). In fact, this scheme empowers students to make
a choice on their own. They may not pursue college education especially if they have chosen
a track other than academic track. The good thing is SHS graduates will be equipped with
skills (through electives) that will make them good at certain field(s). Skill competency in
the global job market–K-12 system aims to improve Filipino students’ mathematical,
scientific, and linguistic competence. With the new curriculum, DepEd promised to offer
higher quality education through tracks. Each track will give students enough time to master
a field and enhance their skills. In the end, K-12 graduates will become globally competitive
and are set to obtain spot in the stiff labor market.

The government believes that K to 12 curriculum in the Philippines will put Filipino
students at par with the rest of the world. Truly, investing in education is the key toward
reaching national growth and development.

In his mini critique column that appears in The Philippine Star, October 14, 2010,
Isagani Cruz summarized the following pros and cons on the K+12 debate:

The PROS (which is basically the side of the government, well-heeled and articulate
leaders from the academe, the business community and the media):

® “Enhancing the quality of basic education in the Philippines is urgent and critical.”
® “The poor quality of basic education is reflected in the low achievement scores of Filipino
students. One reason is that students do not get adequate instructional time or time on
task.”
® International test results consistently show Filipino students lagging way behind practically
everybody else in the world. In the 2008 mathematics exam, for example, we came in dead
last.
® “The congested curriculum partly explains the present state of education.” Twelve years of
content are crammed into ten years.
® “This quality of education is reflected in the inadequate preparation of high school
graduates for the world of work or entrepreneurship or higher education.” If ten years were
adequate, how come employers do not hire fresh high school graduates? How come most
high school graduates flunk the UPCAT?
® “Most graduates are too young to enter the labor force.” Since most children start Grade 1
when they are 6 years old, they do not reach the legal employable age of 18 when they
graduate from high school today.
® “The current system also reinforces the misperception that basic education is just a
preparatory step for higher education.” Why prioritize the minority of high school graduates
that go to college?
® “The short duration of the basic education program also puts the millions of overseas
Filipino workers (OFWs), especially the professionals, and those who intend to study abroad,
at a disadvantage. Our graduates are not automatically recognized as professionals abroad.”
The best examples are our engineering graduates, who are condemned to international jobs
not befitting their professional status due to our not having a 12-year basic education cycle.
® “The short basic education program affects the human development of the Filipino
children.” If we believe that 17-year-old high school graduates are emotionally,
psychologically, and intellectually mature, why do we require them to get parental consent
before they get married?

The CONS (which are basically the madlang people whose pocketbooks would be
adversely impacted by the proposed additional 2 years of basic education):

® Parents have to shell out more money (for transportation and food) for the education of
their children.
® The government does not have the money to pay for two more years of free education,
since it does not even have the money to fully support today’s ten years. DepEd must first
solve the lack of classrooms, furniture and equipment, qualified teachers, and error-free
textbooks.
® We can do in ten years what everyone else in the world takes 12 years to do. Why do we
have to follow what the rest of the world is doing? We are better than all of them. Filipinos
right now are accepted in prestigious graduate schools in the world, even with only ten
years of basic education.
® As far as the curriculum is concerned, DepEd should fix the current subjects instead of
adding new ones. The problem is the content, not the length, of basic education. As an
editorial put it, we need to have better education, not more education.
® A high school diploma will not get anybody anywhere, because business firms will not hire
fresh high school graduates.
® Every family dreams of having a child graduate from college.
® While students are stuck in Grades 11 and 12, colleges and universities will have no
freshmen for two years. This will spell financial disaster for many private Higher Education
Institutions (HEIs).
The drop-out rate will increase because of the two extra years.
® “The government has not yet shown the arguments of the opposition to be fallacious,”
writes Cruz.
 On the other hand, Cruz characterizes the opposition (anti) as being “very vocal
airing its arguments not only in newspapers, on radio, and on television, but even in the
parliament of the streets.”

“As of this writing,” Cruz writes, “I have not heard the opposition rebut the
arguments of the government. In fact, as far as I can see, they have refused to even listen to
the government.”

Since this is a public debate, Cruz contends that “we have to move from constructive
speeches to rebuttal”.

I think we really don’t have a compelling need to listen to rebuttals. What we need
are objective, actual (empirical) cost-benefit and pedagogical studies to support or debunk
the claims of either side. A promising start would be to read Length of School Cycle and the
“Quality” of Education.

The disadvantages of the K-12 program are the lack of classrooms and the bloating
of the curriculum - you simply stretched the 10 years of the current curriculum to 12 years
of curriculum - there is no improvement in content - and lack of teachers.

There are no advantages. An extra 2 years deprives a family of income in a society

where the issue of poverty has not been addressed.

If I may add, there is no disadvantage today. Most of those who finish college will
find that they need massive corporate training to keep up with the demands of professional
life. In technical fields, you might be slow but you will learn as you go along. One cannot be
thoroughly prepared in 10 or 12 years of education.

The goal of education in the Philippines must be defined. Does the Philippines want
to become like the United States as a technology center? Unless there is something
compelling it may take another generation to surpass the United States. Learning in the
United States has one simple principle: access to many fields of interests through a
multitude of media, and experts available to help kids in high school. These are the better
issues to address now. Without a significant transformation of the support needed for kids
to attain excellence, K-12 is just a waste of time.

We do realize that there are many college graduates who are launched quite early in
the employment game and they are often without jobs. But this all the more argues for the
strategy that the employment problem must be resolved. K-12 graduates will only face the
same problem.

The ideal way of proceeding is to have a collaborative effort among the three
education agencies (CHED, DepEd, and TESDA) along with the other stakeholders such as
the academe and industry. It is indispensable that the basic education curriculum be a
seamless and coordinated whole taking into account the different terminal goals of a
graduate—work, entrepreneurship, and higher education. At the locus of the enhanced
curriculum is a special leaning towards liberal education that fosters analytical and critical
decision-making, formation of sound judgment, and an informed citizenship. DepEd has
created a steering committee to undertake the complicated mandate of putting in the
details in the K-12 framework it has initially established. For months, the two other
agencies— TESDA and CHED—were not involved in the formulation of a curriculum until
recently. The Technical Working Group, comprised of representatives from the three
different agencies, met but since the first meetings have not yet met again because of
logistics-related concerns and an unquestionable problem on coordination. This poses an
insurmountable problem in the eventual implementation of the policy considering that what
the K-12 envisions is a well-coordinated, well-thought out, seamless and integrated basic
education curriculum that equips the graduate for work, technical education, or higher
education. If TESDA and CHED would be left out in the planning and curriculum formulation,
there is a great likelihood that the curriculum will not feed in seamlessly to either technical
education or higher education. Dr.Isagani Cruz, an education expert, noted that changing
the curriculum is a daunting task. He enunciated that “it is not just a matter of adding a
subject here and removing a subject there” (Cruz, 2010) or introducing a new strategy but it
involves a more holistic approach that takes into consideration a lot of factors such as the
duration, the content, and the competencies expected, among others. To date, there has
been no proclamation yet of any finalized K-12 basic education curriculum. This missing
element will create a spill over problem with the target implementation for next year. The
curriculum still has to be subjected to serious evaluation and pilot testing in order to test its
effectiveness and viability. The target date of initial implementation for next year will not be
plausible. There appears to be a structural failure in the three agencies 76 K-12 Education
Reform which impedes the advancing of curriculum design. Unless this problem on
coordination is addressed, at most, only DepEd will have the full hand in the formulation.

According to DepEd (2010a), the K-12 program would require 103,599 more
teachers. Even without the new program, there is already a shortage of teachers due to
budget constraints. Hiring more in preparation for the implementation of K-12 will be met
with even more difficulties. From the point of view of the private education institutions, an
identified concern is the loading of some teachers in the tertiary level, especially those
assigned to handle general education courses, once the two years of senior high school are
already implemented. Since there will be two years, during the transition phase, that there
will be no freshmen in the tertiary level, some general education college teachers will then
have to be given teaching load in the senior high school. These teachers who will be given
assignments in the senior high school cannot just do so without the adequate training. The
question of which education agency will administer the implementation of the senior high
school is also crucial as it will define certain key aspects such as professional requirements
for teachers. If the additional two years of senior high school will be under DepEd, then a
safe assumption would be that teachers who would handle students’ academic formation
during the two years should be licensed teachers. This then, will create a problem among
schools, colleges, and universities who will laterally transfer their tertiary level general
education teachers to teach in the senior high school. This is particularly true since, in
college, a license to teach is not a requirement. Still another area that merits attention and
careful study is the training of teachers who will execute the changes in the curriculum of
basic education in conformity with the K-12 program. It has been noted in various studies
that the poor professional and academic preparation of teachers is one of the reasons the
quality of education in the Philippines suffers. Such a problem has been receiving a lot of
attention and intervention from DepEd as well as from some private organizations but the
improvement is still largely to be seen. Apart from the additional training for teachers who
will handle senior high schools, there is also a corollary requirement to reevaluate the
curriculum for the teaching profession. Needless to say, the reformulation of the teacher
curriculum shall have to be addressed once a new K-12 curriculum has already been
finalized.

Proposals have been made in anticipation of the problem on needed infrastructure

to support the K-12 program. One viable option is to allow private schools to provide the
needed infrastructure to the government by financing private education of those students
who can no longer be accommodated by public schools due to their physical limitations.
Such an option can be done through the education service contracting, where students
enroll in private high schools but the government provides the funds. This option is in
keeping with the constitutional mandate on the government to provide free basic education
to all while at the same time helping private schools survive.

The K-12 program is not only timely but also much needed considering the increased
mobility among students and professionals across national borders. A basic education that is
of comparable content, duration, and goals to those given in other countries would not only
benefit the individual students but also the country, in general. The K-12 would make high
school graduates better equipped, ready, and competent to take on any of the significant
life choices after their preparation from basic education. Graduates of K-12 will become
more equipped with the skills and competence to work. They will be more confident to go
out of the country to pursue studies or work, since the problem on accreditation or
recognition will already have been addressed. They will be more ready to pursue higher
education given the adequate training and academic preparation that the basic education
promises. However well-meant the K-12 is, without the required legislation, the sustained
collaboration among various stakeholders, the unflinching commitment of the President
backed up by the hardworking team of implementers, and the full support of the industry
and the parents, it is more likely to face the fate of other programs which ended when the
term of the main proponent expired. A long-term solution, such as the K-12, is undoubtedly
most daunting but, once implemented, is sure to bring the best rewards.
 High school and college graduates would see this as a disadvantage on their part as
they would have study again when they want to work abroad. With the K to 12 program,
this would no longer be a problem. The program would really offer a lot to students. The
two additional years of high school will equip learners with skills to better prepare
themselves for the future (employment, entrepreneurship and higher education). There
would also be a voucher program as well as ESC beneficiaries for public junior high school
completers and for students wanting to go to private institutions, meaning expenses would
not be completely shouldered by parents. This program also has some disadvantages.
Schools that don’t offer a course that a student is looking for would leave the student no
choice but to find another school. Equipment, buildings, and facilities are still lacking.
Although there is a voucher program, parents would still have to pay some miscellaneous
expenses. Some people have been saying that this program would leave colleges with no
students, but all of that is not true. Current college students would still be able to enroll. As
for the teachers, DepEd is planning to send them to teach at senior high schools. Overall,
this program would be really beneficial to our country. The advantages make up for the
disadvantages. And with this program, the Philippines would be on par with other countries
in terms of education. And some parents think that the governments is not that much ready
with some aspects of this curriculum. For example, when it comes to the instructional
materials, there is insufficiency of books needed by the students. The normal distribution of
books is 1:1 but sometime it becomes 1 book :2 students or 3. The lack of facilities or
classrooms and teachers is the main problem in education ever since the world begun. The
teacher’s readiness and the teaching strategies they would imply should be catchy and
pleasing to students. For it may be the reason for students to easily understand the lesson.
The global world with its unforgiving agenda won’t let us wait. That is also why there has
been much discussion, sometimes passionate debate, about quality assurance.

The implementation of this K-12 Curriculum ensures the students to have a better
future. There were advantages in this research paper to wit:
Advantages: 1. Preparedness for Tertiary Learning, students are expected to graduate at
age a bit older than past graduates’. This is an advantage, according to DepEd, as graduates
will be considered young adults. Hence, they will be more equipped to deal with much
higher level of learning as they enter college education. 2. For Employment, a student can
apply for a work after senior high school since he/she has already skills to use in working
such as AutoCad, Computer Hardware Servicing, Dressmaking, Cooking, etc. Unlike the old
system, K-12 does not compel each student to take college after completing Senior High
School (SHS). In fact, this scheme empowers students to make a choice on their own. They
may not pursue college education especially if they have chosen a track other than
academic track. The good thing is SHS graduates will be equipped with skills (through
electives) that will make them good at certain field(s). 3. For Enterpreneurship, a student
can teach entrepreneurship. He will obtain an information about entrepreneurial skills. A
student after senior high school will decide to start his own business rather than looking for
a job. 4. Skill competency in the global job market, K-12 system aims to improve Filipino
students’ mathematical, scientific, and linguistic competence. With the new curriculum,
DepEd promised to offer higher quality education through tracks. Each track will give
students enough time to master a field and enhance their skills. In the end, K-12 graduates
will become globally competitive and are set to obtain spot in the stiff labor market. 5. Kids
enter college more mature. Hopefully the extra two years give them time to know what
they really want to become.

The implementation of K-12 curriculum in the country drew negative reactions from
various societal groups. Since 2011, critics have been very vocal on their primary concerns.
They insist the government isn’t yet ready for this new system and that this is more of
additional burden to students and their parents. There were disadvantages in this research
paper to wit:
Disadvantages: 1. A student who wants to pursue BS degree, example if a student wants to
study engineering. Instead of 5 years, it will take longer, maybe 6 years or 7 years depending
on the subject he got if credited after senior high school. 2. Parents have to shell out more
money (for transportation and food) for the education of their children. 3. The government
does not have the money to pay for two more years of free education, since it does not
even have the money to fully support today’s ten years. DepEd must first solve the lack of
classrooms, furniture and equipment, qualified teachers, and error-free textbooks. 4. As far
as the curriculum is concerned, DepEd should fix the current subjects instead of adding new
ones. The problem is the content, not the length, of basic education. As a researcher, we
need to have better education, not more education. 5. While students are stuck in Grades
11 and 12, colleges and universities will have no freshmen for two years. This will spell
financial disaster for many private Higher Education Institutions (HEIs).
RESEARCH AND METHODOLOGY
INTERVIEW FORM
 SURVEY FORM
NAME : SEX : AGE :

HOME/ADDRESS :

SCHOOL/COMPANY :

SURVEY QUESTIONS :

1. What are the advantages and disadvantages of K-12 Curriculum?

2. What are the probable outcomes of this program to the country?

3. Do you agree in the implementation of the K-12 Program, why or why not?

4. How is K-12 Curriculum better that the 10-year Curriculum?

5. Is K-12 a necessity to meet global standards of Education? Explain.

 Signature/Date

INTERPRETATION OF DATA
INTERPRETATION OF DATA
CONCLUSION AND RECOMMENDATION
CONCLUSION AND RECOMMENDATION
BIBLIOGRAPHY
BIBLIOGRAPHY
Intenet:

http://www.hermosa.gov.ph/index.php/education/712-k-12-system-of-education-an-
advantage-or-disadvantage

http://investmenttotal.com/k-12-education-program/

http://k12philippines.com/three-practical-benefits-of-the-philippines-k-to-12-curriculum/

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

https://www.quora.com/What-are-the-advantages-and-disadvantages-of-implementing-
K-12-education-in-the-Philippines

http://www.gov.ph/k-12/

http://www.deped.gov.ph/k-to-12/faq

http://news.abs-cbn.com/nation/05/06/15/25000-deped-personnel-be-displaced-k-12-
program

Periodicals:

Mateo, Janvic. “CHED Launches Teacher Support Website”

July 28, 2016, The Philippine Star.

Dumlao, Artemio. “Many Public Schools Lack K to 12 Readiness”

February 11, 2016, The Philippine Star.

Mateo, Janvic. “DepEd Integrates RH Education in K-12 Program”

August 26, 2016, The Philippine Star.

Sy, Marvin. “25,000 DepEd Personnel To Be Displaced By K to 12 Program”

May 6, 2015, The Philippine Star.

Andrade, Jeannette. “Sex Education Not About Sex – DepEd”

August 26, 2016, Philippine Daily Inquirer.

Mateo, Janvic. “DepEd Group To Develop K to 12 Assessment System”

January 29, 2015, The Philippine Star.

Mateo, Janvic. “K to 12 Ups DepEd Budget To P367 B”

 February 12, 2015, The Philippine Star.

Mateo, Janvic. “Help K to 12, Luistro Urges Future Teachers”

April 16, 2015, The Philippine Star.

Villanueva, Rhodina. “New DepEd Chief Vows to Implement K-12”

June 7, 2016, The Philippine Star.

Lacanilao, Dr. Flor. “Why K-12?”

April 2012, Philippine Rotary Magazine.

Santos, PP Diosdado. Valenzuela, RC Metro. D3800. “Build the Future – Build Schools”

March 2012, Philippine Rotary Magazine.Collado,

Joanna Margarett H. “Reforming Education through K to 12”

March 2012, Philippine Rotary Magazine.

Books:

Noll, J. 2008, “Taking Sides : Clashing Views on Educational Issues” New York, Fifteenth
Edition, pp.v, vi, xvii, 16-17.

De la Cruz, Alma S., Lee-Chua, Queena N. (2015) “Child Growth Development” McGraw-
Hill Education, pp. 136-141
ACKNOWLEDGEMENT
ACKNOWLEDGEMENT

I would like to express my deepest appreciation to all those who provided me the
possibility to complete this report. A special gratitude I give to our English Teacher, Mrs.
Ethel P. Dela Cruz, whose contribution in stimulating suggestions and encouragement,
helped me to coordinate my project especially in writing this report.

Furthermore I would also like to acknowledge with much appreciation the crucial
role of my friends and classmates, who gave and shared me their ideas to complete this
research paper. I have to appreciate the guidance given by my father and friends whom
guided and encouraged me to not lose hope on finishing this task.

Thank you for always believing me. Thank you so much.