Pros & Cons in the K+12 Basic

Education Debate
Oct

14

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):
1.

Enhancing the quality of basic education in the Philippines is urgent and critical.

2.

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.

3.

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.

4.

The congested curriculum partly explains the present state of education. Twelve
years of content are crammed into ten years.

5.

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?

6.

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.

7.

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?

8.

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.

9.

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):
1.

Parents have to shell out more money (for transportation and food) for the education
of their children.

2.

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 todays ten years.
DepEd must first solve the lack of classrooms, furniture and equipment, qualified
teachers, and error-free textbooks.

3.

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.

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
an editorial put it, we need to have better education, not more education.

5.

A high school diploma will not get anybody anywhere, because business firms will not
hire fresh high school graduates.

6.

Every family dreams of having a child graduate from college.

7.

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).

8.

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 dont have a compelling need to listen to rebuttals. Enough yakety yak
already! 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.

Why does the Philippines Needs the

K+12 Education System?
Updated on November 24, 2014

Filipinos are known to be competitive in the international community. While

this may be true, our current education system hinders us in becoming more
competitive among other countries.

Source: 37 C via photopin

A Framework for K-12 Science Education:: Practices, Crosscutting Concepts, and Core Ideas
Buy Now

If we want change in our society, we must start it with our education system.
Source: JB Solis (Own work) [Public domain], via Wikimedia Commons

Starting this coming school year 2012- 2013,the current education system of the Philippines will be
enhanced from the 10- years of basic education into 12- years through the program called the K-12
Education Plan of the Department of Education.
The implementation of the K- 12 education plan in the Philippine Basic Education Curriculum is the
key to our nations development. Though the government will face many problems in the long run of
the implementation of the program, there really is a need to implement it because the enhancement
of the quality of our education is very urgent and critical.
Here are some of the good reasons not to disagree with K- 12 education plan in the Philippines
according to Isagani Cruz (2010) in one of his columns in a local newspaper:

Sufficient Instructional Time

If K- 12 will be implemented, students will be able to get sufficient instructional time to do subjectrelated tasks which makes them more prepared and well- trained on that subject area. On the other
hand, if we remain on the old system, Filipino students would continually get low achievement
scores. For instance, international test results revealed that we often come at the tail end in the
exams compared to other countries.

More Skilled and Competent Labor Force

Another good reason why we should support K- 12 is that the graduates of this program will be more
prepared to enter the labor force. As we all noticed, high school graduates of the current curriculum
are not yet employable for the reason that they are not yet competent and well equipped with the
skills needed in the workplaces. In addition, most high school graduates are not yet reaching the
legal age of 18. With the new curriculum, senior high school students can choose a field that they
are good at and that they are interested in. As a result, they will be equipped with the skills needed
for a specific job even without a college degree. At the age of 18, the age when they graduate from
high school, they will be employable and competitive already. Thus, adding up to the nations
manpower.

Recognition as Professionals Abroad

Finally, with K- 12, Filipino graduates will be automatically recognized as professionals abroad
because we are following the international education standard as practiced by all nations. There will
be no need to study again and spend more money in order to qualify to their standards. With this,
Filipino professionals who aspire to work abroad will not find a hard time in getting jobs in line with
their chosen field and will be able to help their families more in the Philippines as well as the
countrys economy with their remittances, property buying, and creation of businesses.

What We Are
Filipinos are known to be competitive in the international community. While this may be true, our
current education system hinders us in becoming more competitive among other countries. The K12 education plan offers a great solution to that problem. However, it is undeniable that there seems
to be problems arising as we implement the program such as lack of government budget,
classrooms and school supplies as well as the teachers. But, if we focus on the long- term effect of
K- 12, we can conclude that it is very beneficial to us Filipinos. Therefore, we must have the strong
will in supporting K- 12 Educational Plan for the betterment of our education system and economy.
Remember, if we want change in our society, we must start it with our education system.

Benefits of the K to 12 Program of the Department of Education

By: Gilbert M. Forbes
DepEd- Quezon
Region IV-A
Though quite a number of the populace are already amenable with the K to 12 Program of the
Department of Education, still quite a larger chunk are not still convinced about its relevance

even when it is already starting this school year 2012-2013. They still contend that it will be
problematic. It is not surprising however because of the popular media.
Education practitioners particularly school leaders believe otherwise. Contrary to popular
beliefs, the program intends to benefits families and individuals and most importantly the
economy for the following reasons:

Enhanced and Decongest the Curriculum. This set up will give students more time to
master competencies and time for extra-curricular activities, thus allowing for a more holistic
development. Teachers will also be able to ensure that every competencies are taught and
mastered and all the necessary skills are transferred and developed. Usually teachers are not
able to teach all the content of the curriculum due to time constraint particularly the
competencies of the fourth quarter which are all essential and prerequisites for the next level. It
is further complicated by calamities both natural and man made plus a lot of holidays and
celebrations which are usually extended shortening the number that pupils and students should
spent in school. What is most surprising is the fact that, we are teaching a curriculum which
requires at least 12 years to finish for 10 years only!
Acquisition and possession of skills relevant to the job market. At present, most of our
graduates are either too young or lacking the necessary skills and competencies most of the
companies requires. Most believe that only college education is the best way to be gainfully
employed. However, even having college education is not enough and actually is not the job
market needs thus many ends up factory workers, call center agents, service industry crews,
repairman. For both the struggling and middle income families, it is a great waste of time of
money. The K to 12 basic education curriculum will be sufficient to prepare students for work.
So most parents are freed from the burden of having to spend for college just to make their
children employable. It will also slowly erase the common weak thinking that college is only the
best route for success and gainful employment.
Higher opportunity for gainful employment or becoming an entrepreneur. Currently, high
school graduates are not only too young but are actually ill equipped for work so if their families
can't afford to send them to at least two-year technical courses end up idle. Hence they have
nothing to do, they end up joining their peers or barkada and usually learn vices or worst end-up
into serious trouble. If they would have been in school, it would likely be no happening. On the
other hand, those who are able to finish at least two-year technical and vocational courses of
commercially oriented institutions are hardly fit for work particularly those in Marine
Transportation and IT because the industry commonly demands at least four years of education.
With K to 12, students are given opportunity to acquire Certificates of Competency (COCs) and
National Certifications (NCs) in accordance with TESDA training regulations thus allowing
graduates to have a middle level skills which will offer them better opportunities to be gainfully
employed. There will be school-industry partnership for technological and vocational (techvoc)
tracks to allow students gain work experience while studying and offer opportunity to be
absorbed by the companies.
Better prepared for college. Due to enhanced curriculum that will provide relevant
content and attuned with the changing needs of the times, basic education will ensure sufficient
mastery of the core subjects to its graduates such that graduates may opt to pursue higher
education if they choose to. Those who dont could immediately start earning for their livelihood
thus contributing already to the improvement of their families and of the economy.
College Graduates recognized anywhere in the world. Our graduates, particularly
engineers, doctors, architects, etc., could now be recognized as professionals anywhere in the
world. Those who intend to study abroad will meet the entrance requirements of foreign

schools. Currently, except for the middle east, our professionals are not regarded as equal in
countries in America and Europe. The Washington Accord prescribes 12-year basic education
as an entry to recognition of engineering professionals. On the other hand, the Bologna Accord
requires 12 years of education for university admission and practice of profession in European
countries.
Economic Growth. The economy is expected to experience accelerated growth in the
long run. Several studies have shown that the improvements in the quality of education
increases GDP growth by as much as 2%. Studies in the UK, India and US show that additional
years of schooling also have positive overall impact on society..
Sound foundation for long-term economic development. A better educated society
provides a sound foundation for long- term development for the new system will contribute to
the development of emotionally and intellectually mature individuals capable of pursuing
productive employment or entrepreneurship or higher education disciplines.
Other worries such as higher drop out rate are unnecessary and are irrelevant for the
Department of Education has already set programs that will address this. The department in
partnership with other government agencies is working together so that the transition will be
smooth for it could not afford to fail.
Not only that, the Department is only making sure that it is delivering quality education which
every Filipino is entitled to. This is in consistent with Article XIV, Section 2(1) of the 1987
constitution which states that The state shall establish, maintain, and support a complete,
adequate, and integrated system of education relevant to the needs of the people and society.
We Filipinos love changes. It is evident in the way we embrace almost anything that is new.
Therefore, why not changes in education which after all is intended to make it relevant to the
need of the times.
Of course, it would be difficult for some but it is only for the start. Once we got adapted and
used to, it will be just as natural and as easy as before.
We got to remember this, The illiterate of the new millennium is not the one who will not be
able to read or write, but one who will not be able to learn, unlearn and relearn.- 1998 Delors
Education Report
(The writer has been working in the Department of Education as a public school teacher and
school principal for sixteen and a half years. Currently, he works as Elementary School
Principal II of a central elementary school in the division of Quezon. He holds Bachelor Degree
and MA in Educational Management (CAR) from the Philippine Normal University, Manila)
References:
Cue Cards Prepared by Gilbert M. Forbes as part of the Practicum on Basic Training
Management and Oral Presentation Skills conducted by the National Educators Academy of the
Philippines in partnership with DepEd Region IV-A (CALABARZON), April 21- 24, 2012.

Primer on the Enhanced K+12 Basic Education Program

K to 12 Basic Education Program Frequently Asked Questions as of November 25, 2011
Discussion Paper on the Enhanced K+12 Basic Education Program, October 25, 2010
What is K to 12?
K to 12 simply means Kindergarten to Grade 12. Before the K to 12 program, the Philippines is
implementing a 10-year basic education system with six years of elementary education and four
years of high school education. In the new K to 12 program of the Department of Education, there
will be a mandatory Kindergarten, six years of elementary education, four years of junior high school,
and two years of senior high school.
In a nutshell, the K to 12 basic education program is a decongestededucation system with a
learner-centered curriculum producing globally competitive graduates.

Five Key Benefits of the K to 12 Basic Education Program

1. It will produce globally competitive graduates
The K to 12 program answers the need for a 12-year education system which is at par with
international standards such as the Washington Accord and the Bologna Accord. Graduates of the K
to 12 program will be perceived with increased competency and have better global opportunities.
2. Students will learn more easily
The improved basic education curriculum is decongested and focused. Students will have more time
learning core academic areas thus ensuring better comprehension. Also, pupils from Grade 3 and
below will be thought in their mother tongue to ensure better understanding of basic concepts.
3. Students will be free to pursue their passion
The new curriculum will be learner-centered. Students will be allowed to choose elective subjects
and specializations which they really want. The students will love learning more and will grow to their
full potential. Whether the students want to be professionals, businessmen, artists or athletes, theirs
skills and talents will be honed and nurtured.
4. There will be savings on college tuition fees
Grade 11 and 12 takes the form of a two-year college education. In a publicschool, this is tuition-free.
In effect, the number of year of college courses will decrease because of redundancies. Those who
will pursue college will have fewer years to pay for. Graduates will also receive training certifications,

which reduces the need to study a vocational course.

5. It will reduce unemployment rate and improve the economy
With the increased competence and workmanship due to TESDA-like training and collegelike education included in the new curriculum, the graduates will become highly employable,
reducing the rate of unemployment in the Philippines. Those who are passionate about starting
businesses will be enabled to open more job opportunities.
The K to 12 basic education program aims not only to produce better graduates but also to
improve the quality of life of the country as a whole. What is asked from us as Filipino citizens is that
we support the program in whatever ways we can, share the information to others and, most of
all, believe in the success of this program

Paradigm shift: The K-12 policy will have

wide-ranging effects
PhilippinesEducation
Analysis
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Among the policies pursued by the administration of President Benigno

Aquino III, the introduction of the K-12 programme is perhaps the most
ambitious and controversial. It aims to provide universal kindergarten
education to some 2.4m five-year-olds, while also adding two extra years of
schooling at the high school level, bringing the Philippines in line with
international standards. Detractors argue that, since resources are already
spread so thin, quality, not quantity, should be the focus.
STARTING EARLY: The K-12 programme aims to address several negative
outcomes of the current system. A late starting age means some children
only begin learning English at age six, which hampers their learning of core
subjects taught in English, such as maths and science. Tertiary providers
claim they currently spend two of higher educations four years teaching
skills the secondary system should provide. Should this responsibility be
removed, more time could be spent on specialisations, which would increase

the skills of graduates. Filipinos typically graduate at the age of 19 or 20,

among the youngest in the world.
The priority for the Department of Education is kindergarten provision. The
target is to reach universal coverage of 2.4m five-year-olds by 2012. In 2011
public enrolment increased to 1.57m, a 33% increase on 2010, with a further
400,000 children to be targeted through an eight-week summer curriculum in
2012. Combined with current levels of attendance at private schools (around
500,000), this should meet the target.
A QUESTION OF PRIORITIES: While there is almost universal support for the
programmes aims, critics point to existing resource and quality issues and
argue these should be prioritised over extending coverage. Certainly,
implementation will not be easy. Facilities are simply not available, with
many kindergarten classes conducted on playgrounds or in makeshift
accommodation. Most teachers around 25,868 are volunteers compared
to just 2807 trained staff. The issue is largely one of funding. Kindergarten
teachers earn a salary of P17,099 ($388) per month, while volunteers receive
a stipend of P3000 ($68). Many volunteers, often outof-work nurses, teach
both morning and afternoon classes to double their earnings.
While the programmes kindergarten component is under way, the
government has made less progress with moves to add years 11 and 12 to
high school provision. No clear plan has been developed, nor have any costs
been calculated, although a deadline for implementation (2016) has been
set. The consequences of this change are wide-ranging, requiring huge
additional resources, and it is not clear where the money will be found.
Supporting children for two additional years will also put greater financial
pressure on families.
PRIVATE IMPACT: Private universities are also in danger of being affected.
While the public sector handles 87% of elementary and high school students,
private universities provide about 80% of tertiary education. If secondary
schooling is extended, these institutions will have no fresh intake for two
years, leading to a serious reduction in revenue. Private schools offering both
secondary and higher education will be less affected, but parents will have to
pay fees for another two years.
A transition period is likely, with private universities receiving income by
hiring out facilities to the government, which will help alleviate time and cost

pressures. Vincent K Fabella, the president of Jose Rizal University in

Mandaluyong City, thinks the change will have broader implications and
present new opportunities for higher education providers. An extra two
years puts additional financial pressure on families and means a higher
graduation age, he said. We think students may think about shorter twoyear courses, with more interest in vocational qualifications, encouraging
universities to work harder to provide relevant courses.
As ambitious as it is controversial, the governments K-12 programme is in
the process of reshaping education in the Philippines. With a forward-thinking
and adaptable approach, private institutions are ideally placed to support the
endeavour and benefit from the new opportunities presented by extended
schooling.

K to 12: Beneficial or a scourge?

2
-

AA+A

By Nicole J. Managbanag
Sunday, May 26, 2013

IS THE Enhanced Basic Education Act of 2013 or the K to 12 Act beneficial or a scourge to the Filipinos?
There are too many controversies and praises that hound this new law, however, many schools in the
country have to buckle up to cope with the demands as they have already been competing globally
even before the passage of the law. And in order to meet the global demands, the schools have to face
the challenges that come with the K to 12 program implementation.
Gearing up for the new school year, the Department of Education (DepEd) is in its busiest as it
implements the second year of the K to 12 curricula of the Enhanced Basic Education Act of 2013 or
the K-to-12 Act that President Benigno Simeon Aquino III signed into law on May 15, 2013.
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Now that it has become a law, schools all over the country have to brace for the implementation and
the effects of the K to 12 program.
The K to 12 is aimed at addressing the deficiency of the Philippine educational system particularly in
the basic education, the elementary and high school, in order to meet the standards of the

international education criteria and for the students to be at par with the students in neighboring
countries.
Flawed framework
In a statement posted on its website, Anakbayan, a youth group, assails that the K to 12 program is
flawed, problematic framework which will only worsen the education crisis and will further subject
the nations workers to exploitation.
The K-12, unlike what Aquino is promising, is not a solution to education and employment woes.
Instead, it will further worsen and deepen the problems, Vencer Crisostomo, national chairperson of
Anakbayan, says of the newly signed law.
He says the additional years in the K to 12 program will mean additional burden to parents and
students who at present are already struggling to finish the current cycle.
At present, only 14 out of 100 finish the education cycle up to college. Additional years will mean
additional drop-outs, he said.
He also points out the lack of budget for education currently.
Govt spending for education, as it is, is not enough to meet the shortages at present. The shortages
will worsen and we will be faced with greater problems, he says.
Crisostomo explains that tuition rates for tertiary education will further hike as the governments K to
12 will also mean abandonment for tertiary education.
We will see more budget cuts for the State Universities and Colleges and commercialization of
universities. The government is set to further abandon tertiary education.
Neo-liberal framework
But the greater problem is the programs problematic and flawed neoliberal framework for labor.
The K to 12 aims to create cheaper, more exploitable labor. The program ensures to make more
semi-skilled youths enter the labor force as early as 18 years old, which will make the unemployment
problem worse. The net effect will be lower wages for workers, he says.
Crisostomo adds that ultimately, this is an attack on labor and wages.
This program will further subject our youths to exploitation by foreign monopolies as cheap, slave
labor.
There is wide opposition against K-12, especially as it obviously failed during its first year
implementation. Students, teachers, parents and administrators are against the program,
Series of trainings

Teachers in both private and public schools have been going through series of trainings for grade 2 and
grade 8 curricula.
Elena M. Borcillo, the City Schools Division Superintendent, says the series of trainings tackle the
design of the curriculum, desired outcomes of Grades 1 to 10 program, medium of instruction, time
allotment, sample class program, learning resources, assessment and rating of learning outcomes and
culminating activities/performances based on the Universal education system pattern.
Borcillo explains that the teachers will not be left behind as they will undergo series of trainings until
the first batch of K to 12 program will be completed.
These trainings will be passed on to their subordinates until everyone gets to understand and employ
the curricula properly.
Possible problems
The private schools will also have to comply with the program, no one is exempt.
But to some private schools here the K to 12 program has created much challenge in terms of
employing the curricula in their current system.
Dr. Amor de Torres, Principal of Capitol University Basic Education department and also dean of the
College of Education of Capitol University (CU), worries over possible problems that will be
encountered in the coming years considering that by 2016 there will be no graduates in high school as
the students will continue to senior high.
De Torres says that CU is not covered in the government budget for trainings and seminars for the
teachers and the administration has taken the cudgel to shoulder the expenses for their teachers
seminars on the K to 12 programs.
She said the administration has been studying the K to 12 program meticulously alongside its
implementation so the university can cut the cost of expenses without sacrificing the current education
program.
At present, she said CU has about 6,000 college enrolees and the income that comes from them will
sustain the schools expenses and teachers salaries that will surely be affected in the coming years.
CU has more than 500 elementary and high school students that could not be enough to sustain the
financial needs of the school.
De Torres, however said, CU will surely surpass the transition period and come up with better plans like
offering new vocational courses to sustain and perhaps save the teachers from possible
unemployment.
For Xavier University (XU), its administration admits that it might not be affected much by the
implementation of the K to 12 program as it has already planned ahead for possible ways to cope with
the transition.

This summer, XU High School has offered a bridging program for its incoming freshmen. The program
is a requirement for its high school admission. Once admitted, the student gets to proceed to Grade 8
instead of 7, thus, giving a one year reprieve to the incoming batch.
Corpus Christi School has also offered a bridging program as one of its strategies to address the
implementation of the K to 12.
Tempering the effect
Reports show that over 600 administrators, school heads and faculty of member-schools of Catholic
Educational Association of the Philippines (CEAP) are already discussing how to temper the effect of
the paradigm shift in their enrolment statistics.
Based on a report, the CEAP conference will address critical issues of the coming K to 12 transition: the
labor and legal implications, and the senior high school (SHS) curriculum.
At least 50 percent decline is expected in the enrolment of private Catholic colleges in 2016.
CEAP president and Adamson University president Fr. Gregorio Baaga, C.M. says private school
administrators are strategizing together on addressing the financial challenges that their schools will
face given the expected decrease of enrollees starting 2016.
Under the government-enforced K to 12 program, students can already forego college after undergoing
two more years in senior high school. Technical and vocational skills will already be taught to the
students in their senior years to help them land a job or engage in entrepreneurial endeavors after
graduating high school.
Pursuing a college degree will remain an option for the students who might want to take specialized
education and training.
Freshmen enrolment is expected to generally decrease the drop will be more felt by private schools
than state universities because of the difference in tuition costs.
However, 1,345 CEAP member-schools nationwide are still supporting the shift from the previous 10year basic education program to the new 12-year curriculum.
The K to 12 program
[Sa K-12] tinitiyak nating sapat at kapaki-pakinabang ang kasanayang naibabahagi sa ating mga magaaral (With K-12 we are making sure that adequate and useful skills are being imparted to our
students), the President says.
The additional two years after fourth year high school are intended to further hone the skills and
talents of students for their chosen career path in arts and sports, technical vocational,
entrepreneurship or tertiary education.

Borcillo says the K to 12 program will start with the Universal Kindergarten where children aged six
years are required to go to pre-school, followed by the new curriculum for grades 1 and 7 (high school)
which was also first implemented last year.
Borcillo adds that grade 11 (HS year 5) will be introduced in SY 2016-2017, Grade 12 (HS Year 6) in SY
2017-2018.
The first batch of students under the program will graduate in March 2018.
She says its about time that the country adopt these programs, as it will decongest curriculum and
pave the way for mastery and competence to enable students to better cope with the lessons.
Borcillo adds that K to 12 is better than the current outdated program which only three other countries
including the Philippines still implements.
Through the program, a balanced approach to learning will enable children to acquire and master
lifelong learning skills for the 21st century.
One of the advantages of the K to 12 programs is to relieve parents from the burden of spending in
college for their children to land in a job.
Borcillo says the K to 12 is indeed advantageous as students who have completed the program will be
equipped with skills, competencies and recognized certificates equivalent to a two-year college
degree.
DepEd, CHED gear up
Meanwhile, the Commission on Higher Education Division (Ched) says it has not yet come up with
programs to support the K to 12 and the gap years considering that by 2016 there will be no high
school graduates who would go to college.
Dr. Juanito R. Demetrio, Ched-10 Chief Education Program Specialist, says he cannot further elaborate
the CHED plans with regard to the K to 12 program since the law has just been signed recently.
However, Demetrio emphasizes that CHED has already come up with an initial accumulated policies of
General Education subjects.
He explains these subjects will be accumulated to the K to 12 program and what remains in the higher
education units are the professional subjects.
Demetrio says the Ched cannot do anything on the concerns of the teachers. It cannot do anything
about it as 60 percent of the colleges are privately owned.
He said concerns also on reversing the curriculum and what will happen to the future of the existing
faculty members and teachers in 82 colleges of Northern Mindanao will be addressed through a series
of brainstorming activities from different committees.

To give hope to the college teachers teaching basic subjects, Borcillo says that the government will
need 422 qualified teacher items for Cagayan de Oro.
Still, this will be the first time DepEd will massively hire teachers as it will require 60,000 applicants for
the K to 12.
High hopes
Marissa Aban, a grade 2 teacher in Bagong Silang Elementary in Kapatagan, Lanao del Norte,
welcomes the new K to12 program as very promising since it will equip the students with skills and
knowledge even before they decide to get a college degree or immediately get a job after high school.
This is a practical option for the students especially those who cannot pursue a college degree right
away but could get a job and perhaps study at the same time, Aban says.
However, Aban suggests that DepEd should also encourage the students to continue college else the
country will end up with less college graduates in the future. She cites the cases in other countries
where top positions are managed by import professionals and leaving the blue collar jobs to the
citizens of that particular country.
For Antonia Balingkit of Alubijid elementary school in Misamis Oriental, the K to 12 is a revolutionary
educational leap however, she worries that it might be just one of the failed programs of the country.
Balingkit points out that need for teachers to be upgraded as well to cope with the demands of
providing the best learning experience to their students.
Quennie Ilogon, a mother of two, worked doubly hard to help her husband financially so that her two
children can study in a private school.
Ilogon says her children deserves quality education that is why she settles them to a more expensive
school rather than in public schools even if it costs her much since she is assured her children are
getting the kind of education she wants for them.

K-12 boon or bane?

AS A MATTER OF FACT By Sara Soliven De Guzman (The Philippine Star) | Updated June 30, 2014 - 12:00am
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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?
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Opinion ( Article MRec ), pagematch: 1, sectionmatch: 1

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 ovewhelmed 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?