1

Whats Wrong With K to 12 in the Philippines?

LET THE NUMBERS SPEAK!
David Michael M. San Juan
Public Information Officer, Alliance of Concerned Teachers-Private Schools
Convenor, SUSPEND K TO 12 ALLIANCE
www.facebook.com/SUSPENDKTO12

No, we will no longer emphasize the fact that around 100,000 workers (teachers
and non-teaching staff) will be displaced by K to 12. Anyway, similar crimes happen
every day in this pseudo-Christian country where workers are treated like disposable
diapers. And anyway, no one really cares about workers. In fact, government trolls, big
businessmen, bureaucrats, middle-class social climbers, the nouveau riche, and similar
elements seem to speak for the whole country when they say WHO CARES ABOUT
100,000 WORKERS? NO PAIN, NO GAIN! LET THE WORKERS STARVE, WE NEED
TO BE GLOBALLY-COMPETITIVE! (And in fact, theyre not joking: global hunger is
rising, hence, they probably think we should also hike the number of hungry people here
by creating a new curriculum that will fire at least 100,000 workers). HENCE, THIS
PAPER WILL LET OTHER NUMBERS SPEAK.

1) The Philippine government HAS NO ENOUGH FUNDS for adding two years of
senior high school, as evident in its failure to provide sufficient funding for the
old K to 10 (Kindergarten to Grade 10) or 10-year Basic Education Cycle and its
547 state universities and colleges (SUCs).

Ideal Teacher-Student Ratio in the Philippines As Per DepEd Standards and

Actual Ratio in Selected Countries1
LEVEL RATIO
PH Kindergarten 1: 25-35
PH Multigrade Elem. 1: less than 30
PH Monograde Elem. 1:40-50
(Grades 1-2)
PH Monograde Elem. 1:45-55
(Grades 3-8)
PH Secondary 1:45-55
CHINA (elem.) 1:18
USA (elem.) 1:14
CUBA and SWEDEN 1:9
(elem.)
BRUNEI (elem.) 1:11
INDONESIA (elem.) 1:19
LAOS (elem.) 1:27

1
Source: http://www.gov.ph/2014/03/05/p9-5b-to-fund-hiring-of-31335-teachers/ and World Bank Database
Online
 2

MALAYSIA (elem.) 1:12

MYANMAR (elem.) 1:28
THAILAND (elem.) 1:16
VIETNAM (elem.) 1:19
TIMOR LESTE (elem.) 1:31

Hence, even if DepEd claims it has resolved the backlog in classrooms and
teachers, the teacher-student ratio in the Philippines IS FAR FROM IDEAL and
drastically affects the over-all quality of education. Let us bear in mind that DepEd in
fact acknowledges that there are still classroom backlogs in populous areas, as DepEd
Assistant Secretary Jess Mateo says in an interview2. Teachers also complain that a
number of classes go beyond the ideal DepEd teacher-student ratio. ACT Teachers
Partylist Rep. Antonio L. Tinio, in the explanatory note to House Bill No. 443 3 or An Act
Regulating Class Size in All Public Schools and Appointing Funds Therefor (July 2013)
emphasizes that (i)t is no longer uncommon to see teachers handling classes with 60
to 80 students. The said bill is still pending as of this writing. With regard to class size,
DepEd is actually AGAINST the proposed Public School Class Size Law that is aimed
at limiting class size to 35, and granting a large class honorarium (3% of the teacher's
hourly rate per student in excess of the proposed legislated standard class size of 35)4.

Evidences of Other Deficiencies in the Current Education System

LEVEL Classrooms Other Facilities Instructional Personnel
and/or Class Materials
Size
Kinder Class-size far No functioning Some teachers Some low-paid volunteer
from global libraries in bring/buy their teachers still await
standards most schools own materials tenure/granting of
permanent status
Inadequate
sanitary House Bill No. 2456 (July
facilities in 2013) that will increase the
some schools minimum public elementary
and high school teachers
salary from 18,000 to
Most 25,000 pesos and the
classrooms minimum non-teaching
lack air- staffs salary from 9,000 to
conditioners5 16,000 pesos still pending

2
https://anc.yahoo.com/video/teachers-group-backlogs-current-system-043852231.html
3
http://www.congress.gov.ph/download/basic_16/HB00443.pdf
4
https://www.facebook.com/act.teachers/posts/815341928534570
5
As the Philippines is a tropical country, and considering that the average temperature has risen globally in recent
years, airconditioning is increasingly becoming a must to make students and teachers comfortable during study
time
6
http://www.act-teachers.com/wp-content/uploads/2013/07/HB-245-salary-increase-teaching-and-non-
teaching1.pdf
 3

Elem. Class-size far Libraries too Some teachers Some low-paid local
and from global small or lack bring/buy their government unit-funded
HS standards up-to-date own materials teachers still await
books in many tenure/granting of
2-3 class shifts schools Most permanent status
in some places classrooms
dilute learning Computer lack LCD Some maintenance
and/or internet projectors, and personnel are non-
Classes in a access in computers permanent and/or
number of libraries limited overworked
schools go or non-existing (According to
beyond DepEd, the House Bill No. 2457 (July
DepEds own Computer textbook- 2013) that will increase the
ideal class laboratories too student ratio is minimum public elementary
size small or not so now 1:1) and high school teachers
up-to-date salary from 18,000 to
25,000 pesos and the
Inadequate minimum non-teaching
sanitary staffs salary from 9,000 to
facilities in 16,000 pesos still pending
some schools

Most
classrooms
lack air-
conditioners

SUCs Some schools Libraries too

Expenses for Many instructors/professors
implement small or lack
textbooks are are merely part-timers with
merging of two up-to-date typically no security of tenure and no
to four sections books in many
shouldered by benefits
into just one schools students
class8 In some schools, majority of
Computer Most faculty members are non-
Rooftop and and/or internet classrooms permanent9
other similar access in lack LCD
places used as libraries limited projectors, and Some maintenance
classrooms in or non-existing computers personnel are non-
some schools permanent and/or

7
http://www.act-teachers.com/wp-content/uploads/2013/07/HB-245-salary-increase-teaching-and-non-
teaching1.pdf
8
https://isyungpnu.wordpress.com/tag/merging-of-classes/
9
http://www.act-teachers.com/struggling-for-the-regularization-of-teachers-in-higher-education-act-teachers-
rep-tonchi-at-a-consultation-forum-with-bulsu-faculty/
 4

Few or no overworked
journal
subscriptions House Bill No. 24610 (July
2013) that will increase the
Computer and minimum SUC instructors
other salary from 23,000 to
laboratories too 26,000 pesos still pending
small or not so
up-to-date

Inadequate
sanitary
facilities in
some schools

Most
classrooms
lack air-
conditioners

Hence, instead of adding two years of senior high school, the government should
prioritize resolving the deficiencies shown in Tables 1 and 2. Resolving those
deficiencies will certainly optimize the quality of PH education and pave the way to a
clearer and more fruitful debate on whether or not adding two more years in the
education cycle is still necessary. Adding two more years of senior high school without
resolving the deficiencies of the K to 10 education cycle will only exacerbate current
problems. Adopting global standards should begin by resolving the aforementioned
problems first.
The best way to start adopting global standards is to adopt the global standard in
allotting budget for the education sector, which is pegged at 6% of the GDP. As Tables
3 and 4 shows, both richer and poorer countries beat the Philippines with regard to
following global standards on the education sector budget. Unless this problem is
remedied, there is no reason for any sane citizen to believe that the government can
provide funds for the smooth, efficient, and effective implementation of K to 12.

10
http://www.act-teachers.com/wp-content/uploads/2013/07/HB-246-salary-upgrading-SUCs.pdf
 5

PH Education Budget as % of the GDP vis-a-vis Selected Countries With Higher

Human Development Index Scores Than PH
 6

PH Education Budget as % of the GDP vis-a-vis Selected Countries With Lower

Human Development Index Scores Than PH
 7

2. As proven by subpar National Achievement Test (NAT) results11 in recent

years, the over-all quality of education in the Philippines is bad and stagnant if
not declining. Other indicators that bolster such description of the quality of PH
education include professional examination results. The government needs to
address these issues first before any move to add two years in the education
cycle is discussed and considered.

Take note that as per DepEds standards, 70 is the passing score. Thus, as the
figure above proves, the average current performance of students in both elementary
and high school is below the passing score! In other words, most students actually fail
the NAT.

11
http://unesdoc.unesco.org/images/0023/002303/230331e.pdf
 8

The national passing rate for takers of Licensure Examination for Teachers (LET)
from the year 2009 to 2013 is also dismal, according to a study conducted by Philippine
Business for Education (PBED)12:

Results for takers of other professional examinations are also bad or at least not
as good as they should be, as proven by the next table:
Examination National Passing Rate and Year
Registered Electrical Engineer (REE) 59.82% (2014)13
Licensure Examination
Licensure Exam for Pharmacists 56.30% (2015)14
Licensure Exam for Civil Engineers 49.48% (2014)15
Electronics Communications Engineer 35.24% (2014)16
Board Exam
Nursing Board Exam 57. 31% (2014)17

The cumulative impact of the failure to improve the quality of education in the
basic education cycle primarily caused by the governments inability to resolve the
very basic problems in personnel, facilities, and instructional materials is to blame for
the mess at the tertiary level. Hence, adding two years of senior high school without
resolving the old problems, will be a total waste of time and money.

3. The actual cost18 of properly implementing the K to 12 program is so huge that

the Philippine government cant afford it at this time, especially that backlogs of
the 10-year Basic Education Cycle or K to 10 are yet to be fully resolved.
12
http://www.pbed.ph/sites/default/files/LET%20SCHOOLS%20PERFORMANCE%20BRIEFER.pdf
13
http://national-u.edu.ph/registered-electrical-engineer-examinations-passers-2/
14
http://www.adamson.edu.ph/?page=viewnews&newsid=1012
15
http://www.adamson.edu.ph/?page=viewnews&newsid=1011
16
http://www.usls.edu.ph/News%20&%20Events/index.php?page=details&nId=1787
17
http://www.adamson.edu.ph/?page=viewnews&newsid=1010
18
Computation from at least one of the following sources: Action Plan on the Implementation of RA 10533
released by CHED and DOLE (23 June 2014); Senate Policy Brief (June 2011):
 9

Costs of the 2-Year Senior High School Program

Item Estimated Cost (in Philippine pesos)
Entry-level salaries of 81,637 senior 18,171,416,556
high school teachers PER YEAR,
beginning 2017
Additional salaries for 81,637 senior 6,319,683,444
high school teachers PER YEAR, if
House Bill 245 is approved
55,150 Classrooms 37,777,998,794.19
2,647,217 Chairs 2,567,800,910.74
49,635 Water and Sanitation 3,325,566,901.15
Facilities
19,854,131 Textbooks 218,752,812.64
SUBTOTAL 68,381,219,418.72

Other Expenses19 for the 2-Year Senior High School

Item Estimated Cost (in Philippine pesos)
Expansion/Modernization of 5,020,000,00020
Libraries
Construction of Course-Specific 20,632,335,87821
Laboratories
Continuous Retraining of 81,637 571,459,00022
public senior high school teachers
Per Year

Instructional Materials Aside From 1,654,500,00023

Textbooks 200,000,00024
SUBTOTAL 28,078,294,878

https://www.senate.gov.ph/publications/PB%202011-02%20-
%20K%20to%2012%20The%20Key%20to%20Quality.pdf; DepEd Facts and Figures (04 July 2013):
http://www.deped.gov.ph/datasets/deped-facts-and-figures; http://www.rappler.com/nation/86496-luistro-
philippines-ready-k12; http://www.rappler.com/nation/84320-worst-case-scenario-k-12-displacements
19
Costs which are not typically mentioned in government documents, but are nevertheless actual costs that will be
incurred if K to 12s implementation is to be effective and complete
20
Computed at 1,000,000 pesos for each of the DepEds 5,020 schools that will offer senior high school
21
Assuming that the cost of a course-specific laboratory is at least twice the typical cost of an ordinary classroom
685,004 pesos as per DepEd data, and that each of the DepEds 5,020 schools that will offer senior high school, will
each build 3 laboratories.
22
Assuming that the cost per teacher is 7,000 pesos annually (equivalent to two 3-day seminar-workshops per
year)
23
LCD projectors at 15,000 pesos and desktop computers at the same price, for each of 55,150 classrooms
24
Other materials at 100 pesos per student (assuming that there are around 2,000,000 students)
 10

Other Expenses for the K to 12 Program

Item Estimated Cost (in Philippine pesos)
MTB-MLE materials for 27,470,234,35025
approximately 8,403,249 K to Grade
3 students
Annual Continuous MTB-MLE 755,660,50026
Training for K to G3 Teachers
(Around 215,903)
Continuous Retraining of 3,833,018,00027
547,574 public school teachers
(Kinder to Junior High School) Per
Year

Financial Assistance to Displaced 39,945,600,00028

Tertiary-Level Faculty For Two
Years
Financial Assistance to Displaced 6,577,344,00029
Tertiary-Level Non-Teaching Staff
For Two Years
SUBTOTAL 38,636,256,850

TOTAL ESTIMATED COST: 135,095,771,146 pesos

25
At 150 pesos per textbook; MTB-MLE-oriented textbooks for Mother Tongue Subject, Math, Science (only for
Grade 3). Araling Panlipunan/Social Studies, Edukasyon sa Pagpapakatao/Values Education, and MAPEH/Music,
Arts, Physical Education and Health. MTB-MLE-oriented textbooks are certainly more expensive, considering that
writing textbooks in most mother tongues other than Filipino or Tagalog is a new thing, and that ideally,
primary level textbooks should be printed with colors.
26
At 3,500 pesos per teacher. This is aside from subject matter training, which is different from MTB-MLE training.
27
Assuming that the cost per teacher is 7,000 pesos annually (equivalent to two 3-day seminar-workshops per
year)
28
CHEDs worst-case scenario puts the number of displaced teaching staff at 55,480. As per the CHED-DOLE Action
Plan, each faculty member will receive 30,000 pesos monthly, for 2 years.
29
CHEDs worst-case scenario puts the number of displaced non-teaching staff at 22,838. As per the CHED-DOLE
Action Plan, each non-teaching staff will receive 6,000 pesos monthly, for 2 years. Considering that this amount
is so small, for this paper, the figure was doubled to reach 12,000 pesos which is still below the proposed 16,000-
peso legislated national minimum wage.
 11

To prove that the Philippine government CANT PROVIDE SUFFICIENT FUNDING for
the K to 12 program, observers need to look at the Philippine education sectors
budget30 through the years.

Year DepEd CHED TESDA TOTAL

2012 201,821,472,000 1,420,891,000 2,745,746,000 205,988,109,000
2013 231,437,428,000 2,782,101,000 2,971,096,000 237,190,625,000
2014 281,774,247,000 6,941,041,000 5,117,192,000 293,832,480,000
2015 321,059,493,000 2,368,769,000 5,319,484,000 328,747,746,000

Even DepEds data31 with regard to the increase in investments in Basic

Education which covers its budget and funding for new classrooms/facilities shows
that a quantitative leap in funding is next to impossible.

Take note that the Philippine government needs to hike the education sector
budget by at least 100,000,000,000 pesos, and as previous budgetary data prove, it is
nearly impossible to do that unless if it acquires more loans for the K to 12 scheme,
which is by the way allowed by the K to 12 Law. In fact, even public schools on their
own can seek loans, under the said law.

Furthermore, it must be mentioned that foreign funding agencies such as United

States Agency for International Development/USAID, Australian Agency for
30
Excluding the budget of State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs). Data is
culled from the Department of Budget and Management (DBM) website.
31
https://www.facebook.com/DepEd.Philippines/photos/a.380071542052546.85463.359105487482485/85923709
4135986/?type=1
 12

International Development/AusAID supports the implementation of K to 12 in the

Philippines32, and even the World Bank pledged to help the country in implementing this
scheme33.

USAID, AusAID, and Asian Development Bank (ADB) Support for K to 12 in the
Philippines
Activity Date Funding Funding Agency
Basic Education Sector 2014-2019 $150 million AusAID
Transformation Program34
Curriculum Comparison 2011 No Data AusAID
Study for the Philippines Available
Basic Education Sector
(University of Melbourne35)
Analysis of the Basic 2011 No Data AusAID at SEAMEO-Innotech
Education of the Available
Philippines:Implications for
the K to 12 Education
Program36
Basa Pilipinas (National 2013 No Data USAID
37
Training of Teachers) Available

32
USAIDs support for K to 12 in the Philippines is proven by the following reports:
http://www.pbed.ph/content/private-state-and-local-hei-heads-endorse-historic-%E2%80%98manila-declaration-
higher-education%E2%80%99; http://www.usaid.gov/philippines/press-releases/us-government-supports-deped-
national-training-trainers-k-12-program; http://pdf.usaid.gov/pdf_docs/PA00JXG4.pdf;
http://newsinfo.inquirer.net/432293/us-supports-teacher-training-for-k-to-12-implementation;
http://www.pbed.ph/content/pbed-conducts-regional-round-table-discussions;
http://newsinfo.inquirer.net/364853/time-for-leapfrogging-reforms-in-higher-education;
http://www.rexpublishing.com.ph/teacherslounge/shs/teachers-resources/08-09-10-
14/DepEd%20NCR%20Ms.%20Jennifer%20Vivas%20Aug.9%202014_K%20to%2012%20Curriculum%20Orientation.
pdf. USAID provides funding for pro-K to 12 groups such as the Philippine Business for Education (PBEd), and USAID
has programs that directly supports. Two pro-K to 12 researches were funded by AusAID in the Philippines:
https://www.academia.edu/3814475/Analysis_of_the_Basic_Education_of_the_Philippines_ at
http://education.unimelb.edu.au/arc/projects/completed/phil;
http://issuu.com/deped.philippines/docs/k_to_12_integrated_report_ausaid_in. Heres another report that
proves AusAIDs active support for K to 12 in the Philippines:
http://au.ibtimes.com/articles/470880/20130524/australia-philippines-australian-aid-ausaid-ambassador-
bill.htm#.VKzr8NKUeSg. The following report from the Australian Department of Foreign Affairs and Trade proves
that their government funds K to 12 in the Philippines:
http://aid.dfat.gov.au/countries/eastasia/philippines/Pages/default.aspx.
33
See http://www.worldbank.org/en/news/press-release/2013/07/12/new-world-bank-president-philippines-
poised-to-accelerate-reforms-for-more-and-better-jobs
34
See http://aid.dfat.gov.au/countries/eastasia/philippines/Pages/default.aspx.
35
See http://aid.dfat.gov.au/countries/eastasia/philippines/Documents/appr-philippines-2011.pdf at
http://education.unimelb.edu.au/arc/projects/completed/phil
36
See https://www.academia.edu/3814475/Analysis_of_the_Basic_Education_of_the_Philippines_
37
See http://www.usaid.gov/philippines/press-releases/us-government-supports-deped-national-training-trainers-
k-12-program
 13

Assessment of On-going 2012 No Data USAID

Information Available
Communications
Technology for Education
(ICT4E)38 initiatives
K to 12 Mall Exhibit39 2011 No Data AusAID at USAID
Available
Pro-K to 12 Advertisements 2013 No Data AusAID
in Cinemas40 Available
2013 Higher Education 2013 No Data AusAID
Summit 41 Available
Loan for the Implementation 2014 $300 milyon ADB
of K to 1242
Mapping of Schools 2013 No Data ADB
Planning to Put Up Senior Available
High School43

4. Both government and private schools CANNOT COPE UP WITH the demands
of the K to 12 Program, especially with regard to the creation of a two-year senior
high school scheme.
In fact, out of 7,748 public high schools, only 5,020 will offer senior high school.
Meanwhile, out of 5,130 private high schools, only 274 are authorized to offer senior
high school. In a Facebook post44, DepEd claims that it is planning to establish 196
DepEd stand-alone senior high schools. This will certainly fail to address the
anticipated needs of more than 2 million prospective senior high school students.
DepEd further claims in another Facebook post45 that an additional 1,116 private
schools will be given permit to offer senior high school on March 31, 2015 but such
number would still be not enough to provide service for all prospective senior high
school students. It must be also emphasized that most poor families will refrain from
sending their children to private senior high schools because the total cost of private
education will always be greater than the total cost of public education. Hence, the
DepEd should consider equipping ALL PUBLIC SCHOOLS to offer senior high school.
DepEd will soon be flooded with complaints and protests with regard to the lack
of ample senior high schools facilities. Government schools are so ill-prepared to
implement the K to 12 Program that the governments ACTION PLAN (23 June 2014)
38
See http://newsbytes.ph/2012/07/24/deped-usaid-to-assess-public-school-computerization-program/
39
See http://www.radyonatin.com/story.php?storyid=2589
40
Shown in Greenbelt and Glorietta Cinemas at Makati City. Heres the YouTube copy:
https://www.youtube.com/watch?v=fDKip3XzqCk
41
See http://newsinfo.inquirer.net/364853/time-for-leapfrogging-reforms-in-higher-education
42
See http://www.adb.org/news/adb-300-million-loan-aids-philippines-shift-new-basic-education-system
43
Batay sa http://www.philstar.com/headlines/2013/05/17/943036/deped-seeks-specialized-high-school-
programs-under-k-12
44
https://www.facebook.com/DepEd.Philippines/photos/a.380071542052546.85463.359105487482485/85986336
4073359/?type=1
45
https://www.facebook.com/DepEd.Philippines/photos/a.380071542052546.85463.359105487482485/85986360
4073335/?type=1
 14

assumes that 400,000 or 36% of the 1.1 million Grade 10 finishers of public junior high
school will transfer to non-public senior high schools. For this transfer, the government
intends to spend at least 6,000,000,000 pesos (S.Y. 2016-2017) and 12,000,000,000
pesos (S.Y. 2017-2018), for the so-called voucher program. This voucher program is
nothing but the de-facto privatization of the senior high school scheme under K to 12:
students who cannot be accommodated by public senior high schools can instead enroll
in private schools, using vouchers from the government, which brings us to the next
point.

5. The voucher system which subsidizes private education, instead of expanding

public education, has been a proven failure in countries such as the United
States, where it led to the massive privatization and corporatization of education.
Such system drastically defunded, decreased funding for public education, while
at the same time subsidizing profit-oriented schools.
With regard to the failure of the American voucher system, Pauline Lipmans
article Neoliberal Education Restructuring: Dangers and Opportunities of the Present
Crisis46 and John Bellamy Fosters essay Education and the Structural Crisis of
Capital: The U.S. Case47 are instructive. Additional data on the failure of a parallel
voucher system the Swedish one can be read from Ray Fismans Swedens School
Choice Disaster48.

6. Two years of senior high school are financially burdensome to poor families,
considering that the Philippine government IS STILL SILENT on whether or not it
will fully subsidize the two-year senior high school scheme. The government
WILL HAVE TO FULLY SUBSIDIZE senior high school, OTHERWISE, there will be
another reason to say the K to 12 Program is patently unconstitutional as it
violates Article XIV, Sections 1 and 2.

Level of Education Cost

Kindergarten Free in Public Schools
Grades 1-6 (Elementary) Free in Public Schools
Grades 7-10 (Junior High School) Free in Public Schools
Grades 11-12 (Senior High School) 16,000 pesos (proposed annual cost in PUP-
Manila)

24,850 pesos (advertised rate of APEC Schools, a

consortium of Ayala and Pearson)

46
http://monthlyreview.org/2011/07/01/neoliberal-education-restructuring/
47
http://monthlyreview.org/2011/07/01/education-and-the-structural-crisis-of-capital/
48

http://www.slate.com/articles/news_and_politics/the_dismal_science/2014/07/sweden_school_choice_the_coun
try_s_disastrous_experiment_with_milton_friedman.html
 15

7. The K to 12 Programs obsession with global competitiveness and actual

abandonment of nationalism as the foundation of Philippine education as
proven by the K to 12 Laws emphasis on global competitiveness as the main
reason behind the adoption of the said scheme, and as further shown by the
governments abolition of subjects such as Filipino, Literature, and Philippine
Government & Constitution, that are vital to strengthening the Filipino peoples
collective identity, and aligning the objectives of education towards national
development. In fact, the K to 12 Program GO AGAINST the Philippine
Constitution! (Read Article XIV, Sections 2 and 3, and 6 and 7 of the Philippine
Constitution)

8. The K to 12 Program is clearly crafted NOT FOR THE FILIPINO PEOPLES

WELFARE, but FOR THE NEEDS OF BIG FOREIGN BUSINESSES AND THEIR
LOCAL PARTNERS.

In-Demand Skills and/or Professions in 10 Top Destinations of OFWs49 Vis-a-vis Senior

High School Courses in the Philippines
OFW In-Demand50 Related/Parallel Senior High School
Destination Skills/Professions Course in the Philippines
51
USA Nursing STEM Strand
Caregiving (NC II)
USA Physical Therapist52 STEM Strand
Caregiving (NC II)
USA Electrical and Electronics Consumer Electronics Servicing (NC II)
Repairer53 Electrical Installation and Maintenance
(NC II)
STEM Strand
USA Electrical at Electronics Consumer Electronics Servicing (NC II)
Engineering Technicians Electrical Installation and Maintenance
STEM Strand
USA Electricians Consumer Electronics Servicing (NC II)
Electrical Installation and Maintenance
(NC II)
STEM Strand
USA Maintenance Workers, Automotive Servicing (NC I)
Machinery
USA Welders Shielded Metal Arc Welding (NC I)
Shielded Metal Arc Welding (NC II)
USA Chemical Technician STEM Strand

49
See http://www.poea.gov.ph/stats/Stock%20Estmate%202009.pdf
50
Includes hard-to-fill jobs
51
See http://www.greencardlawyers.com/greencards/occupation-based/schedule-a.html
52
See http://www.greencardlawyers.com/greencards/occupation-based/schedule-a.html
53
See: http://www.forbes.com/sites/emsi/2013/03/07/americas-skilled-trades-dilemma-shortages-loom-as-most-
in-demand-group-of-workers-ages/.
 16

Saudi Arabia Housekeeping and Household Services (NC II)

Restaurant Services Housekeeping (NC II)
Workers Food and Beverage Services (NC II)
(Housekeeper; Domestic
Helper; Household Worker;
High Rise Cleaner; Service
Crew; Bartender;
Waiter/Waitress)54
Saudi Arabia IT Programmer Computer Programming (NC IV)
Saudi Arabia Engineer STEM Strand
Saudi Arabia Nurse STEM Strand
Caregiving (NC II)
Saudi Arabia Electrical Motor Technician Automotive Servicing (NC I)
Electrical Installation and Maintenance
(NC II)
Saudi Arabia Cold Storage Technician Refrigeration and Airconditioning
Servicing (NC II)
Saudi Arabia Draftsman Technical Drafting (NC II)

Saudi Arabia Auto CAD Operator Technical Drafting (NC II)

Saudi Arabia Graphic Designer Illustration (NC II)

Arts and Design Track
Technical Drafting (NC II)
Saudi Arabia Bookkeeper, Cashier, and Front Office Services (NC II)
Related Workers ABM Strand
Saudi Arabia Caregiver Caregiving (NC II)
Saudi Arabia Aerobic Instructor Sports Track
Saudi Arabia Electronic Technician Consumer Electronics Servicing (NC II)
Saudi Arabia Aircon Technician Refrigeration and Airconditioning
Servicing (NC II)
Saudi Arabia Electrician Electrical Installation and Maintenance
(NC II)
Saudi Arabia Plumbers and Pipe Fitters Plumbing (NC I)
Plumbing (NC II)
Saudi Arabia Tile Setter Tile Setting (NC II)
Saudi Arabia Carpenter Carpentry (NC II)
Saudi Arabia Mechanic Motor-Vehicle Automotive Servicing (NC I)

Saudi Arabia Tailor and Dressmakers Dressmaking (NC II)

Tailoring (NC II)

54
Data for Saudi Arabia, UAE, Malaysia, Japan, Hong Kong, Singapore are based on the Analysis of In-Demand
Skills and Hard-to-Fill Positions for Overseas Employment of the Philippine Overseas Employment Administration
(POEA)-Welfare and Employment Office-Employment Branch: http://www.poea.gov.ph/docs/in-demandSkills.pdf
 17

Saudi Arabia Welder Shielded Metal Arc Welding (NC I)

Shielded Metal Arc Welding (NC II)
Saudi Arabia Cook and Related Workers Bread and Pastry Production (NC II)
(Culinary Industry) Cookery (NC II)
Food and Beverage Services (NC II)
Saudi Arabia Refrigeration Technician Refrigeration and Airconditioning
Servicing (NC II)
Saudi Arabia Mason Masonry (NC II)
Saudi Arabia Agronomist Agri-Fishery Arts Track
Saudi Arabia Chemist STEM Strand
Saudi Arabia Accountant ABM Strand
Saudi Arabia Computer Technician Computer Hardware Servicing (NC II)
Saudi Arabia Photoshop Operator Arts and Design
Technician
Saudi Arabia Cake Designer Bread and Pastry Production (NC II)
Canada Service Crew55 Food and Beverage Services (NC II)
56
Canada Accountant ABM Strand
Canada Engineer57 STEM Strand
58
Canada Computer Programmer Computer Programming (NC IV)
Canada Electrical and Electronics STEM Strand
Engineering Technologists Consumer Electronics Servicing (NC II)
and Technicians59 Electrical Installation and Maintenance
(NC II)
60
Canada Nurse STEM Strand
Caregiving (NC II)
Canada Industrial, Electrical and Electrical Installation and Maintenance
Construction Trades61 (NC II)
Canada Technical Jobs in Natural Agri-Fishery Arts Track
Resources, Agriculture and
Related Production62
Canada Chefs and Cooks63 Cookery (NC II)
Food and Beverage Services (NC II)

55
Based on Analysis of In-Demand Skills and Hard-to-Fill Positions for Overseas Employment ng Philippine
Overseas Employment Administration (POEA)-Welfare and Employment Office-Employment Branch:
http://www.poea.gov.ph/docs/in-demandSkills.pdf
56
Covered by the Federal Skilled Worker Program (FSWP) and Federal Skilled Trades Program (FSTP) of Canada:
http://www.cbc.ca/news/politics/skilled-immigrants-recruited-in-50-occupations-ahead-of-express-entry-launch-
1.2673822.
57
Covered by FSWP and FSTP in Canada
58
Covered by FSWP and FSTP in Canada
59
Covered by FSWP and FSTP in Canada
60
Covered by FSWP and FSTP in Canada
61
Covered by FSWP and FSTP in Canada
62
Covered by FSWP and FSTP in Canada
63
Covered by FSWP and FSTP in Canada
 18

Canada Butchers and Bakers64 Slaughtering Operation (NC II)

Bread and Pastry Production (NC II)
UAE Accounting Staff ABM Strand
UAE Aircon Technician Refrigeration and Airconditioning
Servicing (NC II)
UAE Auto CAD Operator Technical Drafting (NC II)
UAE Automotive Industry Automotive Servicing (NC I)
Worker
UAE Engineer STEM Strand
UAE Culinary Industry Personnel Bread and Pastry Production (NC II)
Cookery (NC II)
Food and Beverage Services (NC II)
UAE Draftsman
UAE Electrician Electrical Installation and Maintenance
(NC II)
UAE Hospitality Industry Housekeeping (NC II)
Personnel
UAE Housekeeper Household Services (NC II)
Housekeeping (NC II)
UAE Industrial Electrician Electrical Installation and Maintenance
(NC II)
UAE Instrument Pipe Fitter Plumbing (NC I)
Plumbing (NC II)
UAE Pest Control Technician Pest Management (NC II)
UAE Skilled Carpenter Carpentry (NC II)
UAE Skilled Welder Shielded Metal Arc Welding (NC I)
Shielded Metal Arc Welding (NC II)
UAE Waiter/Waitress Food and Beverage Services (NC II)
UAE Electrical Engineering STEM Strand
Technician Electrical Installation and Maintenance
(NC II)
UAE Irrigation Supervisor Agri-Fishery Arts Track
UAE Welder Shielded Metal Arc Welding (NC I)
Shielded Metal Arc Welding (NC II)
UAE Mechanic Motor-Vehicle Automotive Servicing (NC I)
(Automotive)
Australia Butcher Slaughtering Operation (NC II)
Welder Shielded Metal Arc Welding (NC I)
Shielded Metal Arc Welding (NC II)
Australia Electrical Engineering STEM Strand
Technician65 Electrical Installation and Maintenance
(NC II)

64
Covered by FSWP and FSTP in Canada
65
Covered by Australias Skilled Occupations List (SOL): http://www.immi.gov.au/Work/Pages/skilled-occupations-
lists/sol.aspx.
 19

Australia Engineer66 STEM Strand

Australia Nurse67 STEM Strand
Caregiving (NC II)
68
Australia Midwife STEM Strand
Caregiving (NC II)
69
Australia Accountant ABM Strand
70
Australia Agricultural Consultant Agri-Fishery Arts Track
Australia Veterinarian71 STEM Strand
Agri-Fishery Arts Track
Australia Chiropractor72 STEM Strand
Caregiving (NC II)
Wellness Massage (NC II)
73
Australia Developer Programmer Computer Programming (NC IV)
Australia Motor Mechanic (General) Automotive Servicing (NC I)
74

Australia Stonemason75 Masonry (NC II)

Australia Carpenter76 Carpentry (NC II)
Australia Plumber (General) 77 Plumbing (NC I)
Plumbing (NC II)
Australia Electrician (General) 78 Electrical Installation and Maintenance
(NC II)
Australia Chef79 Cookery (NC II)
Food and Beverage Services (NC II)
Malaysia Domestic Helper Household Services (NC II)
Housekeeping (NC II)
Japan Nurse STEM Strand
Caregiving (NC II)
United Kingdom Engineer80 STEM Strand
United Kingdom Programmers Computer Programming (NC IV)
and Software

66
Covered by Australias Skilled Occupations List (SOL)
67
Covered by Australias Skilled Occupations List (SOL)
68
Covered by Australias Skilled Occupations List (SOL)
69
Covered by Australias Skilled Occupations List (SOL)
70
Covered by Australias Skilled Occupations List (SOL)
71
Covered by Australias Skilled Occupations List (SOL)
72
Covered by Australias Skilled Occupations List (SOL)
73
Covered by Australias Skilled Occupations List (SOL)
74
Covered by Australias Skilled Occupations List (SOL)
75
Covered by Australias Skilled Occupations List (SOL)
76
Covered by Australias Skilled Occupations List (SOL)
77
Covered by Australias Skilled Occupations List (SOL)
78
Covered by Australias Skilled Occupations List (SOL)
79
Covered by Australias Skilled Occupations List (SOL)
80
Saklaw ng Shortage Occupation List ng United Kingdom:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/308513/shortageoccupationlista
pril14.pdf
 20

Development
81
Professionals
United Kingdom Nurse82 STEM Strand
Caregiving (NC II)
United Kingdom Animator in Visual Animation (NC II)
Effects83
United Kingdom Graphic Illustration (NC II)
84
Designers Arts and Design Track
Technical Drafting (NC II)
United Kingdom Welder85 Shielded Metal Arc Welding (NC I)
Shielded Metal Arc Welding (NC II)
United Kingdom Chef86 Cookery (NC II)
Food and Beverage Services (NC II)
Hong Kong Housekeeper Household Services (NC II)
Housekeeping (NC II)
Singapore Chemical Engineer STEM Strand
Singapore Mechanical Engineer STEM Strand
Singapore IT Programmer Computer Programming (NC IV)

9. Contrary to DepEds rhetoric, there is no assurance that graduates of the

senior high school program will gain good employment. It is very likely that not
all senior high school graduates will be able to find jobs, at this time that even
college graduates find it difficult to seek good-paying jobs. It is very likely that
only low-paying, contractual jobs will be available to senior high school
graduates.
According to the Education for All 2015 National Review, The quality of TVET
(Technical-Vocational Education Training) programs is improving, as seen in the rising
employment rate among TVET graduates from 48.5 percent in 2005 to 60.9 percent in
2011 and 65.3 percent in 2013. The employment rate among Techvoc graduates in
(Information TechnologyBusiness Processing Outsourcing (ITBPO) and electronics
industries has also increased. But, what theyre not revealing is the average wage of
non-college graduates in the Philippines:

One, the average salary of college graduates are higher than non-college
graduates as the following figure says. We do not want our young people trapped in
low-wage jobs, especially under contractual employment set-ups tolerated if not
encouraged by pro-capitalist and anti-labor governments around the world.

81
Saklaw ng Shortage Occupation List ng United Kingdom
82
Saklaw ng Shortage Occupation List ng United Kingdom
83
Saklaw ng Shortage Occupation List ng United Kingdom
84
Saklaw ng Shortage Occupation List ng United Kingdom
85
Saklaw ng Shortage Occupation List ng United Kingdom
86
Saklaw ng Shortage Occupation List ng United Kingdom
 21

Average Earnings of Workers Grouped According to Highest Educational

Attainment. Source: Investing in Inclusive Growth Amid Global Uncertainty, a
World Bank PHILIPPINE QUARTERLY UPDATE (July 2012).

Towards Holistic Paradigm Shifts: Rethinking Educational and Economic

Frameworks
Any additional budget for education will be useless unless the education and
economic systems of the country are not reoriented. We can change the subjects as
frequent as we can but we should emphasize inculcating values for national
development and international solidarity, rather than subscribing to dependency on
failed foreign frameworks and the race-to-the-bottom doctrine preached by global
capital. Hence, the countrys labor export policy must be scrapped, including the related
policy that treats schools in the Philippines as mere manufacturers of workers and
professionals for export.
To complement such endeavors, job opportunities within the country must be
broadened through implementing a comprehensive economic plan that focuses on self-
reliance or self-dependence. This can be done through national/nationalist
industrialization, agrarian reform, and modernization of agriculture. Hence, the
Philippines must utilize its resources for its own citizens progress, and not merely as
exports to other countries. The Philippines have all natural and human resources
needed by a country to become holistically developed and a net contributor to the global
struggle against inequality and exploitation.

URGENT APPEAL: Suspend the Implementation of K to 12

In view of what has been discussed above, we urgently appeal to authorities to
immediately suspend the implementation of K to 12. The year 2016 is an election year
and hence it is hoped that the impending political crisis resulting from the imminent
displacement of at least 100,000 workers in the education sector, is temporarily
defused, to pave the way for a more enlightened discussion on educational reforms.
 22

Considering that the K to 12 Law has been enacted only in 2013, it just logical
that children who started their Kindergarten education on that year be the first batch to
undergo the K to 12 scheme, if the next round of discussion and debate favors the
adoption of K to 12. Hence, logically, if K to 12 is adopted, its implementation in college
must start in 2025. That will give us ample time to prepare the whole education system
for an overhaul.

One last note, actually, the only quantitative research on this matter cautions
against adopting a 12-year Basic Education Cycle. In the study Length of School Cycle
and the Quality of Education by UP Professor Abraham I. Felipe and Fund for
Assistance to Private Education (FAPE) Executive Director Carolina C. Porio, it was
found out that (t)here is no clear empirical basis in TIMSS to justify a proposal for the
Philippines to lengthen its education cycle...There is no basis to expect that lengthening
the educational cycle calendar-wise, will improve the quality of education...
Felipe and Porio further emphasized that: The value of the 12-year cycle is
ultimately a matter of weighing the large and certain costs against the uncertain gains in
lengthening the education cycle. However, one can adopt a guideline in weighing these
costs and gains. One such guideline may be that individuals who are inconvenienced by
non-standardised cycles should be the ones to bear the costs of reducing those
inconveniences. People in the farms and small barangays should be spared the burden
of a system that will not benefit them. The government could help those interested in
foreign studies and work placement by supporting an appropriate system of
assessment, rather than tinker with the whole cycle length. This solution addresses the
alleged problem in a more focused way and does not indiscriminately impose on every
Filipino the costs of meeting the needs of a few.

Hence, premises considered, we reiterate our stand to temporarily suspend the

implementation of the K to 12 program.

19 March 2015

(TO BE CONTINUED AND EXPANDED...)