Vale 1

Ron Lexar M Vale 2018 – 10756

Professor Alexandra Cardoso

ENG 13 THR3

21 January 2019

In the past, the Philippines had followed a 10-year basic education program

encompassing six years in elementary level, and another four years in the secondary level. This

system, albeit traditional, has led the country to be left behind in the world in terms of

education. In fact, by 2012, the Philippines was one of the three countries in the world (the

others being Angola and Djibouti) and the only one in Asia to still follow a 10-year basic

education program back then (Inquirer). Furthermore, the old curriculum, according to then

Philippine President Benigno Aquino III to Inquirer, indirectly caused Filipinos to be at a

disadvantage in competing globally, due to the old curriculum that he described as “force

feeding.” In hopes of keeping up with international standards, Aquino approved the Republic

Act No. 10533, also known as the “Enhanced Basic Education Act of 2013,” which took effect

in the country starting June 8, 2013, and was integrated to the Philippine landscape by S.Y

2012-2013. Also known as the K-to-12 Program, it 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” (Government Gazette).

On paper, the K-to-12 program indeed has its merits, should it be successful. And more

recently, the program has produced its first batch of graduates from the Senior High School
 Vale 2

program in mid-2018. However, the question still stands – has the program successfully

achieved its goals?

Six years since the transition from the old curriculum, there has still been the lack of

teaching facilities and equipment in general, with some schools (e.g. Dr. Cecilio Putong

National High School in Bohol) holding classes on make-shift classrooms. In fact, according

to an article by Umil, “As of November 2016, DepEd data showed shortages that the agency is

yet to meet; 13,995 classrooms, 88,267 teachers; 235 million instructional and other learning

materials; 2.2 million school seats for 2016 and 66,492 sets – each seat with 45 seats and 1

teacher’s desk; and 44,538 computer packages.” To still hold classes on unfavorable learning

conditions would affect the performance of the students overall – prohibiting them from

learning concepts and skills related to their curriculum.

Along with the existing problems in the state of education comes also the challenge

Senior High School graduates, especially those who opts not to proceed to tertiary education,

would have to face – employment. Fortunately, results have shown quite the potential.

According to the survey conducted by Jobstreet in February 2018 involving 503 employers

around the country as part of its annual Fresh Graduate Report, “25% of employers are willing

to hire, while 40% are indefinite about hiring K-12 graduates. The 40% indefinite employers

said they are still evaluating or will eventually hire pending definite timelines” (Jobstreet.com).

The percentage, in which Education Undersecretary Jesus Mateo had to say as promising,

telling to PhilStar “a good enough percentage to take in K-12 graduates in entry level positions

doing administrative and support work to technical, supervisory and managerial levels”

(Mateo). This should be the case, considering that work immersion is part of the curriculum of

the Senior High Program, thereby equipping students with work experience and knowledge

crucial with their respective fields.

 Vale 3

The K-to-12 Program, albeit theoretically ideal to improve the education landscape here

in the country, was implemented much too early. This could have affected the program’s

performance along with its supposed goals, thereby being not quite successful. However, ideal

conditions and results from a relatively new educational system cannot come right away. Fully

transitioning from an old curriculum to the other in the span of six years would entail time for

students, employers, and the nation in general to fully adapt and embrace such context.

References:

“The K to 12 Basic Education Program.” Official Gazette of the Republic of the

Philippines, https://www.officialgazette.gov.ph/k-12/. Accessed 21 January 2019.

“Implementing Rules and Regulations of the Enhanced Basic Education Act of 2013.”

Official Gazette of the Republic of the Philippines, 4 September 2013,

https://www.officialgazette.gov.ph/2013/09/04/irr-republic-act-no-10533/. Accessed 21

January 2019.

“What went before: The K-12 Program.” Inquirer.net, 7 April 2018,

https://newsinfo.inquirer.net/980733/what-went-before-the-k-12-program. Accessed 21

January 2019.

Umil, Anne Marxze. “New school year, same old problems: K to 12, shortages in

classrooms, teachers.” Bulatlat, 6 June 2017, http://bulatlat.com/main/2017/06/06/new-school-

year-old-problems-k-12-shortages-classrooms-teachers/. Accessed 21 January 2019.

“Fresh graduate hiring shows shifts in demand and preferences [Infographic].”

Jobstreeet, 27 April 2018, https://www.jobstreet.com.ph/career-resources/fresh-graduate-

hiring-shows-shifts-demand-preferences#.XEUrQ1wzZPY. Accessed 21 January 2019.

 Vale 4

Mateo, Janvic. “Survey showing 24% of firms hiring K-12 grads welcomed.” Philstar,

23 April 2018, https://www.philstar.com/headlines/2018/04/23/1808498/survey-showing-24-

firms-hiring-k-12-grads-welcomed. Accessed 21 January 2019.