Althea Mae B.

Dela Cruz
CBET 25-102P (MH 4:30-6:00)
Submitted to: Instr. Edna Aquino

Topic: Perspective on the Implementation of K-12 Curriculum in the Philippines

Introduction

The most important instrument for anyone to succeed in life is education. It prompted

everyone to move advance and excel in producing favorable impacts where

accomplishments and recognition are possible. It offered everyone should be able to think

critically in both directions to make better decisions and cope with a variety of situations.

Life’s challenges have inspired everyone to pursue better opportunities so they can

develop their own unique ways of life.

Education has received the most attention worldwide because it determines the future of

every nation. The Philippines was one of just three nations in the world to have a 10-year

pre-university curriculum, and it was the last nation in Asia (Yap, R, 2011). The Philippine

Educational system was modified to a modern, more dynamic curriculum that followed

the 12-year program in order to match the nation's curriculum and satisfy the demands of

the global market, where a quality education has become a requirement for everyone.

Implementation of K–12 programs aiming at producing more educated pupils with

fundamental skills for employment and lifelong learning. Because students were able to

master the abilities and learn the core competencies required to satisfy the expectations

of the global market, this program fostered the mutual recognition of Filipino learners and

professionals in other nations. Since participants in the new program were required to
complete the course work by the age of 18, it produced graduates who were skilled in

developing middle-level skills as well as jobs and entrepreneurship.

Because the students who completed this degree were considered young adults and had

difficulty with much higher learning when they joined tertiary education, they were

equipped with the requisite qualifications. The students in the Philippines now have the

option to select their own course of study thanks to this new educational program.

a certain path that led them to success in a particular field. The government argued that

because Filipino learners were able to enter the competitive job market, they were now

on par with other learners throughout the world. Through these specialties, students were

given a comprehensive preparation for the future.

Optimistically, the K–12 program provides a more comprehensive solution to the issues

the nation was having, notably in the employment phase since the Filipino graduates were

working abroad. These issues include the requirement that teachers get pedagogy,

education research, measurement, and evaluation training, as well as

Lack of government funding to provide the required resources to implement this new

curriculum, including junior and senior high school instructors, and classroom

management (Bala, C., 2017) to guarantee that instructions are delivered in a meaningful

way.

Despite all the issues that have been discovered as a result of the adoption of this new

curriculum, many people believed that the K–12 program would have long-term

advantages for all Filipino graduates. Therefore, all Filipinos should offer support and

encouragement for the improvement of the new educational system put in place by the
government. National growth and progress can actually be attained by devoting more

time and money to education.

Objectives

The implementation of K–12 programs across the nation is a topic this research article is

engaged in through the perspectives of educators, parents, and students. The data in this

study were analyzed using a structured approach.

Body

K–12 programs are thought to be the key to raising the standard of education in the

country and meeting the demands of the global economy, where graduates must have

certain skills in order to find employment across the board. As a result, the information

from various reviews that were gathered to address the questions in this article is

discussed in this chapter.

In order to give students enough time to understand concepts and skills, foster lifelong

learners, and prepare graduates for university education, middle-level skill development,

employment, and entrepreneurship, the K to 12 Program includes Kindergarten and 12

years of Basic Education.

The new curriculum's implementation provided a response to the nation's various

difficulties, but it also introduced new concerns because it fundamentally altered the

nation's educational system, which had an impact on Filipinos.

Studies of R. Ednave et al. (2018), the execution of the K–12 programs faced the

following challenges: a) a lack of planning and professional development; b) a

into real-world situations. It would be a significant task for all instructors to participate in

various training programs and further their education in order to manage the changes and

make sure that their development complies with societal needs.

The Department of Education's K–12 Basic Education Program adds two years of

secondary schooling so that graduates can choose between three career paths:

postgraduate work, further education, or entrepreneurship. The curriculum revision, the

initial deployment and training of instructors, assuring the program's sustainability, and

providing the essential infrastructure were all difficult aspects of the reform (Sergio, M.,

2012).

As was indicated in the Cocal study, C. According to & Marcellano, G., (2017), the existing

physical, educational, and support services provided by the various public elementary

schools in Pangasinan do not meet the basic requirements established by the Department

of Education. To effectively and efficiently implement the K+12 program, schools needed

to enhance their physical facilities and pedagogical resources. In relation to implementing

the K–12 program, the schools faced significant financial resource issues.

The results of various studies should serve as a wake-up call for the government, in

particular the Department of Education, to develop the necessary strategies for providing

immediate solutions to all these problems identified in order to guarantee that the

objectives of this new curriculum can be achieved. The findings gave the government a

road map for what needed to be done and showed that an immediate response was

essential to prevent delays in the results, particularly for students who were key

participants in this initiative. As a result, the collaboration and coordination of the various
education specialists has been crucial to the development of the best action plan that

addressed these concerns following the execution of this program.

People believed that learning could transform them for the better. A learning outcome

could until someone participates in various academic activities, observation won't occur.

The most important outcome that a teacher must attain at the conclusion of the class is,

according to the teaching profession, learning. The discussion must be engaging in order

for the audience to learn, and that is how students learn best. Teachers modified their

methods of education in light of this concept to make sure that lessons were effectively

conveyed to students' minds. In order to ensure their success when employed during a

conversation, teaching tactics must be evaluated by the teachers.

It provided teachers with a general understanding of how to cope with students who have

diverse learning styles without compromising the students' learning in light of the findings

on the various teaching methodologies. The capacity to comprehend the various interests

and demands of the students as well as a passion for teaching were requirements for

teachers to prevent instruction delays. Additionally, it was extremely important in the

teaching sector to take into account effective and appropriate teaching tactics when

delivering instruction because they increased teacher-student interaction and helped

students develop the skills necessary to solve problems on their own.

In the Dollage, D. (2011) report, Luistro (2010) said that the Philippine education system

aimed to produce outstanding undergraduates in the primary and secondary levels. All

Filipinos agree that an additional two years in a child's basic education will be beneficial,

according to the Department of Education. However, each person participating in this shift

has a distinct experience, particularly the family, the teachers, and the kids. As stated in
the Acosta study's quotation from a teacher's perspective, I and Acosta, A. (2016)

discovered five predisposing factors, including qualifications, hiring requirements,

streamlining of courses, management of surplus labor, and alternative programs to

assess the readiness of senior high school teachers and higher education institutions to

ensure stability and to encourage and protect the health of the faculty involved and other

workers in the higher education field.

Conclusion

Teachers, parents, and students who were heavily involved in this transformation had

varying opinions about how the K–12 programs were implemented in the Philippines and

whether or not they helped the nation improve its educational system to meet the

demands of the international market. Following the analysis and interpretation of the data,

it may be stated that:

1. Despite the numerous difficulties the program had encountered, teachers, parents,

and students had high hopes that it would help solve the country's issue with

fostering the state's economy;

2. K–12 education gave graduates the skills they needed to succeed in their chosen

fields of expertise who possessed the appropriate abilities and talents; and

3. This new curriculum must include many interactive teaching strategies and

techniques since they allowed students to become immersed in the actual world

and see a wider picture of it.

http://www.depedne.net/?page=news&action=details&opt=%20popup&REFECODE=AR

PRO20170700024

https://files.eric.ed.gov/fulltext/EJ1162276.pdf

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

https://www.officialgazette.gov.ph/k-12/

https://www.researchgate.net/publication/309710847_Teachers'_Perceptions_on_Senio

r_High_School_Readiness_of_Higher_Education_Institutions_in_the_Philippines

https://soapboxie.com/social-issues/