1
OVERCOMING THE CHALLENGES IN THE IMPLEMENTATION AND ADMINISTRATION OF THE K-12 CURRICULUM: TOWARDS
A CULTURE OF EXCELLENCE
Dr. Cecilia Liwanag Calub
Professor, Tarlac State University
Nations around the world are undertaking wide-ranging reforms to better prepare children for the higher educational demands of life and work in the 21st century. What are the skills that young people demand in this rapidly changing world and what competencies do teachers need to effectively teach those skills? What can teacher preparation and continuing professional development do to prepare graduates to teach well in a 21st century classroom? What are the different roles and responsibilities of 21st century school leaders and how do countries succeed in developing these leaders? To answer these questions we need to rethink many aspects of our education systems: the quality of recruiting systems; the type of education recruits obtain before they start working; how they are monitored and what education and support they get; how their compensation is structured; how to improve performance of struggling teachers and enhance development among the best ones. To help governments effectively address these and other key issues, placing teachers and school leaders at the center of improvement efforts, the DepEd, CHEd, TESDA, TVEIs are bringing educators and school leaders in trainings and conferences to bring out important issues and analyze these issues about the implementation of the K-12 curriculum in our country to recreate better education policies for better lives. Nations around the world are undertaking wide-ranging reforms to better prepare children for the higher educational demands of life and work in the 21st century. What are the skills that young people demand in this rapidly changing world and what competencies do teachers need to effectively teach those skills? What can teacher preparation and continuing professional development do to prepare graduates to teach well in a 21st century classroom? What are the different roles and responsibilities of 21st century school leaders and how do countries succeed in developing these leaders? To answer these questions we need to rethink many aspects of our education systems: the quality of recruiting systems; the type of education recruits obtain before they start working; how they are monitored and what education and support they get; how their compensation is structured; how to improve performance of struggling teachers and enhance development among the best ones. To help governments effectively address these and other key issues, placing teachers and school leaders at the center of improvement efforts, the DepEd, CHEd, TESDA, TVEIs are bringing educators and school leaders in trainings and conferences to bring out important issues and analyze these issues about the implementation of the K-12 curriculum in our country to recreate better education policies for better lives. INTRODUCTION
Nations around the world are undertaking wide-ranging reforms to better prepare children for the higher educational demands of life and work in the 21st century. What are the skills that young people demand in this rapidly changing world and what competencies do teachers need to effectively teach those skills? What can teacher preparation and continuing professional development do to prepare graduates to teach well in a 21st century classroom? What are the different roles and responsibilities of 21st century school leaders and how do countries succeed in developing these leaders?
To answer these questions we need to rethink many aspects of our education systems: the quality of recruiting systems; the type of education recruits obtain before they start working; how they are monitored and what education and support they get; how their compensation is structured; how to improve performance of struggling teachers and enhance development among the best ones. To help governments effectively address these and other key issues, placing teachers and school leaders at the center of improvement efforts, the DepEd, CHEd, TESDA, TVEIs are bringing educators and school leaders in trainings and conferences to bring out important issues and analyze these issues about the implementation of the K-12 curriculum in our country to recreate better education policies for better lives.
Nations around the world are undertaking wide-ranging reforms to better prepare children for the higher educational demands of life and work in the 21st century. What are the skills that young people demand in this rapidly changing world and what competencies do teachers need to effectively teach those skills? What can teacher preparation and continuing professional development do to prepare graduates to teach well in a 21st century classroom? What are the different roles and responsibilities of 21st century school leaders and how do countries succeed in developing these leaders?
To answer these questions we need to rethink many aspects of our education systems: the quality of recruiting systems; the type of education recruits obtain before they start working; how they are monitored and what education and support they get; how their compensation is structured; how to improve performance of struggling teachers and enhance development among the best ones. To help governments effectively address these and other key issues, placing teachers and school leaders at the center of improvement efforts, the DepEd, CHEd, TESDA, TVEIs are bringing educators and school leaders in trainings and conferences to bring out important issues and analyze these issues about the implementation of the K-12 curriculum in our country to recreate better education policies for better lives.
Implementation is an important phase in the change process. The way people respond to any change process can create conditions that support or inhibit change.
In the field of education, school administrators/supervisors are in a position to lead their schools to overcome challenges of reform implementation. Given the important role of school principals in effecting and sustaining educational change, it is important to know what they actually do to overcome challenges of change implementation as well as to strengthen their
capacity for school transformation and improvement.
A. THE K-12 BASIC EDUCATION CURRICULUM IN THE PHILIPPINES
Conceptual and Legal Framework of the Basic Enhanced Education Program (K-12 Curriculum)
Republic Act 10533 (An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes a.k.a Enhanced Basic Education Act of 2013) declares that "the State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large." Likewise, the policy states that "every graduate of basic education shall be an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one's self." For this purpose the State created a functional basic education system that would develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the State shall:
Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards;
Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and
Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource.
The K to 12 Program covers Kindergarten with the entrant age of 5, six years of elementary education with the entrant age of 6, four years of Junior High School with 12 as the entrant age, and two years of Senior High School with 16 as the entrant age. The basic education program was enhanced 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. Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners (RA 10533: Sec. 4).
As a flagship education program of the Aquino administration, K to 12 has been proposed to be implemented by phases. Stakeholder consultations, policy discourses, and education summits were conducted to solicit inputs and feedback on the proposed model.
Universal kindergarten has already become mandatory beginning school year (SY) 2011-2012. The new curriculum for Grade 1 and first-year Junior High School (Grade 7 JHS) students were already implemented this SY 2012-2013. This scheme gives the administration ample time to prepare and provide the necessary infrastructures, materials, and trainings for the Senior High School (SHS) education which is to be launched by SY 2016-2017. By SY 2018-2019, all students would have already finished 12 years of basic education and would therefore be ready to enter college.
Curriculum Development: Salient Features and Standards (RA 10533: Sec. 5)
The DepED has formulated the design and details of the enhanced basic education curriculum. The officials are working with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepED coordinates with the CHED and the Technical Education and Skills Development Authority (TESDA).
The Act stresses that the DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum:
The curriculum shall be learner-centered, inclusive and developmentally appropriate;
The curriculum shall be relevant, responsive and research-based;
The curriculum shall be culture-sensitive;
The curriculum shall be contextualized and global;
The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative;
The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available;
The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and
The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts. The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units.
Education and business leaders identified three significant emerging content areas that are critical to success in communities and in the workplace: global awareness, financial/economic/business literacy, and civic literacy. Much of this content is not captured in the old curricula or taught consistently with depth in existing schools today. An effective way to incorporate this content is to infuse knowledge and skills from these areas in the curriculumEducation and business leaders identified three significant emerging content areas that are critical to success in communities and in the workplace: global awareness, financial/economic/business literacy, and civic literacy. Much of this content is not captured in the old curricula or taught consistently with depth in existing schools today. An effective way to incorporate this content is to infuse knowledge and skills from these areas in the curriculum
Education and business leaders identified three significant emerging content areas that are critical to success in communities and in the workplace: global awareness, financial/economic/business literacy, and civic literacy. Much of this content is not captured in the old curricula or taught consistently with depth in existing schools today. An effective way to incorporate this content is to infuse knowledge and skills from these areas in the curriculum
Education and business leaders identified three significant emerging content areas that are critical to success in communities and in the workplace: global awareness, financial/economic/business literacy, and civic literacy. Much of this content is not captured in the old curricula or taught consistently with depth in existing schools today. An effective way to incorporate this content is to infuse knowledge and skills from these areas in the curriculum
Subjects for Grades 1-10
As early as elementary, students gain knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and Algebra. This ensures a mastery of knowledge and skills after each level. Among the subjects for Grades 1 – 10 are:
3.1. Mother Tongue
3.2. Filipino
3.3. English
3.4. Mathematics
3.5. Science
3.6. Araling Panlipunan
3.7. Edukasyon sa Pagpapakatao (EsP)
3.8. Music
3.9. Arts
3.10 Physical Education
3.11. Health
3.12. Edukasyong Pantahanan at Pangkabuhayan (EPP)
3.13. Technology and Livelihood Education (TLE), which can be taken between Grades 9-12
Agri-Fishery Arts
Home Economics
Information and Communications Technology (ICT)
Industrial Arts
Senior High School: Core Curriculum and Specific Tracks. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks.
4.1. Core Curriculum
Languages
Literature
Communication
Mathematics
Philosophy
Natural Sciences
Social Sciences.
Current content from some General Education subjects are embedded in the SHS curriculum.
4.2. Specific Tracks . Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The academic track includes three strands:
4.2.1. Business, Accountancy, Management (BAM)
Applied Economics
Business Ethics and Social Responsibility
Fundamentals of Accountancy, Business and Management 1
Fundamentals of Accountancy, Business and Management 2
Business Math
Business Finance
Organization and Management
Principles of Marketing
Work Immersion/Research/Career Advocacy/Culminating Activity i.e. Business Enterprise Simulation
4.2.2. Humanities, Education, Social Sciences (HESS)
Creative Writing / Malikhaing Pagsulat
Introduction to World Religions and Belief Systems
Creative Nonfiction
Trends, Networks, and Critical Thinking in the 21st Century Culture
Philippine Politics and Governance
Community Engagement, Solidarity, and Citizenship
Disciplines and Ideas in the Social Sciences
Disciplines and Ideas in the Applied Social Sciences
Work Immersion/Research/Career Advocacy/Culminating Activity
4.2.3. Science, Technology, Engineering, Mathematics (STEM)
Pre-Calculus
Basic Calculus
General Biology 1
General Biology 2
General Physics 1
General Physics 2
General Chemistry 1 and 2
Work Immersion/Research/Career Advocacy/Culminating Activity
4.2.4. General Academic Strands
Humanities 1*
Humanities 2*
Social Science 1**
Applied Economics
Organization and Management
Disaster Readiness and Risk Reduction
Elective 1 (from any Track/Strand)***
Elective 2 (from any Track/Strand)***
* Select from HUMSS Strand Subjects 1 to 4.
** Select from HUMSS Strand Subjects 5 to 8.
***Schools must present/offer a range of subjects from which students can choose.
Technical Vocational Education & Training National Certificate
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National Certificate Level I (NC I).
After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the Technical Education and Skills Development Authority (TESDA).
NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.
College and career readiness requires both knowledge and skills. It's time to abandon the false dichotomy between knowledge and skills. Knowledge is necessary, but not sufficient, for success today. Students need skills to be able to apply their knowledge and continue learning.College and career readiness requires both knowledge and skills. It's time to abandon the false dichotomy between knowledge and skills. Knowledge is necessary, but not sufficient, for success today. Students need skills to be able to apply their knowledge and continue learning.
College and career readiness requires both knowledge and skills. It's time to abandon the false dichotomy between knowledge and skills. Knowledge is necessary, but not sufficient, for success today. Students need skills to be able to apply their knowledge and continue learning.
College and career readiness requires both knowledge and skills. It's time to abandon the false dichotomy between knowledge and skills. Knowledge is necessary, but not sufficient, for success today. Students need skills to be able to apply their knowledge and continue learning.
Effects on General Education Curriculum in the College
The college General Education Curriculum will be revised.
It will have fewer units with the removal of unnecessary remediation as K -12 graduates adhere to the College Readiness Standards.
With K -12, the college curriculum will comprise of a year's worth of General Education subjects and at least two years of major subjects.
College and career readiness is the new direction for K–12 education. Preparing students to transition without remediation to postsecondary education or to careers that pay a living wage, or both, is the ultimate aim of every nation's government and state education policies, initiatives and funding.College and career readiness is the new direction for K–12 education. Preparing students to transition without remediation to postsecondary education or to careers that pay a living wage, or both, is the ultimate aim of every nation's government and state education policies, initiatives and funding.
College and career readiness is the new direction for K–12 education. Preparing students to transition without remediation to postsecondary education or to careers that pay a living wage, or both, is the ultimate aim of every nation's government and state education policies, initiatives and funding.
College and career readiness is the new direction for K–12 education. Preparing students to transition without remediation to postsecondary education or to careers that pay a living wage, or both, is the ultimate aim of every nation's government and state education policies, initiatives and funding.
6.1. Revised Gen. Ed. Curriculum (36 units) which Can Be Taught in English and Filipino
6.1.1. Core courses - 24 units
Understanding the Self
Readings in Philippine History
The Contemporary World
Mathematics in the Modern World
Purposive Communication
Art Appreciation
Science, Technology and Society
Ethics
6.1.2. Elective courses - 9 units
Mathematics, Science and Technology
Environmental Science, People and the Earth's Ecosystem, Human Reproduction, Living in the IT Era
Social Sciences and Philosophy
Religions, Religious Experiences and Spirituality, Phil. Indigenous Communities, Gender and Society, The Entrepreneural Mind
Arts and Humanities
Great Books, Philippine Popular Culture, Indigenous Creative Crafts, Reading Visual Art
6.1.3. Life and Works of Rizal – 3 units
Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty (RA 10533: Sec. 8). Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the "Philippine Teachers Professionalization Act of 1994 , the DepEd and private education institutions shall hire, as may be relevant to the particular subject:
7.1. Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education. Qualified LET applicants shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required;
7.2. Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these graduates possess the necessary certification issued by the TESDA: Provided, further, That they undergo appropriate in-service training to be administered by the DepEd or higher education institutions (HEIs) at the expense of the DepEd;
7.3. Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor's degree, and must have satisfactorily served as a full-time HEI faculty;
7.4. The DepEd and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That they teach on part-time basis only. For this purpose, the DepEd, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts.
Teacher Education and Training (RA 10533: Sec. 7). To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepEd and the CHEd, in collaboration with relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct teacher education and training programs, as specified:
8.1. In-service Training on Content and Pedagogy. Current DepEd teachers shall be retrained to meet the content and performance standards of the new K to 12 curriculum. The DepEd shall ensure that private education institutions shall be given the opportunity to avail of such training.
8.2. Training of New Teachers. New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum.
Career Guidance and Counselling Advocacy (RA 10533: Sec. 9)
To properly guide the students in choosing the career tracks that they intend to pursue, the DepEd, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level students. Notwithstanding the provisions of Section 27 of Republic Act No. 9258, otherwise known as the "Guidance and Counselling Act of 2004 , career and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed; Provided, That they undergo a training program to be developed or accredited by the DepEd.
Mandatory Evaluation and Review of the Curriculum Implementation
By the end of School Year 2014-2015, the DepEd shall conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.
The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers' welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts.
B. WHY IS THERE A NEED FOR K TO 12?
To decongest the curriculum. The DepEd explained that the students are hard-pressed to learn in 10 years a curriculum that is actually designed for 12 years in other countries. Twelve years of content are crammed into ten years. Hence, Filipino students are not able to achieve comprehension and mastery of core subjects.
To prepare the students for higher education. From the DepEd's assessment, secondary graduates of the current system are not adequately prepared for college. They pointed out that this is why most of the courses, the so-called General Education subjects, taken by first year college students are actually remedial as they should have already been mastered in high school.
To prepare the students for the labor market. According to the DepEd, with the 10-year basic education cycle, students usually graduate from high school below 18 years old, too young to legally join the labor force or put up a business that will entail them to enter into contracts. In addition, because they have not mastered the necessary competencies, graduates of the current system often lack skills and hence, are vulnerable to exploitative labor practices. The DepEd claimed that K to 12 will empower them to confidently join the labor market as by the time they graduate they are already of legal age and equipped with sufficient skills.
To comply with the global standards. At present, graduates who wish to work abroad are at a disadvantage because they are not automatically recognized as professionals while students who apply for postgraduate studies often have to enroll in or take remedial courses to meet the entrance requirements of the foreign country.
The additional years of schooling are seen to have a positive impact on wages and the economy's annual GDP growth (Dr. Ricardo Rotoras, president of the Philippine Association of State Universities and Colleges and the Mindanao University of Science and Technology).
"The enhancement of the education system; the production of "college-ready" students; career-ready students by the end of their schooling; producing globally competitive graduates; an increased demand for quality faculty; lower unemployment and higher wages; and overall economic growth and social inclusion." (National Industry-Academe Counci).
"The new K-12 curriculum helps our students acquire knowledge, learn skills, and form values that will be beneficial to them, whether they choose to go to college, work or even start their own businesses after high school." (Dr. Jose Paulo Campos, president of the Philippine Association of Private Schools, Colleges and Universities).
"The future needs it. The industry was always looking for young people with specific skills and the K to 12 program is 'an absolute necessity' to providing the apt manpower." (Jaime Augusto Zobel de Ayala NIAC co-vice chairman and Ayala Corp chair)
In an economy driven by innovation and knowledge … in marketplaces engaged in intense competition and constant renewal … in a world of tremendous opportunities and risks … in a society facing complex business, political, scientific, technological, health and environmental challenges … and in diverse workplaces and communities that hinge on collaborative relationships and social networking … the ingenuity, agility and skills of the Filipino people are crucial to ASEAN and global competitiveness. Our ability to compete as a nation—and for states, regions and communities to attract growth industries and create jobs—demands a fresh approach to public education. We need to recognize that a 21st century education is the bedrock of competitiveness—the engine, not simply an input, of the economy. And we need to act accordingly: Every aspect of our education system—preK–12, postsecondary and adult education, after-school and youth development, workforce development and training, and teacher preparation programs—must be aligned to prepare citizens with the 21st century skills they need to compete.In an economy driven by innovation and knowledge … in marketplaces engaged in intense competition and constant renewal … in a world of tremendous opportunities and risks … in a society facing complex business, political, scientific, technological, health and environmental challenges … and in diverse workplaces and communities that hinge on collaborative relationships and social networking … the ingenuity, agility and skills of the Filipino people are crucial to ASEAN and global competitiveness. Our ability to compete as a nation—and for states, regions and communities to attract growth industries and create jobs—demands a fresh approach to public education. We need to recognize that a 21st century education is the bedrock of competitiveness—the engine, not simply an input, of the economy. And we need to act accordingly: Every aspect of our education system—preK–12, postsecondary and adult education, after-school and youth development, workforce development and training, and teacher preparation programs—must be aligned to prepare citizens with the 21st century skills they need to compete.
In an economy driven by innovation and knowledge … in marketplaces engaged in intense competition and constant renewal … in a world of tremendous opportunities and risks … in a society facing complex business, political, scientific, technological, health and environmental challenges … and in diverse workplaces and communities that hinge on collaborative relationships and social networking … the ingenuity, agility and skills of the Filipino people are crucial to ASEAN and global competitiveness. Our ability to compete as a nation—and for states, regions and communities to attract growth industries and create jobs—demands a fresh approach to public education. We need to recognize that a 21st century education is the bedrock of competitiveness—the engine, not simply an input, of the economy. And we need to act accordingly: Every aspect of our education system—preK–12, postsecondary and adult education, after-school and youth development, workforce development and training, and teacher preparation programs—must be aligned to prepare citizens with the 21st century skills they need to compete.
In an economy driven by innovation and knowledge … in marketplaces engaged in intense competition and constant renewal … in a world of tremendous opportunities and risks … in a society facing complex business, political, scientific, technological, health and environmental challenges … and in diverse workplaces and communities that hinge on collaborative relationships and social networking … the ingenuity, agility and skills of the Filipino people are crucial to ASEAN and global competitiveness. Our ability to compete as a nation—and for states, regions and communities to attract growth industries and create jobs—demands a fresh approach to public education. We need to recognize that a 21st century education is the bedrock of competitiveness—the engine, not simply an input, of the economy. And we need to act accordingly: Every aspect of our education system—preK–12, postsecondary and adult education, after-school and youth development, workforce development and training, and teacher preparation programs—must be aligned to prepare citizens with the 21st century skills they need to compete.
C. CHALLENGES, ISSUES, OR CONCERNS IN THE IMPLEMENTATION OF THE ENHANCED BASIC EDUCATION CURRICULUM IN THE PHILIPPINES: WHAT CRITICS SAY
A superficial solution. It is merely a superficial solution and does not truly address the more fundamental problems of the educational system. Government meager budget to pay for two more years of free education; does not even have the money to fully support today's ten years.
Relationship between the length of school cycle and quality of education. Longer education cycles do not necessarily result in better performance of students. What is more important is how effectively learning time is spent.
Funding constraint and shortage of inputs. As a result of the perennial underinvestment in the sector, the educational system is plagued by long standing shortages in important enabling inputs like classrooms, teachers, chairs, textbooks, computer/library/sanitation/sports facilities. the government has yet to fully fund the existing 10- year basic education cycle. Introducing K-12 into the picture would only magnify the lack of resources and further strain the already insufficient education budget. Input shortages in the existing system should hence be dealt with first before thinking of additional school years.
Additional expenses incurred by parents. Critics argued that while K to 12 will be provided free by the government in public schools where most of the poor enroll in, parents will still have out-of-pocket expenses to cover their schoolchildren's food, transportation and allowance. Adding two more years of high school would therefore entail additional burden on the households and this could inadvertently increase dropouts and worsen completion rates.
Increasing the school leaving age. Increasing the school leaving age would be particularly unfavorable to the poor who, in general, want to finish high school in the shortest time possible so that they can help their families right away. Adding two more years of senior high would further delay their entry into the labor market and result in foregone earnings from work. They also added that increasing the school leaving age would not also be an outright advantage even if students graduate at 18 because businesses still prefer college graduates over fresh graduates from high school.
Complying with the global standards. Critics maintained though that while it is important to comply with standards, actual experience as cited by Tan (2010) showed that foreign employers look primarily at competencies and not at the number of years of schooling when hiring workers. Filipino engineers, nurses, teachers, accountants, etc. get hired as professionals despite the difference in the required years of schooling overseas. Non-supporters also pointed out that not all graduates will study or work abroad and as such, only those who will be affected by the non-standardized cycles should be the ones to bear the costs. The rest should be spared from undergoing a system of education that will not really benefit them (Felipe and Porio, 2010).
Effect of K to 12 on higher education institutions. If two years will be added to basic education, higher education institutions (HEIs) will not have incoming college freshmen for two years because students will have to undergo senior high. This could have disastrous effects on the HEIs' financial standing.
On nationalism and cultural awareness. The program undermined nationalism and cultural awareness as values promoted in Philippine education. The CHED memo no. 20, s. 2013 "prescribed a new General Education Curriculum," compacting this set of required courses to 36 units. As a result, the memo removed Filipino and Panitikan as core subjects.
Displacement of teachers. The memo would lead to the layoff of teachers handling these subjects—an estimated 78,000 in colleges across the country. Setting up a P29-billion stabilization fund to help higher education institutions and displaced teachers and other personnel is just a "palliative" measure, said one school official, as faculty members from colleges and universities aired their fears, including loss of jobs, tenure and other nonmonetary benefits.
Untrained and unprepared teachers especially those who are non-Education graduates but would be hired based on their specialization and/or skills ( e.g., engineers, scientists, technologists).
Globalization and modernization are imposing huge changes on individuals and societies. While education is recognized as the key to social and economic progress, across OECD countries, almost one in five 15-year-olds does not acquire a minimum level of skills to be able to contribute meaningfully to society, according to results from PISA 2012, and roughly the same proportion of students drops out of school before they complete their secondary education. In addition ,disadvantaged students are twice as likely as their advantaged peers to be poor performers, implying that personal or social circumstances prevent them from realizing their potential.Globalization and modernization are imposing huge changes on individuals and societies. While education is recognized as the key to social and economic progress, across OECD countries, almost one in five 15-year-olds does not acquire a minimum level of skills to be able to contribute meaningfully to society, according to results from PISA 2012, and roughly the same proportion of students drops out of school before they complete their secondary education. In addition ,disadvantaged students are twice as likely as their advantaged peers to be poor performers, implying that personal or social circumstances prevent them from realizing their potential.
Globalization and modernization are imposing huge changes on individuals and societies. While education is recognized as the key to social and economic progress, across OECD countries, almost one in five 15-year-olds does not acquire a minimum level of skills to be able to contribute meaningfully to society, according to results from PISA 2012, and roughly the same proportion of students drops out of school before they complete their secondary education. In addition ,disadvantaged students are twice as likely as their advantaged peers to be poor performers, implying that personal or social circumstances prevent them from realizing their potential.
Globalization and modernization are imposing huge changes on individuals and societies. While education is recognized as the key to social and economic progress, across OECD countries, almost one in five 15-year-olds does not acquire a minimum level of skills to be able to contribute meaningfully to society, according to results from PISA 2012, and roughly the same proportion of students drops out of school before they complete their secondary education. In addition ,disadvantaged students are twice as likely as their advantaged peers to be poor performers, implying that personal or social circumstances prevent them from realizing their potential.
The Philippines is not alone in the quest to create, innovate and compete, to improve economic results, and to prepare citizens to prosper in a global economy. International efforts to improve 21st century skills, as evidenced by educational results and by economic growth in emerging nations, make it imperative for our country to take concerted action now.The Philippines is not alone in the quest to create, innovate and compete, to improve economic results, and to prepare citizens to prosper in a global economy. International efforts to improve 21st century skills, as evidenced by educational results and by economic growth in emerging nations, make it imperative for our country to take concerted action now.
The Philippines is not alone in the quest to create, innovate and compete, to improve economic results, and to prepare citizens to prosper in a global economy. International efforts to improve 21st century skills, as evidenced by educational results and by economic growth in emerging nations, make it imperative for our country to take concerted action now.
The Philippines is not alone in the quest to create, innovate and compete, to improve economic results, and to prepare citizens to prosper in a global economy. International efforts to improve 21st century skills, as evidenced by educational results and by economic growth in emerging nations, make it imperative for our country to take concerted action now.
D. CAPACITY-BUILDING ACTIVITIES THAT MAY HELP SCHOOL ADMINISTRATORS IN OVERCOMING THE CHALLENGES OF NEW CURRICULUM IMPLEMENTATION
Many principals around the country these days can sympathize with the frustration athletes feel when their coaches call play after play but never manage to call the play that will help the athletes get the ball into the end zone. Likewise, principals often are expected to make reform efforts work after the important decisions are made by curriculum "experts."Many principals around the country these days can sympathize with the frustration athletes feel when their coaches call play after play but never manage to call the play that will help the athletes get the ball into the end zone. Likewise, principals often are expected to make reform efforts work after the important decisions are made by curriculum "experts."Research shows that an effective principal is a key component of successful school reform. He or she can shape the school environment to make it conducive to learning, align instruction with a standards-based curriculum and organize resources to improve teaching and learning. An effective principal makes good decisions about personnel, professional development and other issues that affect the quality of instruction and student achievement.
Many principals around the country these days can sympathize with the frustration athletes feel when their coaches call play after play but never manage to call the play that will help the athletes get the ball into the end zone. Likewise, principals often are expected to make reform efforts work after the important decisions are made by curriculum "experts."
Many principals around the country these days can sympathize with the frustration athletes feel when their coaches call play after play but never manage to call the play that will help the athletes get the ball into the end zone. Likewise, principals often are expected to make reform efforts work after the important decisions are made by curriculum "experts."
In UNESCO's (2009) study on secondary education in Philippines, it was observed that though the country lacked capacity in teacher development due to limited finances, the institutional and legal framework was designed in such a way that it supports curriculum implementation. The principals of secondary schools in Philippines are mandated by law to ensuring that education standards are maintained by all means ( UNESCO,2009).Furthermore, this had been done by putting up the necessary laws that gives power to the principals to carry out their duties without interference as long as they operate within the requirements of the law and are accountable.
Curriculum change is a dynamic and challenging process, and its success depends on all stakeholders having the capacity to develop or adopt a shared vision, positive attitudes and commitment. Moreover, they need to develop the necessary professional competencies and building – capacity skills in the various aspects of curriculum change.
1. Capacity – Building: Meaning and Concept
The process of helping an individual or group to identify and address issues, as well as to gain insights, knowledge, and experience required to solve problems
The process of developing the knowledge, skills and attitudes of individuals and groups engaged in curriculum reform, it is important to empower them in such areas as policy formulation, curriculum design, textbook development and evaluation, piloting and innovation, implementation and curriculum monitoring and evaluation.
The focus should be on building on strengths rather than highlighting what people lack or need.
Individuals must be given the opportunity to learn from one another and, in the process, increase each other's capacity.
It provides collegial assistance on a continuing basis to help reduce teacher isolation and facilitate the process of adoption of or adaptation to curriculum change.
This seminar defines capacity building in the context of curriculum change, as a process of developing the knowledge, skills and insight of individuals and groups engaged in curriculum change and empowering them through training to make informed decisions in such areas as:
Policy formulation;
Curriculum design;
Textbook development and evaluation;
Piloting and innovation;
Curriculum evaluation; and
Student assessment.
Capacity building for curriculum change is examined in the contexts of new teaching and learning approaches and information and communications technology. The module highlights the need for carefully targeted capacity building, the priority areas for empowerment of the targeted stakeholders, and the varied approaches to on-going capacity building in order to sustain the change process.
2. Three Dimensions of Capacity-Building (UNESCO, 2011)
Improving competence and positive attitudes
Developing innovative pedagogical approaches and models
Attracting community participation and resources
3. Capacity-Building Activities for Implementing Change in the Curriculum
Facilitation of interactive trainings, seminars, forums, team-building, workshops on education management, curriculum development or information and communication technology
Focused study visits and school visitation
Benchmarking
Community involvement
Case studies, comparative studies
Collaborative action – research projects
Monitoring, assessment, and evaluation of curricular reform
Advice and consultation
Strengthening social networking and dialogue
Situation analyses of curricular reform in other countries
Exchanging experiences and information about the recent and ongoing initiatives in curricular reform
Identifying emerging issues relative to the process of curricular reform on a regional or national level in relation to policy change processes, changes in organizational structure, changes in learning content
Development of action plan or designing a development plan for a specific subject area
Making a 10-minute presentation of the rationales for curriculum policy change
Identifying strengths and weaknesses of the new curriculum
Providing solutions or interventions to the constraints in the implementation of a new curriculum
Discussing the leadership functions representing a set of responsibilities for school leaders involved in curriculum reform
Marketing or promoting the new curriculum
Assessment of teaching and learning
Designing course syllabi, lesson plans, and instructional materials for subjects/courses in the new curriculum
Classroom observation
Peer mentoring and modeling
Forming curriculum committee
Conduct parents-teachers council meeting
Course or curriculum orientation programs for all grade/year level
Designing strategies/techniques appropriate for teaching in the new curriculum
Argumentation and conflict resolution
Human resource management
Social survey
Developing a shared vision, mission, goal or objectives of the school program for the new curriculum
Facilitating funds allocation for school projects
Writing one's commitment to the school
Giving suggestions or feedback
Soliciting advice and opinion from teachers
Development of coaching relationships
Provision of resources and teacher motivation
Team planning
Attending graduate/post-graduate and non-formal classes
SWOT analysis
3.1. Role of the School Leader
Identify and analyze problems
Generate alternative solutions
Make decisions and prepare an action plan
Implement a decision
Anticipate and address potential problems . . . in order to attain goals
E. CREATING AND PROMOTING A CULTURE OF EXCELLENCE IN THE K-12 CURRICULUM
1. What do we mean by a "culture of excellence?"
An organization-wide way of thinking and working that leads to a sense of "aliveness" in everyone in the organization
A conspiracy to excel, a commitment to be excellent
A choice, derived and manifested as a commitment to go beyond the ordinary that requires recognizing the importance of each individual and a willingness to step outside our "comfort zones"
Based in an organization-wide sense of striving rather than settling, and of enjoying the journey
Finding the right spot for the right person
Bringing out the best in people
Finding the most effective and satisfying way to fulfill on the organization's vision and mission
2. What are the qualities and characteristics of a culture of excellence?
An environment where people are called upon to contribute to each other and to the success of the organization.
Has a sense of team and ownership, of being a stakeholder
Emphasizes standards and results/outcomes, as well as staff development, self - expression, contribution and satisfaction
3. How can school administrators and teachers create a culture of excellence in the new curriculum?
Must be willing to change. It may seem risky to think about fashioning a new culture. The process requires a willingness to let go of the past and to invent a future not based solely on history. Uncertainty is a natural part of this process.
If you always do what you've always done, you'll always get what you always got. You can be assured that inventing a culture of excellence will mean being willing to change. In addition to the practices and systems you may be implementing, you may also find that you have to sacrifice behaviors that are inconsistent with what you are creating. In the process of trying something new, there may be practices to incorporate and practices to delete. Be aware of what you may have to surrender to have a culture of excellence.If you always do what you've always done, you'll always get what you always got. You can be assured that inventing a culture of excellence will mean being willing to change. In addition to the practices and systems you may be implementing, you may also find that you have to sacrifice behaviors that are inconsistent with what you are creating. In the process of trying something new, there may be practices to incorporate and practices to delete. Be aware of what you may have to surrender to have a culture of excellence.
If you always do what you've always done, you'll always get what you always got. You can be assured that inventing a culture of excellence will mean being willing to change. In addition to the practices and systems you may be implementing, you may also find that you have to sacrifice behaviors that are inconsistent with what you are creating. In the process of trying something new, there may be practices to incorporate and practices to delete. Be aware of what you may have to surrender to have a culture of excellence.
If you always do what you've always done, you'll always get what you always got. You can be assured that inventing a culture of excellence will mean being willing to change. In addition to the practices and systems you may be implementing, you may also find that you have to sacrifice behaviors that are inconsistent with what you are creating. In the process of trying something new, there may be practices to incorporate and practices to delete. Be aware of what you may have to surrender to have a culture of excellence.
Make culture of excellence a priority. Designing a culture of excellence begins with an organization-wide commitment to the process and to the outcome. This commitment comes when school administrators can see a direct connection between devising and working in a culture of excellence and achieving the mission, goals and objectives of the organization. The move to a new culture demands that they clearly define the benefits, or the return on investment, of engaging in the work of designing it.
Should involve everyone. The process involves everyone -- not just part of the school or organization. School administrators and teachers willing to invest the time and resources both to fashion the culture and to keep everyone informed. Success depends on providing paths for input and for feedback.
Should generate alignment, partnership and a powerful place to stand
Should foster effective communication. Should make a point of communicating information to everyone who would be empowered to know it. How?
When promising to do something, the school leaders must agree on when it is due. This provides certainty to both parties.
School administrators/Teachers must be responsible for results they have promised. They have to hold themselves accountable for, or in charge of, ensuring that those results are produced.
They have to be responsible for what they say. Words have an important effect for good or ill.
They have to cultivate opportunities to celebrate and acknowledge accomplishments
They have to eliminate gossip and complaining .
They have to seek solutions to problems, rather than think of ways to lay blame.
They have to ensure that everyone knows the mission, goals and/or objectives during meetings and in orientation of new employees.
Should maintain an environment of experimentation, creation and invention of teaching and learning approaches, strategies, techniques, and methodologies
Specifically, in the K-12 curricular setting teachers can promote culture of excellence in their school by:
Strengthening accountability and transparency [including nationally comparable reporting about schools] Developing stronger partnerships with the community, local/national government units, and with private organizations
Supporting quality teaching and school leadership
Strengthening early childhood education
Enhancing middle years development
Supporting senior years of schooling and youth transitions
Promoting world-class curriculum and assessment, [including national testing]
Improving educational outcomes for indigenous youth and disadvantaged young Filipinos, especially those from low socioeconomic backgrounds
5. What is the process? Designing a culture of excellence begins when staff and management, working together, articulate a shared vision for a new culture and define its qualities. Key questions to ask include:
What are the values that define our organization?
What difference will the "new" culture or curriculum make?
How will it contribute to the success of our staff and our school?
What will be the qualities, or hallmarks, for this school?
How will we know when we've succeeded in establishing a culture of excellence?
School administrators should create a team of people drawn from every area or department of the school, with one person accountable for managing the process and the team. The team's function is both to design the culture and to be catalysts and champions of change. They are the ones who:
Clearly articulate the results of the process and why it matters
Identify the practices to put in place to support those results
Define how people will work together to make those practices a part of the culture
Establish how they will evaluate progress and make necessary changes
Design a process for ongoing inquiry and creation of the culture.
School leaders should know what it is that they wanted. They may begin by brainstorming about what the school might create . The brainstorming list may include:
Qualities (nouns) such as "integrity," "honesty," or "responsibility,"
Qualities (adjectives) such as "impeccable," "clean" or "effective,"
Practices such as "regular proofreading," "resolve fights fast" or "no gossip,"
Desired results, such as "we won't settle for mediocrity," "we will meet deadlines," or "we will work in partnership, seamlessly."
CONCLUSION
For the students to develop 21st century skills such as critical thinking, problem solving and communication germane to a global and competitive workforce, education must be the schools' priority. Administrators and teachers need to work together toward a shared vision of excellence in the classroom. If the possibility of achieving excellence is perceived to be remote and unachievable, it will not be taken seriously by school administrators, faculty, and students. But if it can be shown that excellence is realizable, its norms and values can be created and imprinted in the educational culture. This implies that for a curriculum to be implemented, knowledge and experience is required in order to improve competence and positive attitude, this will enable schools to solve problems and implement change.
Although it is a complex duty to determine the needs of every employee within an institution, the school principal should try and establish the needs of the staff and integrate them with the needs of the school . Therefore the principals should create a comfortable and pleasant teaching and learning environment, good classrooms, furniture, teaching and learning resources, teacher-pupil ratio, ensure a work environment that is physically and psychological safe and free from external threat, ensure a stable work environment through creation of order, systems, policies, procedures, job descriptions and being consistent and fair with everyone. The principal should also enhance efficient regular communication, support personal growth through continuous learning and training as well as allow individual to perform. Principals need to implement the curriculum with the help of teachers in an actual school setting and find out if the curriculum achieved its goal. In the past decade, public educators–both teachers and administrators– have faced considerable pressure from parents, the private sector, and politicians to be accountable for the "bottom line." The bottom line is student learning, and now more than ever, educators are expected to create schools in which all children achieves excellent outcomes in the face of shrinking budgets and dwindling resources.
REFERENCES
_____________ (1999). Designing a culture of excellence. http:// www.sparkss.com/ media /10709 /Culture_Article-bt-Effective-Environments.pdf 3910 N. Blackhawk Road Silver City, NM 88061 Phone: (505) 534-2121 Fax: (505) 388-1016 www.effenv.com [Accessed April 2015].
_____________ (2011). K+12 policy framework: Pessimistic, optimistic or realistic? COCOPEA North Luzon Consultation. http://www.aldersgate-college.com/presidents-corner/developing-a-culture-of-excellence/ [Accessed April 2015].
Republic Act No 10533 "An Act Enhancing the Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor, and for other Purposes." House Bill No. 4199. 15th Congress. (n.d.) House of Representatives.
Cruz, I. (2010). Pros and cons in the K+12 basic education debate [online]. http:// mlephil.wordpress.com/2010/10/14/pros-cons-of-the-k12-debate/ [Accessed March 2012.]
Department of Education. (2010). Enhanced k+12 basic education program [online]. http://www.deped.gov.ph/cpanel/uploads/issuanceImg/K12new. pdf [Accessed April 2015].
Felipe, A. & Porio, C. (2010). Length of school cycle and "quality of education". Philippine Education Research Journal (www.perj.org) .
Luistro, A. 2012. The state of basic education: gaining ground [PowerPoint slides]. http://www.slideshare.net/arangkadaph/state-of-education-in-thephilippines-2012.
Oteyza, KC O. (2012). Enhanced K to 12 basic education program: Opportunities and challenges. Economic Issue of the Day [online]. http://dirp3.pids.gov.ph/ris/eid/pidseid1202.pdf.
Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology. (2011). Content, structure, duration and adequacy of primary and secondary education in Southeast Asian countries: http://www.seameo-innotech.org/wp-content/uploads/2014/01/Brief04-K%2520to%252012_FINAL.pdf [Accessed April 2015]
