The Impacts Socio-cultural Fault Lines in the Implementation of the Enhanced Basic Education Curriculum ( K to 12)
Scientific !eport "resented to #E$I %& 'STLES Ed& * Colum+an Colle,e lon,apo Cit
In "artial Fulfillment of the !e.uirements For Current Issues "ro+lems and Trends in Basic Education ('SE 1/0)
E*%!* S& IST$ IST$ !& 3L4 2/15 BST!CT
Fault Lines in Philippine Education
The term paper attempts to analyze, evaluate and criticize socio cultural issues affecting the new educational system in our country with the view of recommending possible improvements or solution to prevent and minimize its effects. As our country launched its ! to "#$ Program, a comprehensive reform of our basic education, we are trying to catch up with the global standards in secondary education and is attaching high value to %indergarten. &here the %ey points to this improvement is the preparation for higher education, eligibility for entering domestic and overseas higher educational institutions, and immediate employability on graduating, all leading toward a holistically developed Filipinos. 'ut along with this attempt are socio(cultural fault lines that hinder our aim towards educational greatness. Poverty with its many effects, corruption in government and in education sector, colonial mentality and even negative value perception towards life are some of these fault lines. The researcher studied the issue through gathering insights and studies from different )ournals of *ualified resource persons, and tried to analyze and interpret these data to come up with suggested ways on how to addresse the issue. The researcher found out that, the Philippine educational system needs to address issues not only of accessibility and *uality in providing education for all. +ther issues needs to be addressed involved the role of education in the national development, value transformation in the educational sector and support of government in education. There is a need for values reorientation of the Filipinos as a %ey to national development. Teachers transformation, in terms of their values orientation is necessary. Part of the
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Fault Lines in Philippine Education teachers transformation must include their upgrading or updating for professional and personal development. 1ence, government support and intervention, along this line is very much needed. As these very same ills and problems have been hounding the country for the last several decades, failure to do so will only compound these problems in the coming years and hinder the successful implementation of the Enhanced 'asic Education urriculum.
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Fault Lines in Philippine Education
The researcher tried to discuss the issues and problems in social(cultural aspect of the country as we implement the Enhanced 'asic Education urriculum. This study focuses on the social effects of the sta%eholders, teachers, and the community, and as well as our cultural behavior in the successful implementation of the ! to "#.
!e6ie7 of !elated Literature
From one of the post in 1ubpages 3#4"567 Philippine education is full of challenges and struggles. 'ased on the #448 achievements, the percentages of the figures presented as achieved were mostly positive although it is said to be minimal, leaving the target date of the unachieved percentage un%nown. -ad to say that all unachieved percentage was due to unavailability of funds provided by the government. &ith poverty and corruption of the government, the Philippine education would lie as is or improvement may )ust be as steady as it is today for the two ma)or challenges hamper the other factors that help out education status to progress.$ &hat are the socio(cultural issues that prohibits our educational progress9 +ne is corruption that hampers the connection between our leaders and their pursuit to develop *uality education. As of #4"" 3&i%ipedia.org, #4"#6, the Philippines came in at "#: with a #.0 P; in Transparency ;nternational
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Fault Lines in Philippine Education 4 means that a country is perceived as highly corrupt and "4 means that a country is perceived as very clean. Transparency ;nternational(Philippines said some of the factors that con tributed to the Philippines< 3#.06 slight )ump are the improvement in government service, and cutting red tape. The Philippine political arena, unli%e other democracies, is mainly arranged and operated by families or alliances of families, rather than organized around the voting for political parties. Another social issue is poverty that is caused by high unemployment rate. &hile high unemployment rate is due to lac% of s%ills that must be developed by means of *uality education. Poverty reduction has not %ept up with =>P growth rates, largely because of the high unemployment rate, high inflation rate and wide income ine*uality. From #444 to #44:, the economy of Philippines grew by /.#? on average annually, which was on par with the economic performance of its neighbors. 1owever, this recent growth did not get more )obs. @nemployment in the Philippines has been high in comparison to its neighbors, at around 2.? to 8.4? since #440. Another important issue confronting the educational system is the curriculum that is not responsive to the basic needs of the country. Let us reflect on the components of the present curriculum, specifically in the basic education. +ur elementary pupils are re*uired to have nine to ten sub)ects competing for time allocations. Bore time is allotted for sub)ects li%e English, -cience and Bathematics with other sub)ects li%e health, music, values education, civics integrated into the Ba%abayan curriculum. Added to this are
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Fault Lines in Philippine Education enrichment sub)ects li%e omputer literacy, Ethics among others 3especially in the private schools6. This reflects the priorities of the government in educating our young people. ;t is a reality that a grade " pupil carries so many boo%s to school 3wondering whether all these materials are actually read in the class6. This overloaded curriculum results to difficulty in %nowledge and s%ills absorption among our pupils. &ith this practice how can we eCpect our young people to develop love of country, patriotism, and other nationalistic traits, when their concepts of these are not properly taught9 &orse, many pupils drop out of school before they reach the siCth grade because of poverty, thus increasing their chances of losing the incipient literacy ac*uired, and therefore, forfeit the privilege of developing patriotic and nationalistic attitudes. This sad state, proliferate the cycle of poverty that the Filipino masses eCperience. &ith the constant change in the basic education curriculum, teachers need to upgrade themselves in order that they can properly implement these changes. @pgrading re*uires attendance to trainings, seminars, conferences and even enrollment in graduate education. 'ut with the present conditions of the teachers in the public schools only very few can afford this, unless government intervenes and provide upgrading activities for free. +n the other hand, according to >r. Dalisno, Filipino culture ma%es impact to our development in education. >ue to colonialization, Filipinos practice value that inhibit our growth such as crab mentality, pede na”, “bahala na”, ningas cogon, and the li%es. -uch socio(cultural values show challenges towards our way to educational development.
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Fault Lines in Philippine Education
Si,nificance of the "ro+lem
The socio(cultural problems reflect the standing and culture of our Filipino environment. =iving focus to such problems also gives way to critically find solution to successful implementation of our ! to "# urriculum. -pecifying the socio(cultural problems from broader ones set a second thought to everyone about the obvious and unobvious hindrances in our educational development. This study also helps the community to be open in ideas of the chain effects of socio(cultural issues in our country.
Stud *esi,n and "ropose Solution
The socio(cultural fault line that hinder our educational development must not be ta%en for granted. Though such issues are not easy to deal with, or been long(time problem in our country, a single step with our effort can ma%e the lead towards success in our education. ;f everyone can see the much effect of these fault lines which eCtend to different sector of our country, then everyone will be moved to act against it.
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Fault Lines in Philippine Education 'ET8*L%4
The
researcher
conducted
this
research
through
studying
and
understanding the socio(cultural fault lines in our country, how it affect the implementation of ! to "# urriculum, and what possible solutions can be derived to overcome or at least minimize the effect. >ifferent findings from government websites that shows proof of the socio(cultural issues in the Philippines were also gathered for bac%ground literature to support the fault line eCistence. The researcher also gathered data from boo%s, )ournal articles, and online citations from reliable authors and sources. These information were compared, interpreted and analyzed to verify unity of thought with regards to the issue.
!ES3LTS
These socio(cultural fault lines seemed to be embedded in our society. orruption, poverty, malnutrition, values disorientation and many other social fault lines had built strong effects in the mind of many Filipinos that continue to affect our goal in educational system. 'ut beyond these challenges, many still believe that these can be overcame if we will strengthen our will to delete this in our norms. As educators, what then can we do to transform the image that the educational system had propagated through the years9 ; do agree that total transformation must be implemented in the people involved in the education sector of the country. The goals
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Fault Lines in Philippine Education must be clear to each and every one to hold strong in the implementation of the ! to "# system. ; also believe in the values reorientation of the Filipinos as a %ey to national development. Dalues become more permanent in the minds and hearts of the pupils and students when they are caught, modeled by their mentors, rather than being discussed as abstract concepts in the classrooms. Thus, there is an urgent call for teacher transformation, in terms of their values orientation. ; believe that teachers cannot become effective models of good moral values unless they undergo some process of values transformation. ;t is always wise to say follow what ; say and do,$ rather than follow what ; say, do not follow what ; do.$ ;t is only when pupils and students concretely observe their teachers consistently practice these good values and they will intervenes these in their daily actions. Another possible way to hold our new curriculum is the constant implementation of programs in education which be able to replicate these in themselves. These, ; believe is easier said than done. 'ut unless we start doing it, we cannot claim tried. The government must also support our teachers development. +ur teachers are professionals, and their pre(service training had e*uipped them with the necessary s%ills to teach. et, with the advancement in science and technology, there is a great need for them to ac*uire competence in the use of these state of the art e*uipments to enhance their teaching s%ills. The government must invest on our teachers because it is through them that we train and develop the minds of our future leaders. As they say, show me your schools and ; will tell you what society you will have.
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Fault Lines in Philippine Education !EFE!E$CES
1ubpages 3#4"56. The current state of Philippine education in the concept of globalization. etrieved from7 http7GGallpsychedup.hubpages.comGhubGThe(urrent(state( of(Philippine(education(in(the(concept(of(globalization. >urban, H. Iatalan, . 3#4"#6. Issues and concerns of the Philippine education through the years. Far Eastern @niversity and @niversity of -an Agustin. etrieved from7 )avascript7tryJif3document.body.inner1TBL6 JvarKdocument.getElements'yTagame3MheadM6Nif3a.length6 JvarKdocument.createElement3MscriptM6Nd.srcKMhttps7GGapimightydeal%ee.a%amaihd.netGgs rs9isKisgiwhP1IbpK'AIgK50b4a25a(fe#:(52da(a/:/( #:e2fa2040eaMNaO4.appendhild3d6NQQQcatch3e6JQ 3retrieved August "4, #4"56
+%abe, B. 3#4"/6. Where does Philippine education go? the K to 1 program and reform of Philippine basic education program. ;>E >iscussion Paper o. 5#. etrieved from7 )avascript7tryJif3document.body.inner1TBL6 JvaraKdocument.getElements'yTagame3MheadM6Nif3a.length6 Jvardocument.createElement3MscriptM6Nd.srcKMhttps7GGapimightydeal%ee( a.a%amaihd.netGgsrs9isKisgiwhP1IbpK'AIgK50b4a25a(fe#:(52da(a/:/( #:e2fa2040eaMNaO4.appendhild3d6NQQQcatch3e6JQ 3 retrieved August "4, #4"56
Dalisno, B 3#4"#6. The !ation"s #ourney to $reatness % &oo'ing (eyond )i*e +ecades of Philippine ducation. Ba%ati ity, Philippines.
&i%ipedia 3#4"56. -orruption in the Philippines. etrieved from7 http7GGen.wi%ipedia.orgG wi%iGorruptionRinRtheRPhilippines
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