This document discusses the challenges and responses in implementing the K to 12 program in the Philippines. It provides background on the K to 12 model and phases of implementation. Some key challenges include the late transition, lack of curriculum and resources, and increased drop-outs. The document proposes implementing K to 12 independently in CEAP schools through a Career Academy model. Career Academies would offer career-focused tracks for students in Grades 11-12, allowing them to either enter the workforce or continue to college. This approach could help address issues like relevance and preparation for work or higher education. Overall, the K to 12 and Career Academy models aim to better educate students and support the Philippine economy.

1. CHALLENGES AND RESPONSES IN
THE IMPLEMENTATION OF K TO 12
Fr. Joel E. Tabora, SJ

2. SHORTCUTS IN TERMINOLOGY
• K to12
• Present 10
• Add Kindergarten (K)
• Add years 11, 12 = “Career Academy” (2)
• Pre-College
• Senior High School
• Junior High School
• K+6+4+2 = K to 12
• BEC – Basic Education Curriculum
• GEC – General Education Curriculum

3. REASONS FOR EDUCATION REFORM
• PH having the shortest education cycle in the
world (14 years 6+4+4)
• Washington Accord for Engineering – at least
16 years
• Bologna Process for accountants, pharmacists,
Physical Therapists – 15 years
• APEC Trade Agreement – deadline in 2020
• UNESCO Education For All Plan of Action

4. PHILIPPINE BASIC EDUCATION
CURRICULUM (BEC)
• National Elementary School Curriculum
• 1984 to 2002
• New Secondary Education Curriculum
• 1991-2002
• Revised Basic Education Curriculum 2002
• Secondary Education Curriculum
-Understanding by Design Model 2010

5. ISSUES WITH PRESENT BEC
• Insufficient mastery of basic competencies is
common due to a congested curriculum. The 12 year
curriculum is being delivered in 10 years.
• High school graduates are younger than 18 years old
and lack basic competencies and maturity. They
cannot legally enter into contracts and are not
emotionally mature for entrepreneurship /
employment.
• Other countries view the 10-year education cycle as
insufficient.

6. GENERAL EDUCATION CURRICULUM
(GEC)
• GEC-A (63 units for humanities, social sciences
and communications students)
• GEC-B (51 units for non-HUSOCOM students)

7. ISSUES WITH PRESENT GEC
• Heavier semestral load of students
• No room for formation subjects
• Increasing professional subjects
• The variations in laboratory requirements pose practical
problems for smaller colleges with just enough laboratories
• Students not seeing the relevance of GEC subjects
• Since only professional courses that need international
accreditation are under the Washington and Bologna
Accord, some courses should have lesser subjects.

8. THE CHALLENGE
• Enhanced 10
• Lessen drop outs
• Decongest to improve learning
• RBEC
• Revised Basic Education Curriculum focused on just
• English
• Pilipino
• Mathematics
• Science
• Makabayan
• But it did not “decongest” the curriculum

9. THE CHALLENGE
• Challenge for curriculum designers based on
real feedback
• Don’t just push up
• Reduce – more time for independent work
and study

10. K TO 12 MODEL DEVELOPED BY DEPED
• A Comparative Example: Science Conceptual
Matrix
• Old RSEC
• K to 12 Model

11. GRADE 7 GRADE 8 GRADE 9 GRADE 10 GRADES 11 AND 12
Scientific Method Balance of nature Chemical
Systems
Newtonian
Mechanics
Sun-Moon-Earth
System
pushed down to Grade
6
Cell Composition of
the Atom
pushed down to
Grade 8
Electromagnetism
States of Matter Life Energy Elements in the
Periodic Table
Electronics
Nature of Force Structure and Life
Functions of
Organisms
Chemical
bonds
Wave motion
Motion Genetics
pushed up to Grade
9
Chemical
Reactions
Acoustics
Transfer of Energy Evolution
pushed up to Grade
9
Behavior of
Gases
Optics
Changes on Earth Biodiversity Solutions Thermodynamics
Relationships
between living and
non-living things
Colloids Nuclear Energy
pushed down to
Grade 9
OLD RSEC for Science Grades 7-10

12. Grade 7 Grade 8 Grade 9 Grade 10 Grades 11 and 12
Scientific method Human system Genetics Fluiddynamics ST Subjects for Medical
and Allied Profession
Humans as stewards of
the earth
Reproduction Evolution Thermodynamics ST Subjects for Food
Industries
Matter: measurement,
classification, changes
Cell Chemical
reactions
Electrodynamics ST Subjects for Energy
and Environment
Related Industries
Motion Atoms - structure,
functions, periodicity
Thermal behavior Waves: sounds and
optics
The Earth Chemical bonds Radioactivity If 6 units for GE courses
in Science:
Effects of soil related
problems and how they
are managed
(lithosphere) added
Causes of motion
and laws of
conservation of
mechanical energy
and momentum
Effects of human
activities to
climate change
added
SPECIALIZATION:
biotechnology and
bioethics added
1 ST Subject
Effects of human
activities to
atmosphere added
Genetics 1 Research
Electrodynamics
Thermodynamics If 12 units for GE
courses in Science:
2 STS (Choice of 2)
2 ResearchK to 12 Curriculum for Science Grades 7-12

13. PHASES OF IMPLEMENTATION
1. Universal kindergarten will be offered starting SY
2011-2012.
2. DepEd will begin unclogging the basic education
curriculum in SY 2012-2013.
3. The enhanced 12-year curriculum will be
implemented starting with incoming Grade 1
students of SY 2012-2013.
4. Incoming freshmen of SY 2012-2013 will be the first
beneficiary of a free Senior High School education
that will be made available by DepEd in public
schools beginning SY 2016-2017. Electives to be
offered in Senior HS (arts, music, tech-voch..etc)
Source: Briefer prepared by the Department of Education, November 2, 2010

14. WORKPLAN OF DEPED STEERING
COMMITTEE FOR TRANSITION (SEPTEMBER 5, 2011)
Project Activity Timetable
1. Development of K to 12 model plan September to October 2011
2. Identification of K to 12 Model sites October 2011
3. Curriculum Enhancement (Based on the K to 12
curriculum standards and competencies)
November to December 2011
4. Partnership with key stakeholders in the K to 12
model sites
January 2012
5. Training of Teachers Until May 2012
6. Communication and Advocacy Plan December 2011 to January
2012
7. K to 12 model, monitoring and evaluation June 2012 onwards
8. Communication and Advocacy Plan 2014 onwards

15. TRANSITION SCHEME FOR K TO 12

16. PROBLEMS WITH TRANSITION SCHEME
• Too late to make transition compulsory.
• Difficulty to find students who will volunteer to go
through Grades 11 and 12. Since this will be in
selected pilot schools, they can actually opt to go
to College. Why then would they enter a shady
Grade 11?
• Official curriculum is not yet finalized. It is expected
on November, but this may be too late to train
teachers.

17. PROBLEMS WITH TRANSITION SCHEME
• Logistical problems for administrators.
• Textbooks and other materials are not yet
developed and printed for Grades 11 and 12.
• Increased drop-outs due to perceived irrelevance
of going to Grades 11 and 12.

18. OUR PROPOSAL
• Implement K to 12 on our own. Essentially, K to 12 is
an addition of 2 years in Basic Education.
• We plan for the content of K to 12 on our own.
• We accept that performance standards are based
on the:
• Content of RBEC in 10 years
• Set of College competencies now being articulated by
CHED.
• Competencies required for specific work.

19. OUR PROPOSAL
• Basically, Br. Armin Luistro, FSC has
encouraged CEAP and COCOPEA
schools to pilot K to 12 even without
legislation, based on global demand.

20. OUR PROPOSAL

21. CAREER ACADEMY
• Not just more high school
• Not just pre-college
• Sui generis – the last step in basic education
• Pupils in 17th
and 18th
years of life
• Atmosphere of challenge and respect

22. • Choose careers with educational implication
• Some need two years (Pre-work stream)
• Some need two years plus college (Pre-
college stream)
• “Minus 2” or “Plus 2”
CAREER ACADEMY

23. CAREER ACADEMY
• “It provides the professional and human
education necessary for the practice of chosen
careers either immediately after graduation or
after further tertiary education, depending on
the career chosen”
• Completion is attested to by a certificate or
diploma issued by or with permission of the
DepEd

24. CAREER ACADEMY
• Career Tracks
• Achievement tests advisory
• Tracks chosen by the pupils and their
parents
• Preparation for life
• Work
• Marriage life
• Atmosphere: Young adults

25. SCHOOLS WITH GRADES 11 AND 12
CURRICULUM DEVELOPED
• Ateneo de Naga University
• Career Academy for Entrepreneurship Program
• San Carlos University

26. AN EXAMPLE: CAREER ACADEMY FOR TRAVEL
AND TOURISM
• PROGRAM DESCRIPTION: The Certificate of
Achievement in Travel and Tourism is a two-year
Career Academy program. This program will allow
students to exit with knowledge and job skills
necessary to qualify for immediate employment in a
travel agency, tour company, or airline customer
service position, or to continue on to fulfil their
bachelor's degree requirements.

27. AN EXAMPLE: CAREER ACADEMY FOR TRAVEL
AND TOURISM
• Jesuit Core Courses – 12 units
• General Education – 24 units
• Career Specialization Courses – 24 units
• Career Skills Development Courses – 10 units
• 70 total credit units

28. Course Code Course Title
Credit Units Pay Units
Lecture Lab Total Hours/Week
Jesuit Core Courses
History of Salvation 3 0 3 3
Christology 3 0 3 3
Philosophy of the Human Person and Society 3 0 3 3
Christian Vocation: Marriage and Family Life 3 0 3 3
Sub-total 12 0 12 12
General Education
Computer Literacy and Office Productivity
Tools 0 3 3 3
Basic Algebra 3 0 3 3
General Psychology 3 0 0 3
Citizenship Education 3 0 3 3
Fundamentals of Environmental Science (With
Eco-Tourism) 3 0 3 3
Philippine History 3 0 3 3
Business English 1 3 0 3 3
Business English 2 3 0 3 3
Sub-total 21 3 24 24

29. Career Specialization Courses
Principles of Tourism (Introduction to Tourism) 3 0 3 3
Principles of Safety, Hygiene and Sanitation 3 0 3 3
Methodology of Guiding 6 0 6 6
Selling Destinations 3 0 3 3
Career and Customer Service Skills 3 0 3 3
Airline Reservations and Ticketing 3 0 3 3
Travel and Tour Operations 3 0 3 3
Sub-total 24 0 24 24
Career Skills Development Courses
First Aid Course 2 2 4 4
Supervised Industry Exposure 0 6 6 9
Sub-total 2 8 10 13
TOTAL 59 11 70 73
Course Code Course Title
Credit Units Pay Units
Lecture Lab Total Hours/Week

30. AN EXAMPLE: CAREER ACADEMY FOR TRAVEL
AND TOURISM
• Pre-College (36)
• General Education leading to College (24)
• Some Electives, career required
• Advanced Math
• Advanced Science
• Advanced English Literature
• Mission-determined courses (12)
• Marriage and Family Life

31. Course
Code
Course Title
Credit Units Pay Units
Lecture Lab Total Hours/Week
First Semester, Grade 11
History of Salvation 3 0 3 3
Computer Literacy and Office
Productivity Tools 0 3 3 3
Basic Algebra 3 0 3 3
General Psychology 3 0 3 3
Principles of Tourism (Introduction to
Tourism) 3 0 3 3
Principles of Safety, Hygiene and
Sanitation 3 0 3 3
Sub-total 15 3 18 18
Desired Competencies: Perform
computer operations; observe personal
and workplace hygiene practices;
observe health, safety and security
practices; develop and update tourism
industry knowledge.
Curriculum Outline for Career Academy for Travel and Tourism
Second Semester, Grade 11
Christology 3 0 3 3
Philippine History 3 0 3 3
Business English 1 3 0 3 3
Methodology of Guiding 6 0 6 6
Career and Customer Service Skills 3 0 3 3
Sub-total 18 0 18 18
Desired Competencies: effective
workplace communication (technical
writing, answering the phone etc);
develop and maintain the general
knowledge required by guides;
determine the job qualifications,
attitudes, work habits and personal
qualities necessary to function
satisfactorily with other individuals and in
organization in the hospitality industry;
demonstrate good customer relations
skills. Major Output: Prepare and present
tour commentaries or activities.

32. WHAT TO GAIN FROM THE K TO 12?
• Facilitate an accelerated economic growth.
• Facilitate mutual recognition of Filipino graduates
and professionals in other countries.
• A better educated society provides a sound
foundation for long-term socio-economic
development.
• Several studies have shown that the improvements
in the quality of education will increase GDP growth
by as much as 2%. Studies in the UK, India and US
show that additional years of schooling also have
positive overall impact on society.

33. WHAT TO GAIN FROM CAREER
ACADEMIES?
• Courses in academic subjects include material
specifically related to the academy’s career theme,
which makes them more interesting.
• Student’s interest is further aroused by immediate
connections between the program and the real
world.
• Adults working in the field serve as mentors for
students, introducing them to settings in which they
might work and helping them plan their careers.

34. WHAT TO GAIN FROM CAREER
ACADEMIES?
• Career Academy approach is essentially flexible and
adaptable to local needs, capacities and
circumstances, rather than rigid and prescriptive,
demonstrating that the approach can work in a wide
variety of school and community settings.
• Career Academies would increase the likelihood of
students graduating on time. CA will also increase
vocational course-taking for these students without
reducing their likelihood of completing a basic core
academic curriculum.

35. CHALLENGE TO IMPLEMENT K TO 12 IN CEAP
SCHOOLS
• With existing colleges or high schools
• Stand alone
• Minus 2 would be attractive to many
• Work would allow them
• To help their families
• To earn their way through college

36. CHALLENGE TO IMPLEMENT K TO 12 IN CEAP
SCHOOLS
• Plus 2 ensures better college experience
• Better Tertiary-Level General Education
• Better Professional Training
• Will foster learning beyond the four walls of
the classroom. Not just theory but applied
knowledge.
• Develop K to 12 curriculum in Basic Education

37. DAGHANG SALAMAT!