DEM: 406 Comparative Study of Educational System-University of Caloocan City

1. Leadership in K-12 Education Program
Josephine Mari L. Durante
DEM 405: Comparative Educational Administration
Enhanced Basic Education Curriculum (EBEC)

2. “Naninindigan pa rin po tayo sa ipinangako nating pagbabago sa
edukasyon: ang gawin itong sentral na estratehiya sa pamumuhunan sa
pinakamahalaga nating yaman: ang mamamayang Pilipino. Sa K to 12,
tiwala tayong mabibigyang-lakas si Juan dela Cruz upang mapaunlad—
hindi lamang ang kanyang sarili at pamilya—kundi maging ang buong
bansa.”
– Pangulong Benigno S. Aquino III

3. The future of the Filipino children, is marred by various forms of
uncertainties considering the critical conditions of the Philippine socio-
economic and political situations. While the rich become richer and the
poor, poorer it is evident that there is a growing need to minimize or
control the rising unequal distribution of wealth and opportunities for
success among the Filipino constituents, from which the children are
greatly affected. Premised on the foregoing, education is deemed one of
the best ways to neutralize the growing inequality and make the Filipino
way of life less conducive to poverty threats and its multifarious effects on
the individual, the family and society as a whole.
Nevertheless, education itself is undergoing transitions and adaptations to
modern technology and to that of globalization which creates inevitable
problems that imply the need for effective teaching in all levels from pre-
elementary to post tertiary. The dynamic forces and agents of change
make obsolete the previous variables deemed effective in the past.
Hence, the teaching of different subject areas also undergoes various
changes at one time or another in response to curriculum modifications
set and implemented by educational authorities.

4. What lead us to EBEC?

5. A HISTORICAL PERSPECTIVE
In Asia, the Philippines was the last country to have a 10-year basic education and pre
university program (SEAMEO & INNOTECH, 2012 as cited in Sarmiento & Orale, 2016).
Worldwide, the Philippines was joined by Djibouti and Angola of Africa having the
shortest pre-university education system with other countries having 13 or 14-year
cycles (Senate of the Philippines, 2011 as cited in Sarmiento & Orale, 2016). The ten-
year Philippine basic education system became a disadvantage for Filipino workers
abroad and for those who intend to study outside the Philippines. Many Filipino
professionals desire working abroad for greener pastures but they tend to land a job
apart from the diploma they pursued in the Philippine higher education institutions.
Some persistent overseas workers submit themselves to state policies on earning
professional license besides having earned the same in their home country in order to
practice a profession abroad. Children of Filipino migrants to other countries tend to
repeat a grade level already earned in the Philippines or to enroll additional courses to
fit into the basic education program of their new home country.

6. It is a large-scale investment that requires the cooperation of various government agencies, academe,
and private stakeholders to ensure that the opportunity does not go to waste.

8. The five-year period between
2016 and 2021, often referred
to as the K to 12 transition,
presents significant challenges
not just to the basic education
sector, but causes a ripple
effect on other sectors as well.
It is also a once-in-a-generation
window of opportunity for the
reform of country’s entire
education landscape.
It is a season of unprecedented
change for Philippine education,
shaped by aggressive reform
measures from within, with the
full implementation of the new
K to 12 system in 2016, and
rapidly advancing movements
from without, as the ASEAN
Economic Community in 2015

9. THE VISION
Through the development packages initiated by CHED
during this period, we can envision a higher education
sector able to compete with our ASEAN neighbors–where
48 percent of faculty hold master’s degrees, 20 percent
have doctorates, and hundreds of degree programs all
over the country meet international standards.

10. Finally, in 2010, the new administration identified
education reform at the very top of its priorities, and
pushed for this reform through the Enhanced Basic
Education Program, or K to 12. K to 12 isn’t simply a
matter of adding two more years of school; it is the
product of decades of study, and a larger process of
reforming the education sector as a whole. The
passage of the Enhanced Basic Education Act, or
Republic Act 10533 aims to ensure the continuity of
the reform beyond this generation, and into the
next.

11. WHAT IS EBEC (K to 12 PROGRAM)
The EBEC (Enhanced Basic Education Curriculum) or
much known as K to 12 Program covers
Kindergarten and 12 years of basic education (six
years of primary education, four years of Junior
High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and
prepare graduates for tertiary education, middle-
level skills development, employment, and
entrepreneurship.

12. K to 12-Basic-education

13. SALIENT FEATURES

14. CHANGES TO BASIC EDUCATION
The K-12 Basic Education Program aims to provide every Filipino
child with the education s/he needs to compete in a global
context.
In May, President Benigno Aquino of the Philippines signed into
law a basic education curriculum that will see a mandatory
kindergarten year and two additional senior high school years
added to what was a 10-year education curriculum to make basic
education 12 years. The programmed has been adopted not only
in schools in the Philippines, but also in Filipino schools abroad
that follow the department’s curriculum. Gulfnews reports:
“According to Aquino, the K-12 programmed will pave the way
for an ever brighter future for young Filipinos by equipping them
with basic education up to international standards.”

15. THE TRANSITION IN HIGHER
EDUCATION
The K to 12 system was signed into law with the
passage of the Enhanced Basic Education Act of
2013 (Republic Act 10533). It clearly states that the
K to 12 reform is an effort not exclusive to the
Department of Education (DepEd), but cuts across
the whole landscape of Philippine education and
labor, making a unique impact on each sector, while
at the same time requiring all these agencies to
work together to ensure a smooth transition into
the new system.
The Enhanced Basic Education Act of 2013

16. Impact on the Higher Education Sector
The new K to 12 curriculum in basic education will inevitably
impact higher education in the Philippines on two important
fronts: the curriculum, and the people working in the higher
education sector.
First, K to 12 makes it necessary to adjust the college
curriculum, to make sure that college subjects build upon it in
the best way.
Second, K to 12 impacts those working in the higher
education sector: as senior high school is rolled out
nationwide this 2016, students go through two more years of
high school instead of going straight to college, resulting in
low enrollment in colleges and universities nationwide.

17. This makes the private higher education sector especially
vulnerable to loss of revenue, since they depend almost
entirely on tuition for salary of their personnel and
operating expenses of the schools. Low enrollment
means low teaching loads, and low salaries for faculty,
resulting in a diminished income, or loss of jobs.
CHED has conducted studies that project the anticipated
job losses during the transition period, and has partnered
with DepEd and DOLE to put programs in place to ensure
that personnel in the higher education sector are not
only taken care of during the transition, but that this
challenge is transformed into an opportunity to upgrade
higher education in the country.

18. Impact on College Curriculum
One of the important ways that CHED has
updated the curriculum before the full K to
12 implementation is by aligning it with
outcomes-based education–the same
pedagogy used in K to 12. CHED also came
out with guidelines for the revised General
Education Curriculum to complement the
new subjects that will be taught in senior
high.

19. The General Education Curriculum courses have been reduced
from 64 to 36 units, composed of the following:
 Understanding the Self / Pag-Unawa sa Sarili
 Readings in Philippine History / Mga Babasahin Hinggil sa
Kasaysayan ng Pilipinas
 The Contemporary World / Ang Kasalukuyang Daigdig
 Mathematics in the Modern World / Matematika sa
Makabagong Daigdig
 Purposive Communication / Malayuning Komunikasyon
 Art Appreciation / Pagpapahalaga sa Sining
 Science, Technology and Society / Agham, Teknolohiya at
Lipunan
 Ethics / Etika
 This is in addition to nine elective units and the three-unit
course on the Life and Works of Rizal

24. Status of Implementation of the K to 12
Program

25. 1st Batch of K- 12 Graduates Rolled Out to
College
2o18 is the first batch Senior High School (SHS) or K
-12 graduates and they are now rolled out to
college. This batch has the option if they will pursue
their college education or enter the workforce.
The Department of Education under secretary
Leonor Briones claimed that for 2017-2018, the
department created 40, 104 teacher items for the K-
12 program. But, Briones confesses that the DepED
still lack teachers and classroom to fill this demands.
Cynthia M. Paulino, Head Teacher 1 at Sta.Cruz High Integrated School
in Lubao Pampanga. PressReader

26. It was reported Tuesday, February 26, that
companies who are not yet ready to hire K-
12 graduates said lack of available positions
for non-college graduates and their
insufficient work experience were the
primary reasons on their decisions; while
those who were still undecided explained
that they are either evaluating the
readiness of their companies or are still
finalizing the timeline on when they would
hire K-12 graduates.

27. Senior high school results exceeded expectations — DepEd
By Janvic Mateo (The Philippine Star) - May 11, 2018 - 12:00am
In a press conference yesterday, Briones touted the success of senior high school –
centerpiece of the K-12 basic education reform program that added two years to basic
education in the country. Miguel de Guzman
MANILA, Philippines — The outcomes of the first two years of implementing the senior high
school program have exceeded expectations, according to Education Secretary Leonor
Briones.
In a press conference yesterday, Briones touted the success of senior high school –
centerpiece of the K-12 basic education reform program that added two years to basic
education in the country.
“We are very pleased because our expectations have been far exceeded and perhaps
doubled; double in the case of enrollment, double in the case also of those who are
graduating and completing (the programs),” she said.
“This is also largely because the government itself really heavily supported the senior high
school program,” she added.
Briones noted that the number of students who graduated from senior high school this year
reached over 1.2 million, invalidating fears that many students would drop out after
finishing Grade 10 (former fourth year high school).
Prior to its implementation in 2016, some groups expressed concern over estimates that
400,000 out of the 1.5 million graduates that year will not proceed to senior high school.

28. DepEd asked to report to Congress status of K to 12
Program Implementation
ACT Teachers party-list Representatives Antonio Tinio and France Castro led the filing of
House Resolution 2324, citing the “myriad of issues” hounding the implementation of
Republic Act 10533 or the Enhanced Basic Education Act of 2013.
“To make the right of Filipinos to education real, Congress needs to look into the roots of
these issues, including the chronic underfunding for the requirements of basic education,
and immediately address them, ” the group said in filing the three-page resolution.
The progressive lawmakers lament that the government has yet to address the persisting
shortages in schools and classrooms, particularly for senior high school; other learning
facilities including computer and science laboratories and libraries; students’ seat and desks,
tables and furniture; water and sanitation facilities; textbooks, learning modules, and
instructional materials.
“The effects of these shortages are borne daily by teachers and other school personnel,
parents, and students who are forced to spend out of their own pockets to make these
facilities and materials and to contend with large classes, bursting classrooms and other dire
learning and teaching conditions, ” they said.

29. The lawmakers said notwithstanding the overfunding of private education and because of
the underfunding for private education, even official government statistics on the key
metrics of access to and quality of basic education such as participation rate or net
enrolment rate, retention rate, completion rate (CR) and teachers’ welfare and training
profiles, leave a lot to be desired.
Citing the data from DepEd, 4.8 million were out of schools in school year 2015-2016, an 11-
percent increase in five years, with out-of-school children in elementary more than tripled
from around 431,000 in 2011 to 1.4 million and out-of-school youth in high school remain
high with 3.4 million.
“High school completion rate declined, with 1.9 million, or more than a fourth of the
enrollees,
dropping out in the middle of the school year. Elementary completion rate remain high with
about 2.3 million leaving before graduation,” they lamented.
“All these suggest that far from improving the access of Filipino children to basic education
and promoting the rights of teachers and other education workers, the K to 12 program has
done quite the opposite,” they pointed out.
They noted that the K to 12 law is also the subject of various pending petitions filed by
representatives of teachers and other school personnel, parents, and students who question
its constitutionality on both substantive and procedural grounds.

30. Problems and Issues since Implementation
(Public and Private)

31. Problems met in the Implementation of K to 12
Problems Met in the Implementation of K to 12 in terms of
Teachers’ Competence
1. Insufficient knowledge on the recommended teaching
strategies to be used.
2. Limited vocabularies to effectively teach the subject.
3. Difficulty in explaining concepts in Mother Tongue.
PROBLEMS IN THE IMPLIMENTATION OF K TO 12 PROGRAM IN GRADES I AND II
ROSITA B. ESPIRITUSANTO, MA TESP, ZSCMST

32. Problems met in the Implementation of K to 12
Problems met in the Implementation of K to 12 in terms of
Preparation of Teachers
1. Have insufficient training in the implementation of K to 12
Program.
2. Have insufficient knowledge on the salient features of the
K to 12 Program.
3. Have limited skills to implement the K to 12 Program.
PROBLEMS IN THE IMPLIMENTATION OF K TO 12 PROGRAM IN GRADES I AND II
ROSITA B. ESPIRITUSANTO, MA TESP, ZSCMST

33. Problems met in the Implementation of K to 12
Problems Met in the Implementation of K to 12 in terms of
Materials/Textbooks
1. Textbooks are limited.
2. Instructional materials are not suited to the interest and
needs of the pupils.
3. Modules are inadequate.
4. Erroneous Textbooks.
5. Textbooks are haphazardly done.
PROBLEMS IN THE IMPLIMENTATION OF K TO 12 PROGRAM IN GRADES I AND II
ROSITA B. ESPIRITUSANTO, MA TESP, ZSCMST

34. Problems met in the Implementation of K to 12
Problems Met in the Implementation of K to 12 in terms of
Attitudes of the Implementers
1. Are not interested to attend training on K to 12.
2. Look at K to12 as an additional burden to parents.
3. View K to 12 not a solution to the deteriorating quality
education of the country.
PROBLEMS IN THE IMPLIMENTATION OF K TO 12 PROGRAM IN GRADES I AND II
ROSITA B. ESPIRITUSANTO, MA TESP, ZSCMST

35. Problems met in the Implementation of K to 12
Problems Met in the Implementation of K to 12 in terms of
References
1. Have insufficient reference materials in the classroom.
2. Are unavailable in the library.
3. Are insufficient for the number of pupils.
PROBLEMS IN THE IMPLIMENTATION OF K TO 12 PROGRAM IN GRADES I AND II
ROSITA B. ESPIRITUSANTO, MA TESP, ZSCMST

36. Problems hounding K to 12 program: Error in Textbooks
The K to 12 program seeks to enhanced learning experience of million
Filipino children. But Antonio Calipjo-Go an educator has been studying
DepEd textbooks for years and spotted thousands of errors.
One K to 12 English book he studied, Example, has more than 1,300
errors. It has words like “unexcitement” and “lakslustre”. It describes a
process of DNA alternation which should actually be DNA alteration.”
But the DepEd says that Go is referring to a draft which went through
several revisions before being published.
For textbooks alone, DepEd received 3.7 billion for 2016. That amount
should be enough for 70 million new k-12 textbooks to be delivered on
time.
But DepEd records show that issues in the procurement process have
delayed the delivery of at least 15 million books for grade four.
Miguel Ortilla, CNN Philippines 2015

38. Miguel Ortilla, CNN Philippines 2015

39. Displacement of Teachers and Lack of University
Enrollees (PRIVATE)
Camilla DJ. Vizconde, Ph.D.
University of Santo Tomas

40. Camilla DJ. Vizconde, Ph.D.
University of Santo Tomas

41. Lack of Implementing Guidelines
The speed by which the new curriculum has hit the
tertiary education level has been signed into law
after the prompt deliberation in the House of
Congress. Before it was even signed into law, the
Department of Education has already begun its
implementation in 2011 by offering the universal
kindergarten and by 2012, the Grade 7 level.
The tertiary level, especially the teacher education
program however has to rely on their university
top-level administrators to steer them into the
direction that the university takes.
Camilla DJ. Vizconde, Ph.D.
University of Santo Tomas

42. Insufficient Resource for Implementation
Camilla DJ. Vizconde, Ph.D.
University of Santo Tomas

43. END………..

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