research paper about k12 education in the philippines pdf

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Embracing the K-12 Curriculum: Accounts of Philippine Teachers and Students

Naci John C. Trance 1 and Lowe Ana Marie L. Trance 1

Published under licence by IOP Publishing Ltd Journal of Physics: Conference Series , Volume 1254 , 1st UPY International Conference on Applied Science and Education 2018 24–26 October 2018, Yogyakarta, Indonesia Citation Naci John C. Trance and Lowe Ana Marie L. Trance 2019 J. Phys.: Conf. Ser. 1254 012031 DOI 10.1088/1742-6596/1254/1/012031

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The Department of Education of the Philippines has implemented the K-12 Curriculum to both elementary and high school levels of Basic Education starting the school year 2012-2013. Thus, we can infer that the current curriculum is still in its infancy stage. Along with this stage is the dynamic change in the perceptions, reactions, and realizations of different stakeholders towards the new curriculum. In this facet, the study has examined various accounts of in-service and pre-service teachers and students to gain an understanding of how they approach the modern educational system.

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Overview of Education in the Philippines

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• First Online: 24 December 2021

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• Lorraine Pe Symaco 3 &
• Marie Therese A. P. Bustos 4  

Part of the book series: Springer International Handbooks of Education ((SIHE))

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The Philippines has embarked on significant education reforms for the past three decades to raise the quality of education at all levels and address inclusion and equity issues. The country’s AmBisyon Natin 2040 or the national vision for a prosperous and healthy society by 2040 is premised on education’s role in developing human capital through quality lifelong learning opportunities. Education governance is handled by three government agencies overseeing the broad education sector of the country. At the same time, regional initiatives relating to ASEAN commitments are also witnessed in the sector. However, despite the mentioned education reforms and initiatives, the education system remains beset by challenges. This chapter will give readers an overview of the education system of the Philippines through an account of its historical context and its main providers and programs. Key reforms and issues within the sector are also discussed.

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Symaco, L.P., Bustos, M.T.A.P. (2022). Overview of Education in the Philippines. In: Symaco, L.P., Hayden, M. (eds) International Handbook on Education in South East Asia. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-8136-3_1-1

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A CRITIQUE OF K-12 PHILIPPINE EDUCATION SYSTEM

• Maria Teresa F. Calderon
• Published 6 March 2015
• Education, Philosophy

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Story of Tin: Narrative Inquiry Into Experiences of First Philippine K-12 Graduate

IOER International Multidisciplinary Research Journal, Volume 2, Issue 1, March 2020

9 Pages Posted: 6 May 2020

Mc Arthur Maravilla

Palawan State University, Puerto Princesa City, Palawan, Philippines

Date Written: March 2020

The implementation of the K-12 Basic Education Program in the Philippines brought significant programs and projects to expand and improve the delivery of basic education in the country. It added two more years of senior high school in the basic education, broadening the goals of basic education to higher education preparation, middle level skills development, entrepreneurship, and employment. The present study used narrative inquiry to narrate the past experiences of Tin as one of the first graduates of this 7-year old educational reform. It examined Tin’s journey from junior high school to senior high school to gain a better understanding of being a K-12 student in the Philippines and a deeper and richer insight on the implementation of the K-12 curriculum. A qualitative analysis of an in-depth interview with Tin highlighted her struggles, both in her junior and senior high schools. In particular, her struggles included some personal conflicts such as being academically competitive amidst being introvert and financially poor, adjustment to a new environment as she transferred from a rural school to an urban school, rigidity of her senior high school academic subjects, and her trouble with her teachers’ teaching styles. The story of Tin provided specific insights as to how similar conditions as hers may be avoided and how the teaching-learning process may be improved, particularly in the light of the K-12 curriculum implementation in the Philippines.

Keywords: Narrative inquiry, Philippine K-12 Basic Education Program, student experiences, Junior High School, Senior High School

Suggested Citation: Suggested Citation

Mc Arthur Maravilla (Contact Author)

Palawan state university, puerto princesa city, palawan, philippines ( email ).

Philippines

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K12 Educational System in the Philippines - A Policy Paper

This is a Final Requirement in PA 241 (Public Policy and Program Administration), a group output required in the degree Master of Public Administration under Prof. Rodrigo Giducos.

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Michi Ferreol

In the wake of the passage of the Enhanced Basic Education Act into Philippine law, schools throughout the Philippines were forced to adopt two additional years of high school into their institutional structure, as well as to enforce a variety of curriculum and instructional changes. The policy effectively transitioned the nation from a 10-year basic education structure to a K-12 system, promising a more globalized curriculum and greater employment opportunities for graduates. This change, however, placed tremendous pressure on teachers and administrators—dubbed by Michael Lipsky (1980) as the “street-level bureaucrats” who execute policies on the ground level—as they were expected to comply with the demands of the law within a limited time period. Thus, in an effort to better understand the ground-level experiences of educators in the aftermath of this policy, I conducted semi-structured interviews with 71 teachers and administrators across four Philippine private schools and five public schools in the National Capital Region. Questions ranged from participants’ day-to-day experiences of the implementation process to their attitudes towards the policy itself. These interviews aimed to broadly answer the question: what factors affect the ground-level execution of a newly instituted education policy? Findings revealed that teachers’ attitudes, beliefs, and strategies were heavily shaped not only by the immediate needs of their classrooms, but also by a confluence of macro-, meso-, and micro-level structures. This, in turn, affected how they executed their discretion and met their obligations as street-level bureaucrats.

Christopher Cocal

The implementation of K+12 means larger budget for the Department of Education and more expenditure for the families who will be sending their children to school. K+12 is not only an issue of economics, is more importantly an issue of personal and professional growth and development that will serve as catapult of economic development. This study determined the anticipatory resource management employed by the principals in the different schools of Pangasinan to ensure greater and successful implementation of the K+12 program. The respondents of the study were the 230 out of 539 principals of the different public elementary schools of the six schools divisions of Pangasinan. Results of the study show that the existing physical plant and facilities and instructional resources of the different public elementary schools in Pangasinan do not met the standard requirements set by the Department of Education. There is a great need for the schools to improve their physical facilities and instructional resources to effectively and efficiently implement the K+12 Program. Financial resource is the major problem of the schools with regards to the implementation of the K+12 Program.

Philippines. The paper presents the fears and loopholes of the K-12 system and its implementation in the context of the Philippines. Drawing on the current discourse, studies and loud views, the author concludes that if the goal is to improve the nation's student achievement then the real solution is improving the quality of teachers because " Students don't fail, teachers do. " Keywords: K-12 education system. Philippines education reform. Curriculum

David Michael San Juan

GEO Academic Journal

Andy N Cubalit

The research looked into the significance of K12 Program as implemented in the Philippines and in Thailand. The scope of this research is delimited to the organizational structure, vision and mission, school system, curriculum and grading systems. The descriptive – comparative method was utilized because the purpose of the study was to find differences and similarities on the implementation of the program in the Philippines and Thailand. The researcher found out that there are similarities and differences with the terms used governance, and, implementation of the K12 Program. Cubalit, Andy Noces (2013) A Descriptive Comparison of K to 12 Program as Implemented in the Philippines and in Thailand. University of the Cordilleras, Baguio City

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Cecilia L . Calub

Every education system for K-12 will strive to perform their best, however, very few are able to go far and progress. These types of programs aim to offer extensive knowledge to children, at the same time, offer the parents “peace of mind” in knowing that their children receive the best education possible. Most countries like Finland, United Kingdom, New Zealand, Japan, Singapore, Korea, China, and Israel which are among those with the top rated education systems around the world invested much for their education. The Philippines has just recently implemented the K-12 curriculum. Within a country’s educational system, the relevant institutions and policies include the ways in which a society finances and manages its schools, how a society assesses student performance, and who is empowered to make basic educational decisions, such as which curricula to follow, which teachers to hire, what textbooks to purchase, how many classroom or school buildings have to be constructed. In terms of policy, one might speculate that if a nation assesses the performance of students with some sort of national exam and uses this information to monitor teachers, teachers will put aside their other interests and focus mainly on raising student achievement. With this task the teachers have to accomplish, it is just reasonable to provide them more incentives. Moreover, strong school administrators should also know how to go about their jobs systematically for a successful implementation of the curricular program in the country. In the Philippines, the proposed K-12 curriculum has raised brows of many Filipinos in the beginning. Gradually, the acceptance to the new curriculum has paved the way to its total implementation. There are good effects of the K12 implementation but these effects outweigh the negative ones. Change is not just easy to accept, but if this change would benefit the majority in the end, then there is no other way except go for it and cooperate.

Allen Ibale

In 2012 the Philippines launched its " K to 12 " Program, a comprehensive reform of its basic education. Through this reform, the Philippines is catching up with global standards in secondary education and is attaching a high value to kindergarten. The structure, curricula, and philosophy of the education system are undergoing reform and improvement. The key points of the new policy are " preparation " for higher education, " eligibility " for entering domestic and overseas higher educational institutions, and immediate " employability " on graduating, all leading toward a " holistically developed Filipino ". This policy appears admirable and timely, but it faces some pedagogical and socioeconomic problems. The author wants to point out in particular that the policy needs to address gender problems and should be combined with demand-side approaches in order to promote poverty alleviation and human development in the Philippines.

SSRN Electronic Journal

Ronald Mendoza

Kristel Ann Hermosa

In the Philippines, change has shaken the whole country when K-12 curriculum had its full implementation where Kindergarten was mandatory and an additional two (2) years in Senior High School (SHS) were added to the formerly 10-year basic education. “The K to 12 Program was mandated by Republic Act 10533, otherwise known as ‘Basic Education Act of 2013.’ DepEd began the new learning program in its efforts to make a change towards a better Philippines as early as 2011.” What, therefore, made the researchers conduct this study was to find out how was the implementation of the K-12 curriculum in selected Senior High Schools in Masbate City Division, namely: Masbate National Comprehensive High School (MNCHS), the biggest and premiere secondary school in the city; Bolo National High School (BNHS), a secondary school in coastal part of the city; and lastly, Nursery High School (NHS) utilizing SHS teachers’ perspectives. They have sought to identify the challenges and concerns raised by the SHS schools in Masbate City and to offer plausible solutions for the benefit of many.

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Compact, all-in-one SD-WAN firewall for your distributed enterprise branch.

Catch up on what you missed

Keynote: Vision for the Future

CEO Chuck Robbins addresses how to connect and protect your business in the AI era.

Keynote: Go Beyond

Learn about Cisco, Splunk, and reaping the benefits of the AI revolution.

Deep dive sessions

See tech announcements and strategic direction from Cisco's senior tech leaders.

View keynotes and tech sessions in the on-demand library.

Press release

Cisco Live puts AI center stage and more. 

Cisco launches $1B global AI investment fund.

Validate your AI skills with certifications

Join all Cisco U. Theater sessions live and direct from Cisco Live or replay them, access learning promos, and more. It's time to Go Beyond the basics and level up your learning.

Identity is the new perimeter

Stop identity-based attacks while providing a seamless authentication experience with Cisco Duo's new Continuous Identity Security. 

Inside Cisco

• More events

Cisco reveals Nexus HyperFabric

Cisco Nexus HyperFabric makes it easy for customers to deploy, manage, and monitor generative AI models and inference applications without deep IT knowledge and skills.

Cisco and Splunk launch integrated Full-Stack Observability experience

Using Cisco and Splunk observability solutions, customers can build an observability practice that meets their IT environment needs for on-premises, hybrid, and multicloud.

ThousandEyes Digital Experience Assurance shifts IT operations

New Cisco ThousandEyes capabilities and AI-native workflows in Cisco Networking Cloud will deliver Digital Experience Assurance, transforming IT operations.