A blog that tackles issues on basic education (in the Philippines and the United States) including early childhood education, the teaching profession, math and science education, medium of instruction, poverty, and the role of research and higher education.
So far, many Filipinos are not happy with the new educational system recently introduced by the administration and implemented by DepEd. It’s like giving a wrong medicine to a misdiagnosed illness.
If the purpose of the K+12 Program is to improve quality of our education, the government must first address the old problems before it tackles new ones.
The 2-year extension of mandatory public education in our country has received a favorable support both from politicians and top honchos of the Department of Education.
By looking at all the good intentions this revised program wants to achieve, it appears that the plan is on the winning side. However, there are serious problems DepEd and the government must first look into.
The extension is of course costly. More classrooms, books, and teachers will be added to the system. And that’s where the more serious issues crop up.
How can the government add more classrooms when in fact today we do not have enough classrooms for all students? How can the government add more books for the K-12 program when in fact many students are still deprived of books at schools? All can be aggravated by the fact that we are losing brilliant teachers to Western and Asian countries who continuously hire Filipino teachers to teach core subjects abroad such as English, Math and Science.
Isn’t it wise and logical, and simply an exercise of common sense, that before we become very serious with the K-12 (additional two-year program) educational change we should first address and fix the tangible deficiencies of our education? DepEd cannot just plunge into the future of uncertainties without first looking at the current problems that besiege Philippine education.
We have not mentioned of the declining quality of Philippine education. While our Asian neighbors have made gigantic leaps in harnessing their educational system, ours is still stuck with mediocrity and traditionalism. And we cannot just ignore the fact that even our English proficiency, which for decades had made us remarkable in the world, is fast deteriorating.
By introducing a revised educational system without first repairing its loopholes, the government has become guilty of reckless dreaming. We have to see first the current reality before we entertain good dreams otherwise the K-12 program might just turn out as another nightmare for everyone.
And we should not forget to mention the noodles scandal at DepEd in which almost half a billion pesos was wasted on the so-called noodle feeding program for malnourished pupils.
That scandal had given us a perspective that the K-12 program might as well be a subtle ploy for DepEd officials to set up a new source of personal income for those who have personal interests in government funding.
What bothers us most is the seeming blindness of the DepEd. It has to see first the ancient problems that scuttle the entire educational system in the country before it moves to a bolder step. Failure to do so would just result to multiplication of the existing problems of Philippine education.
MGA TANONG AT SAGOT HINGGIL SA Kto12 PROGRAM NG GOBYERNO NG PILIPINAS Posted on May 28, 2012 by David Michael San Juan MGA TANONG AT SAGOT HINGGIL SA Kto12 PROGRAM NG GOBYERNO NG PILIPINAS (Paunawa: Simpleng lenggwahe ang ginamit sa artikulong ito upang madaling maintindihan ng mayorya.) For the full English version please visit http://www.scribd.com/david_juan_1/d/70033985-San-Juan-David-Michael-Full-Paper-Kto12 TANONG: ANO ANG KTO12 PROGRAM? SAGOT: Ang Kto12 Program ng gobyerno ng Pilipinas ay tumutukoy sa pagkakaroon ng mandatory o required na kindergarten at karagdagang 2 taon sa dating 10-year Basic Education Cycle. Kung noon, pagkatapos ng anim na taon sa elementarya at apat na taon sa hayskul (kabuuang 10 taon) ay maaari nang makapagkolehiyo ang mga estudyante. Sa ilalim ng Kto12, bago makapagkolehiyo, kailangan pa nilang dumaan sa karagdagang 2 taon pagkatapos ng apat na taong hayskul. Sa bagong sistema, tinatawag na senior high school o junior
There is information to be gained from data. Tests in schools can be informative. Scores of students provide a quick glimpse of the current state of education. Thus, it is useful to have these numbers. These numbers may not tell everything in detail with high accuracy. Nevertheless, test results allow for a useful perspective. The National Achievement Test administered by the Department of Education (DepEd) in the Philippines, a set of standardized tests addressing the major subjects taught in school, is an example. These tests are given to Grade 3 where students are assessed in both English and Filipino (These two subjects comprise two thirds of the exam) and Math and Science (These two account for the remaining one third). A different set of tests is given to Grade 6 pupils where each of the following 5 subjects is assigned 40 items: (Science, Math, English, Filipino and Social Studies). Another set is administered to fourth year high school students (This is currently the last year
This blog now averages about 1500 views per day. It has more than 600 posts and the number of visits from the Philippines has now reached a total of 300,000. It has been more than a year and while trying to condense this entire blog into its most salient points, I came across Diane Ravitch's new book " Reign of Error ". (Ravitch, Diane (2013-09-17). Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools (Kindle Locations 6029-6030). Knopf Doubleday Publishing Group. Kindle Edition.) The book is notably and strongly supported by data and research.