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.
Congestion means overcrowding. In simple terms, there is too much in too little space or time. To avoid congestion one can either increase space or time, or reduce whatever is taking space or time. In introducing K to 12 to the Philippines, the Department of Education made the claim, "...the sad state of basic education can be partly attributed to the congested basic education curriculum." A closer examination of DepEd's K to 12, however, reveals not a decongestion, but a reduction of instructional hours across the first ten years of education.
Here are the changes for elementary school:
There is a reduction in both languages and mathematics of about 10 percent in instructional time. Below are the changes in secondary school:
Here, the decrease in instructional hours is even greater. Science, for instance suffers a 33 percent reduction. Adding two years to basic education may indeed look good on paper as a way of decongesting the curriculum. However, if the first ten yea…
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 college ang karagdagang 2 tao…
With the new K to 12 curriculum in the Philippines, various tracks are now offered in the last two years of basic education. The various options available obviously make it possible for students to find themselves later unprepared for the courses they decide to take in college. A student, for instance, who finishes the accounting business management (ABM) strand in the senior high school academic track, is now required to take additional courses if the student chooses to enroll in a Science, Technology, Engineering and Mathematics (STEM) major in college. These additional courses which are now called "bridging programs" are either taken during the first year of college or over several weeks in the summer before college starts.
There are bridging programs in the United States, but these are different from the ones that are now appearing in colleges in the Philippines. In Coldwater High School in Michigan, for example, the "bridging program" is an option for students…