The K-12 Program in the Philippines, which commenced in 2012, encompasses both Kindergarten and twelve years of basic education. It comprises six years of primary education, four years of Junior High School (JHS), and two years of Senior High School (SHS). Its main objective is to provide students with ample time for comprehending concepts, acquiring skills, fostering lifelong learning, and preparing for college. Additionally, it aims to cultivate middle-level skills, create employment prospects, and encourage entrepreneurship.
The Department of Education has conducted studies that support the idea that implementing K-12 in the Philippines will result in a better Education Program for the younger generation. These studies show that high school students are more likely to drop out or change their course of study during tertiary education, posing challenges for both parents and children. Furthermore, due to their young age, it is difficult for the youth to determine their desired career paths or future goals. Hence, offering additional time for preparation and skill evaluation would be advantageous and convenient for both parents and children.
In addition, the extension of basic education in the Philippines for two years shows an increase in curriculum content. This expansion aims to assist young students in making decisions about higher education by providing them with more options and guidance.
Using technology, I have found that in the next two years, students can choose from three tracks: Academic, Technical-Vocational-Livelihood, and Sports and Arts. The Academic track is further divided into three strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).
Providing students with tracks aligned with their talents, skills, and abilities can motivate and guide them in choosing courses, leading to a smoother and more enjoyable college experience.
However, the implementation of plans brings both a solution and a problem. The main issue is that despite ongoing efforts, there are still unresolved problems. These include inadequate study curriculums for each grade, a lack of necessary school facilities such as biology, chemistry, and physics labs, computer laboratories, appropriate grade-specific books, and many other challenges.
If the Philippines’ previous education system already had issues with lack of solutions to the aforementioned problems, these problems will be even more prevalent now due to the implementation of K-12. For instance, if there was already a shortage of books in public schools, the need for more books will increase with the K-12 program.
In order to address the aforementioned issues, it is imperative for the government to effectively manage projects and accurately calculate associated expenses, enabling them to adequately fulfill the needs of students. By doing so, the new education program will rectify the deficiencies of its predecessor. For instance, resolving the issue of insufficient rooms would yield significant results. Specifically, if additional rooms are provided to public schools, teachers would have an easier time instructing a maximum of 40-50 students, fostering a more interactive and controlled environment that promotes student concentration on the subject matter.
If the government can efficiently handle and allocate the Philippines’ monetary fund, particularly for the department of education, they can ensure equal distribution of funds to address problems. Consequently, this will amplify the budget’s impact in terms of both quantity and quality.
