Is the K 12 model good for the Philippine educational system?
The enhanced K-12 program, or the Department of Education’s (Dep Ed) proposal to overhaul the basic and secondary education curriculum by adding two more years to the system is arguably one of the most drastic and controversial programs of the Aquino administration.
Although the terminology and details may vary, almost all states and districts continue to use a combination of time-based academic credits, state graduation exams and state accountability exams to measure learning.
For the majority of states, these elements prioritize content knowledge rather than skills, with a focus upon a narrow set of areas — math and English language arts.
Among those students who do graduate high school, nearly 25% of them, from all socioeconomic groups, require remedial courses in college, chool fare no better, with 62% of employers by one account indicating that “high schools aren’t doing enough to prepare their graduates to meet the expectations of the workplace.” Students are not fully prepared for civic engagement to ensure a functioning democracy (only 30% of today’s young people believe it is “essential” to live in a country that is governed democratically).
These results are evidence that students are not getting what they need, and the implications ripple through their lives, their families, communities and our economy.
High-quality systems of competency-based education start with a community’s aspirations for students.
Completing twelve years of school is an insufficient outcome for students.
In subsequent blogs in this series, we will explore why the traditional system is designed to produce these results.
First, let’s consider what results we want instead.