K TO 12 CURRICULUM: ITS GOALS AND BENEFITS TO THE FILIPINO LEARNER AND COMMUNITY

One of the greatest reforms in the Philippine Educational System today is the implementation of the K to 12 program.

The enhanced K to 12 Basic Education Program seeks to provide for a quality 12 – year basic education program that each Filipino is entitled to. This is incognizance with Article IV Section 2 of the 1987 Philippine Constitution which states that: “The state shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society”.

The new program was patterned from the K – 6 – 4 – 2 Model. This means that basic education involves kindergarten, six years of elementary education, four years of junior high school (Grades 7 – 10) and two years of senior high school (Grades 11 – 12).

Those who go through the 12 – year program will get an elementary diploma (6 years), a junior high school diploma (4 years) and a senior high school diploma (2 years). A full 12 year of basic education will eventually be required for entry into tertiary level education.

Universal kindergarten was offered starting school year 2011 – 2012. This school year, 2012 – 2013, the new curriculum will be offered to incoming Grade I as well as to incoming junior high school students (Grade 7 of High School year 1).

The goal of the enhanced K to 12 Basic Education Program is to create a functional basic education system that will produce productive and responsible citizens equipped with the essential competencies and skills for both life – long learning and employment. The program will enhance the basic education system to full functionality to fulfil the basic learning needs of students. This is in line with the agenda of President Benigno Aquino III of having quality education as a long term solution to poverty. In order to achieve these goals, the program has the following twin – objectives:

a.) To give every student an opportunity to receive quality education based on an enhanced and decongested curriculum that is internationally recognized and comparable;

b.) To change public perception that high school education is just a preparation for college; rather than, it should allow one to take advantage of opportunities for gainful career or employment and/or self - employment in a rapidly changing and increasingly globalized environment.

The benefits of the K to 12 program far outweigh the additional costs that will be incurred by both government and families.

To individual and families:

1.) An enhanced curriculum will decongest academic workload, giving students more time to master competencies and skills as well as time for other learning opportunities beyond the classroom, thus allowing for a more holistic development.

2.) Graduate will possess competencies and skills relevant to the job market. The program was designed to adjust and meet the fast changing demands of society to prepare graduates with skills essential for the world of work.

3.) Graduates will be prepared for higher education. Due to an enhanced curriculum that will provide relevant content and attuned with the changing needs of time, basic education will ensure sufficient mastery of core subjects to its graduates much that graduates may opt to pursue higher education if they choose to.

4.) Graduates will be able to earn higher wages and/or better prepared to start their own business.

There is a strong correlation between educational attainment and wage structure and studies specific to the Philippine setting show that an additional year of schooling increases earnings by  7.5 %. This should also allow greater access to higher education for self – supporting students.

5.) Graduates could now be recognized abroad, Filipino graduates eg. Engineers, architects, doctors, etc., could now be recognized as professionals in other countries. Those who intend to study abroad will meet the entrance requirements of foreign schools.

For the Society and the Economy:

1.) The economy will experience accelerated growth in the long run.

The objective of the K to 12 program is ti improve quality basic education. Several studies have shown that the improvements in the quality of education will increase GDP growth by as much as 2%. Studies in the UK, India and US show that additional years of schooling also have positive overall impact on society.

2.) The Philippine education system will be at par with international standards. K to 12 will facilitate mutual recognition of Filipino graduates and professionals following the Washington Accord and the Bologna Accord.

      Washington Accord prescribes 12 years basic education as an entry to recognition of engineering professionals.

      Bologna Accord requires 12 years of education for university admission and practice of profession in European countries.

3.) A better educated society provides a sound foundation for long – term socio – economic development.

The enhanced K to 12 Basic Education System will contribute to the development of emotionally and intellectually mature individuals capable of pursuing productive employment and entrepreneurship or higher education disciplines.

In the near future, the smooth transition from the existing 10 - year education cycle to the K to 12 basic education cycle will produce holistically developed Filipino learners with 21^st  century skills, which they can use to become productive and responsible citizens of the country.

References:

http://www.deped.gov.ph/ c  pa/uploads/issuance Img/K 12% 20 new.pdf

http://www.washingtonaccord.org/Wasington Accord/ FAO, cfm

Semeo – Innotech Additional years in Philippine Basic Education: Rationale and Legal Bases Presentation to the Department of Education on 25 August 2010

K to 12 Basic Education Program Brochure

DepEd order #31,s.2012 – Policy Guidelines on the Implementation of Grade I to 10 of the K to 12.

Basic Education Curriculum Effective School Year 2012 – 2013

The School Head as a Strategist

The school head is always regarded as the lead person in a school. As such, he assumes numerous responsibilities and discharges several functions for the good of the school and for the whole system as well but such is not always the case for school heads differ in many aspects, especially in managerial ways. Majority of the school concerns depend almost exclusively on the principal’s initiative and strategies. Even when participative leadership is practiced, teachers seldom suggest distinctly for themselves. They expect the principal to assume the leadership role himself.

It is a fact that strategy is the bedrock of any organization. No matter how competent the leader is and how excellent his people are, no matter how wonderful their plans are, if they don’t get strategy right, everything else they do is at risk and tantamount to futility.

Many leaders today, including the school heads do not understand the ongoing intimate connection between leadership and strategy. These two aspects of what leaders should do, once tightly linked, now, have grown apart. Once a strategy has been identified and the steps specified, the job of a leader, of a school head, of a strategist is done.

Effective and performing schools do not just happen. They are products of good leadership and excellent strategies exercised by the principal in coordination and cooperation of various stakeholders in education such as the parents, teachers, supervisors, instructional consultants, non- government organizations, community officials and above all, the pupils.

The school head, being the manager of a school should act like a strategist for the several issues, controversies and concerns besetting his school. His strategies and approaches to the existing needs of the school entrusted under his care play a vital role in the performance of his school.

What makes a school a quality one? How is it different from other schools? Is there a model that can be used to establish a performing school? Are there certain standards that schools must meet if they are to provide quality education to the pupils? The answer is none. It depends largely on the strategies of the school head and his staff on how they enrich their curriculum, instruction and performance.

In school, where concerns would just pop out, good decision-making and excellent strategies are needed. What has been forgotten is that a strategy is not a destination or a solution. It is not a problem to be solved and settled. It is a journey. It needs continuous, not intermittent leadership. It needs a strategist.

As a good strategist, it is expected that the school head employs several effective strategies which are never frozen – signed, and sealed. A strategist is the one who must shepherd the on going process, who must stand watch, identify and weigh, decide and move time and time again.

As much as possible, school head should be active and should be truly a strategist and not merely a leader. He should make things happen and not just to let go of things. The series of problems that come almost at regular intervals in an organization or in a school give fullness and add meaning and dimension to living and to one’s profession or engagement. Thus, the ability of the school head to design and plan for strategies to improve the status of his station is very vital and important.

The school head, being a strategist is the one who must decline certain opportunities and pursue others. He must know too how and when to seek consultant’s expertise, pieces of advice and considered judgment. But in the end, it is the strategist who bears the responsibility for setting and making the choices day after day in his school. This explains why strategy and leadership must be reunited at the highest level of an organization, particularly in school. It is then a must that all leaders in any endeavor accept and own a strategy as the heart of their responsibilities like the school head.

Reference:                 The Strategist: Be the Leader Your Business Needs

                                    By: Cynthia A. Montgomery

School Governing Council, Its Vital Role in the School System

Knowing the nature and the purpose of any organization existing in any institution is the best way of knowing its effectiveness and relevance to the system where it exits. In the same way, making ourselves aware of the objectives and purposes of the varied clubs and organizations existing in our school, gives us a clearer picture of how important they are in establishing and operationalizing our school.

Several are still ignorant of this School Governing Council. They do not even know who composed this, who are to be in the positions and what are they specific functions ect. It is in that premise that I decided dwelling in this topic to help the DepEd inform and disseminate the vital role of the SGC to the school system.

The School Governing Council, an organization every school must have, is geared toward the holistic development of schoolchildren; it is child-centered and focused on the learner’s performance. The experiences of schools with functional school councils are utilized to assist schools.

School governance refers to the authority of education stakeholders to jointly make decisions directed towards the continuous improvement of learning and promotion of children’s welfare in the school. It is the interface among school stakeholders who make strategic decisions that shape the school and its work and are, therefore, ultimately accountable for the work and actions of the whole system.

The school, as an organization, defines the relationships among the key players in its operations and expands its ability to work with the stakeholders through an effective Governance structure composed of representatives from different groups of school community stakeholders. Thus, school governance is a system which operates

under the principle that education which is focused on the holistic development of school children is a shared responsibility and a shared accountability among school

community stakeholders.

 A stable and effective leadership is characterized as shared leadership, shared commitment and shared accountability. In the school context, success in school improvement is greatly determined by the quality of the shared commitment of all stakeholders - shared commitment that is founded on the spirit of shared ownership of the school. Therefore, school leaders should facilitate the development of shared organizational values, trust, and a system’s perspective which serves as a strong foundation on which school-based shared decision-making is built.

When school leaders help stakeholders move sources of power, motivation, self-esteem and well-being, those within the school community develop a broader and deeper sense of responsibility to the work they share and a strong commitment to see the school succeed. When stakeholders are included in the decision-making process, they are more likely to implement change that ultimately benefits the learning and development of school children. Accountability means taking one’s fair share of responsibility for outcomes. Being accountable means one answers for his/her actions as well as the results of his/her actions. Accountability is not only taking credit, but also accepting the blame.

 In school governance, stakeholders with harmonized perspectives and experiences are crucial in improving the lives of children, youth, families and the community.

These groups of stakeholders may be formally represented in a governance structure in the school system. In the SBM Framework and Standards adopted by the DepEd, these School Governance structures are called School Governing Councils (SGCs). They are composed of:

􀂃 Internal Stakeholders

O         Students and student organizations

o          Parents of students/pupils and Parent

Associations

o          Teachers, Non-teaching and Teacher

Associations in the school

􀂃 External Stakeholders

O         Various Government Agencies

o          Non-Government Agencies 1

o          Civic and Social Organizations2

o          Alumni

o          Retirees

o          Professionals

o          Basic Sectors: Business, Fisherfolks, Farmers,

Indigenous People, Cultural Minority, others

Basically, SGC provides a forum for parents, students, teachers, community stakeholders and the school head to work together towards continuously improving student learning outcomes. SGCs provide the opportunity and the environment to develop shared responsibility in the children’s learning and holistic development and to encourage and facilitate effective community stakeholder participation in school improvement  process focused on children’s learning and welfare .Now, after knowing all the facts and significance of SGC in the school system, we therefore encourage that all schools must have their own SGCs and make them operational and functional as partners in attaining the ultimate goal of the department.

Reference:

Manual on School Governing Council

Department of Education

What Parents should know as Partners in the Education of their Children

This article is written not to give you lecture on parenting nor to teach you on the role of parents to the education of their children because I knew it well that every parent has his or her own way of rearing his children, of disciplining them and of teaching them. Hence, this is only to help you recall and to refresh you for those supposedly our roles as parents to our schoolchildren.

With the busy life we have in earning for a living, intentionally or unintentionally, we tend to neglect in some aspects our children but this should not be an excuse because our children are our ultimate reason for living. No matter how busy we are in our work, we should reserve an ample time for our children. Many studies found out that children who lack love, attention and support from parents tend to drop from school, tend to cling to peers thus, leading them to vices and crimes. Never the poverty is the reason.

Now, let’s examine ourselves if we do perform our tasks/roles to our children in their schooling. Let’s start with the activities we have every morning. Before our children go to school, what should we do as parents? During lunch break? At night time, do we confer with them, asking them what transpired in the whole day?

Conferring with our children is very important step in knowing our children well. It’s not enough providing them for their needs and wants but most importantly, knowing them fully- which can only be attained through constant and open communication with them.

Do we have that interest in knowing our children’s status in school? Have we ever visited our children’s teachers, asking them how/s the academic performance of our child? Have we attended school meetings and parent-teacher conferences? Do we always remind our children to their homework or to review?

If you answered YES to all those questions, it’s not yet late, make up for this coming school-year and the coming more years. Let’s make the education of our children one of our top priorities in life.

Parents, your constant communication to the teachers help you know further the strengths and weaknesses of your child in school. Teachers are regarded as second parents of the school children. So there’s a big need for parents and teachers to always work hand in hand in the education of the children. Virtues and wisdom learned in school are brought home. Values and practices at home are in return brought to school.

 It is not correct then that parents put all the responsibilities on us teachers in the schooling of their children. It’s not enough to just send them to school. Let’s take an effort, a sacrifice of meeting half-way, of doing your part as parents and doing our part as teachers. It is in this way that we could achieve a very ideal partnership in the education of our children.