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Problems and Challenges Encountered in The Implementation of The K To 12 Curriculum A Synthesis PDF
Problems and Challenges Encountered in The Implementation of The K To 12 Curriculum A Synthesis PDF
A Research Paper
Presented to the Undergraduate Research Coordinator
of the Professional Education Department
of the School of Teacher Education and Liberal Arts
Saint Louis University
Baguio City
by
Ednave, Ronald E.
Gatchalian, Virgil Matt P.
Mamisao, Joel Caesar B.
Canuto, Xena O.
Caugiran, Mariz D.
Ekid, Jackie Chrysdale A.
Ilao, Maria Jalena C.
May 2018
PROBLEMS AND CHALLENGES ENCOUNTERED IN THE
IMPLEMENTATION OF THE K TO 12 CURRICULUM:
A SYNTHESIS
ABSTRACT
The study drawn that these themes have respective academic interventions like: a)
attending trainings and seminars; b) employing collaborative approach in some activities; and
c) applying the “learning-by-doing” educational principle”.
The researchers highly recommend this study as essential reading for the teachers and
students alike, as it can help widen our understanding with what we need to know in order to
address the problems and challenges facing the education system. It is time for everyone– the
Department of Education, the teachers, the students, and all its stakeholders to work hand in
hand and make the solutions a reality.
BACKGROUND OF THE STUDY
A curriculum is the formal and informal content and process by which learners gain
knowledge and understanding, develop skills, and alter attitudes, appreciations, and values
under the auspices of that school (Doll, 1988 as cited in Sweetland, n.d.). All curricula, no
matter what their particular design, are composed of certain elements. A curriculum usually
contains a statement of aims and of specific objectives; it indicates some selection and
organization of content; it either implies or manifests certain patterns of learning and
teaching, whether because the objectives demand them or because the content organization
requires them. Finally, it includes a program of evaluation of the outcomes (Taba, 1962 as
cited in Sweetland, n.d.).
Currently more than 140 countries offer, or are in transition to, what has become the
international norm for pre-tertiary education, K to 12 school education system—kindergarten
because of the preponderance of research asserting the long-term learning and social benefits
of school readiness programs; and 12 years of primary and secondary schooling due to the
time needed to acquire the knowledge and skills sets necessary for 21st century university
education, postsecondary training, or decent work (Sarvi, Munger, & Pillay, 2015). Examples
of these countries are included in the Association of Southeast Asian Nations (ASEAN),
Australia, China, India, Japan, New Zealand, and the Republic of Korea. Countries of the
ASEAN, despite the differences in political systems, ideologies, historical background,
development priorities and education structures, share a common vision for an ASEAN
community. For ASEAN countries, education is core to development and contributes to the
enhancement of ASEAN competitiveness (Education Policy and Reform Unit UNESCO
Bangkok, 2014).
In Asia, the Philippines was the last country to have a 10-year basic education and pre-
university program (SEAMEO & INNOTECH, 2012 as cited in Sarmiento & Orale, 2016).
Worldwide, the Philippines was joined by Djibouti and Angola of Africa having the shortest
pre-university education system with other countries having 13 or 14-year cycles (Senate of
the Philippines, 2011 as cited in Sarmiento & Orale, 2016). The ten-year Philippine basic
education system became a disadvantage for Filipino workers abroad and for those who
intend to study outside the Philippines. Many Filipino professionals desire working abroad
for greener pastures but they tend to land a job apart from the diploma they pursued in the
Philippine higher education institutions. Some persistent overseas workers submit themselves
to state policies on earning professional license besides having earned the same in their home
country in order to practice a profession abroad. Children of Filipino migrants to other
countries tend to repeat a grade level already earned in the Philippines or to enroll additional
courses to fit into the basic education program of their new home country (Cabansag, 2014).
The much-needed overhaul of the Philippine basic education system becomes a reality
through Republic Act 10533, also known as the Enhanced Basic Education Act, which was
passed last May 2013 making the pre-university and basic education from 10 to 13 years
(Congress of the Philippines, 2011 as cited in Sarmiento & Orale, 2016). The new
curriculum, K to 12 is a landmark reform that brings the basic education of the country at par
with international standards. The K to 12 is also aimed at addressing the deficiency of the
Philippine educational system particularly in the basic education, the elementary and high
school, in order to meet the standards of the international education criteria and for the
students to be at par with the students in neighboring countries (Alonzo, 2015). The program
addresses the defects of the country’s basic education curriculum. As claimed by the
proponent of the K to 12 program, the curriculum is seamless, ensuring the smooth transition
between grade levels and continuum of competencies. It is also relevant and responsive,
enriched and learner-centered curriculum (SEAMEO INNOTECH, 2012 as cited in
Sarmiento & Orale, 2016).
With this scenario, the Department of Education (DepEd) lays high confidence on the K
to 12 Program in providing better quality of education that is based on spirally progressing
curriculum starting with simple topics moving toward increasing complexity in order for
learners to gain mastery of concepts and skills. Graduates of the K to12 program are
therefore envisioned as better prepared to compete globally for employment opportunities (K
to 12 Primer ǀ K to 12 Update, Teachers’ Lounge, 2013 as cited in Cabansag, 2014).
This change on basic education cycle caused the conduct of stakeholder consultations,
policy discourses, and education summits to gather inputs and feedback on the educational
reform, however, the K to 12 Program remains an issue of inquiries on its implementation
and effectiveness. It continuously solicits different responses among various individuals from
the educators, students, parents and various stakeholders (Cabansag, 2014). There were also
too many controversies and praises that hound this new law, however, many schools in the
country have to buckle up to cope with the demands as they have already been competing
globally even before the passage of the law. And in order to meet the global demands, the
schools have to face the challenges that come with the K to 12 program implementation
(Calderon, 2014).
Presently, the Philippine educational system needs to address issues not only of
accessibility and quality in providing education for all. Other issues that need to be addressed
involved the role of education in the national development, the unresponsive curriculum,
improper monitoring of programs implemented, globalization of education and even politics
in education. For the Philippine education to succeed, its ills and problems must be addressed
(Durban and Catalan, 2012) (GAP). This study was guided by the research question: What
are the current problems and challenges encountered in the implementation of the K to 12
curriculum in private educational institutions? (RESEARCH QUESTION)
This study aimed to look into problems and challenges encountered by private
educational institutions in the new curriculum. In relation to this, it also determined the
underlying factors which in turn, affecting the teaching-learning process. Through the study,
educational institutions will be aware and informed of the existing issues so that they can
hold necessary interventions for the students’ welfare.
METHODS
Design
The research used qualitative method. This design explored a wide array of
dimensions of the understandings, experiences and imaginings of the research participants,
the way that social processes, institutions, discourses or relationships work, and the
significance of the meanings that they generate (Mason, 2002). It utilized the phenomenology
approach of qualitative method, in which an in-depth interview was conducted. The study
was directed to look into lived experiences of the teachers and the administrators in the K to
12 implementation in private educational institutions.
Participants and Setting
The participants of the study were the administrators and faculty members of two
private educational institutions namely: Saint Louis Laboratory High School and University
of Baguio Senior High School Department. The participants were selected accordingly and
purposefully for this research.
Mode of Analysis
To acquire authentic data, the researchers monitored the following steps of qualitative
data analysis according to Creswell (1998). First is to organize data into several forms (i.e.
database, sentences or individual words); peruse the data sets several times to gain a
complete picture or overview of what it contains as a whole. During the process, the
researchers jotted down the key points that suggest possible categories or interpretations;
identified general categories or themes and classified them. This helped the researchers see
patterns or meanings of the gathered data. Final step is to integrate and summarize the data
of the participants. This step also included hypotheses that state the relationships among
those categories defined by the researchers.
Ethical Consideration
FINDINGS/RESULTS
In the cool and warm analysis of data, three themes were identified in the study.
Through the different transcripts from the learning area coordinators and administrators, the
researchers were able to identify two problems and a challenge in the transition to the new
curriculum. Obtained from interview to the respondents, a simulacrum called “Educators'
Mechanism” was formulated as a representation of the whole study.
Educators’ Mechanism
Gear constitutes a mechanism and it is a rotating machine that can change the speed,
torque, and direction of a power source. Gears almost always produce a change in torque,
through their gear ratio, and thus may be considered a simple machine. A gear, once settled
along with the clogs of other gears, creates a mechanical advantage. In the context of
education, educators who are well informed on the existing problems in the current
implementation of the K to 12, know how to handle and remedy the conflicting situation that
may arise in the program.
THREE THEMES
“Ito yung sa ating mga teachers because they came from university,
yon yung nakita naming problema dun. Well, they must adapt what
DepEd wanted them to possess, even their training most especially
requirement- nabigla sila yon yung mga requirements na teacher
factor na yung grading system natin, yung lesson planning, tapos
yung assessment factor, yung rubrics...” (LAC F) ]
The excessive academic load has an adverse effect on the performance of both
teachers and students. It requires combined efforts to fulfill the standards set by DepEd, and
it’s up to them on how to balance academics and co-curricular activities.
3. Integration of lessons in real-life context (CHALLENGE)
CONCLUSION
In most cases, the mental or physical effort employed in the academe is collaborative
teamwork. It eases the students’ effort and lessens the teachers’ work. It has also a practical
purpose in developing the interpersonal skills.
The study shows that the assessment and academic intervention as a course of action
is seen mostly through, but limited seminars. According to the respondents, the application of
“learning-by-doing” educational principle makes learning easier and enjoyable on part of the
students.
RECOMMENDATION
In the groves of academe, youth is the main actor in strengthening the literacy rate of
the Philippines. It is with their collective efforts that the country still thrives in education
aspect. Their stand and perceptions on the common issues that relate to them like the effects
of the K to 12 program, their views on the youth development and being the nation builders
themselves– are further needed to call the attention of the appropriate government body.
Concepts or Definitions References A priori Codes Interview
Layer of Questions
Human
Experience
Q4: What
specific mental
or physical
efforts do you do
to overcome
these challenges?
Cabansag, M.S. (2014). Impact Statements on the K-12 Science Program in the Enhanced
Basic Education Curriculum in Provincial Schools. Journal of Arts, Science &
Commerce. Retrieved from
http://www.researchersworld.com/vol5/issue2/Paper_04.pdf
Durban, J.C. and Catalan. (2012). Issues and Concerns of Philippine Education through The
Years. Asian Journal of Social Sciences & Humanities. Retrieved from
http://www.ajssh.leena-luna.co.jp/AJSSHPDFs/Vol.1(2)/AJSSH2012 (1.2-08).pdf
Education Policy and Reform Unit UNESCO Bangkok. (2014). Education Systems in
ASEAN+6 Countries: A Comparative Analysis of Selected Educational Issues. Asia
and Pacific Regional Bureau for Education. Retrieved from
http://unesdoc.unesco.org/images/0022/002267/226757E.pdf
Mason, J. (2002). Qualitative Researching 2nd Edition. SAGE Publication. London, UK.
Retrieved from http://www.sxf.uevora.pt/wp-
content/uploads/2013/03/Mason_2002.pdf
Sarvi , J., Munger, F., and Pillay, H. (2015). Transition to K-12 Education System:
Experiences from Five Case Countries. Asian Development Bank. Retrieved from
https://www.adb.org/sites/default/files/publication/177761/transitions-k12-
education.pdf
Sergio, M.S. (2012). K-12 Reform: Problems and Prospects. Gib´on vol. IX (2011) pp. 70–80
c 2012 Ateneo de Naga University. Retrieved from
http://www.adnu.edu.ph/urc/download/p070p080.pdf