A Descriptive Comparison of K12 Program as Implemented

in the Philippines and in Thailand

Andy Noces Cubalit

ABSTRACT
The research looked into the significance of K12 Program as implemented in the Philippines and
in Thailand. The scope of this research is delimited to the organizational structure, vision and
mission, school system, curriculum and grading systems. The descriptive – comparative method
was utilized because the purpose of the study was to find differences and similarities on the
implementation of the program in the Philippines and Thailand. The researcher found out that
there are similarities and differences with the terms used governance, and, implementation of the
K12 Program.

KEYWORDS: K12 Program, curriculum, education

1. INTRODUCTION

Education is the process of becoming an educated person. Being an educated person

means you have access to optimal states of mind regardless of the situation you are in. You are
able to perceive accurately, think clearly and act effectively to achieve self-selected goals and
aspirations. Education is a process of cognitive cartography, mapping your experiences and
finding a variety of reliable routes to optimal states when you find yourself in non-optimal states
(Don Burg, 2008).

The common goal of an educator is to see students become better people. As Aristotle
once said “the fate of empires depends on the education of youth”. How this is done is
determined by how well our learner internalizes the concepts of the discipline taught.

Every learner has the ability to achieve any objective set for them provided that they feel in tune
to what they are learning; without connection between the learner and the subject, the learning
process will be difficult and eventually the students’ loss interest. Citing Piaget’s theory of
development learning wherein, a child develops cognitive structures that connect previous
knowledge and experiences to new knowledge. This connection help the learner develop better
understanding and will be able to respond to his or her environment.
 According to Plato, talents are distributed non-genetically, and that these talents must be
honed by his environment. Each student have different talents, teachers have to help them
develop to the fullest. Plato’s idea of taking the learner and have it trained by the society was
rejected by Rousseau since at that time, the society was flawed. He believed that all children are
perfectly designed, ready to learn from the environment to grow into virtuous man, but due to the
malign influence of corrupt society, they fail to do so. He then suggested that by removing the
child from society and alternately condition the child through changes to his surroundings and by
setting up traps and puzzles, he will solve and overcome. Learning by doing is right, but must be
done with proper guidance.

Thus, a not well designed curriculum contributes in the destruction of the society. Dewey
stated that education, in its broadest sense, is the means of the "social continuity of life" given
the "primary ineluctable facts of the birth and death of each one of the constituent members in a
social group". Education is therefore a necessity, for "the life of the group goes on." In a parable
of Jesus in Luke, “A blind man cannot guide another blind man.” It is against our goal as to help
our students become better citizens. John Locke stated that, “education makes the man”, he
further explained that we can educate our minds using three distinct methods: the development of
a healthy body; the formation of virtuous character; and the choice of an appropriate academic
curriculum.

School is an institution designed for the teaching of students (or pupils) under the
direction of teachers. Students’ progress depends on a school system. Each country develops
unique system. Each school creates, adapts, revise and implement educational system as deem
necessary.

The Philippines is on its second year in implementing the K-12 program to cope with
educational systems worldwide under the supervision of the Department of Education. What is K
to 12 Program? “The K to 12 Program covers Kindergarten and 12 years of basic education (six
years of primary education, four years of Junior High School, and two years of Senior High
School [SHS] to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship” (Government Gazette).
 Gov.ph/k-12 stated that “the k-12 curriculum comes as part of the 10 Point Education
Agenda set out by the Aquino Administration in order to improve the overall quality of education
in Filipino schools. The other nine points include: universal kindergarten; instruction in mother-
tongue languages; establish the Madaris Education as a sub-system in the current education
system; make every child a reader by Grade 1; improve science and mathematics; expand
government assistance; better textbooks; build more schools in cooperation with local
government units (LGUs); and, re-introduce technical and vocational education in public high
schools.”

According to President Benigno Aquino, “the k-12 will pave the way for an even brighter
future for young Filipinos by equipping them with basic education up to international standards.”
The goal of the new curriculum is to provide enough time for students to master skills and
concepts in preparation for their tertiary education. Future students will be ready and better
equipped to join overseas universities at the undergraduate level with this new curriculum.

While the Philippines is “new” to the K-12 system, Thailand’s educational system has
been using this system for 36 years already. The 6-3-3 system has been introduced in 1977
(MOE, 1998). MOE further discussed that 6-3-3, was patterned through the American and
Japanese education system. It means six years of compulsory primary education, followed by
three years of lower secondary school and by another three years of upper secondary schooling.
From 1977 to the present day, the Ministry of Education has been geared to provide educational
services as a means for a better quality of life and society (MOE- History of Thai Education).

At present, the Thai education system under the umbrella of the Ministry of Education is
divided into four levels: Anuban - preschool (ages 3-5 years old), followed by six years of
Pratomsuksa - primary education, and another six years of Mattayumsuksa which divided into
two, the Mattayumsuksa Ton – lower secondary and Mattayumsuksa Plai – higher secondary.

Under the Ministry of Education, the Office of Basic Education Commission (OBEC) is
responsible for improvement and development of preschool to secondary education. HM the
King’s “Philosophy of Sufficiency Economy” has been adopted since the 8 th period until now on
its 11th period (2012 – 2016). In this Philosophy, people are placed at the very heart of
development which is balanced in all aspects to attain well-defined outcomes at all societal
levels, and to position the country’s development on the middle path by integrating all aspects of
improvement from the level of the individual to society as a whole and incorporate economic,
environmental and political dimensions (OBEC).

Saksung (2012) found out that the curriculum and learning process at secondary education in
Thailand is diversified and more comprehensive. Thailand offers 6 years in secondary education
while the Philippines offers 4 years only. The Philippines uses a bilingual medium of instruction
while certain subjects are taught in English, the rest are taught in the national language which is
Filipino, Thailand on the other hand generally use their Mother Tongue as a medium of
instruction. Dr. Saksung’s research is based on the old curriculum . The Philippines has now
implemented the K to 12 program. It is then the purpose of this study to determine the
differences on the implementation of K to 12 Program in the Republic of the Philippines and the
Kingdom of Thailand.

2. MATERIALS AND METHODS

The descriptive – comparative method was utilized because the purpose of the study was
to find differences and similarities on the implementation of K to 12 Program in the Philippines
and Thailand.

3. DISCUSSIONS

Organizational Structure

Education in Thailand is directed by the Ministry of Education (MOE). The MOE is a

Thai government body accountable to supervise the operations of education in Thailand. It was
established by King Rama V (Chulalongkorn) in 1892 as “Krasuang Thammakarn” (Ministry of
Education) which includes religion, education, healthcare and museums. The Ministry was
revamped in 1941 and retains its name to the present, “Krasuang Sueksathikan” the Ministry of
Education. There are five functional departments under the Ministry of Education: 1. Office of
the Education Council (ONEC); 2.Office of the Basic Education Commission (OBEC); 3.Office
of Higher Education Commission (OHEC); 4. Office of Vocational Education Commission
(OVEC); and 5.Office of the Private Education Commission (OPEC).
 The Philippine Education is under the governance of Department of Education (DepEd).
DepEd is an executive department of the Philippine government responsible for ensuring access
to, promoting equity in, and improving the quality of basic education. The department is led by
the secretary of Education as nominated by the President of the Philippines and confirmed by the
Commission on Appointments. The following offices and services are offered under the Office
of the Secretary: Administrative Service; Financial and Management Service; Human Resource
Development Service; Planning Services and; Technical Services.

Vision and Mission

Thailand’s MOE vision is to provide quality student-centred education for everyone with
distribution of equitable education opportunities, in cities, rural and outreached areas; provide
education that leads to people’s vigour building, and; to produce vigourous and knowledgeable
people who will be powerful capital to fight poverty (MOE-website). The mission statements of
MOE Thailand are as follows as taken from their website: 1. Providing quality education for
every child, youth, disabled and disadvantaged, equitably everywhere, in cities, rural and
outreached areas, by public and private authorities from early childhood until year 6 of
secondary education and equivalent; 2. Developing Thai students at vocational and higher
education levels to be professionals, modern citizens of the world with diverse skills,
competitiveness in global markets, living in a knowledge-based society (MOE.net).

The DepEd’s vision, “we dreams of Filipinos who passionately love their country and
whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation. As a learner-centered public institution, the Department of
Education continuously improves itself to better serve its stakeholders” (DepEd.gov)

The DepEd’s Mission is to protect and promote the right of every Filipino to
quality, equitable, culture-based, and complete basic education where: students learn in a child-
friendly, gender-sensitive, safe, and motivating environment; teachers facilitate learning and
constantly nurture every learner; Administrators and staff, as stewards of the institution,
ensure an enabling and supportive environment for effective learning to happen; and, family,
community, and other stakeholders are actively engaged and share responsibility for developing
life-long learners (DepEd.gov).
School System

Thailand is a kingdom of traditions and their educational system is entirely focused on

improving the position of the country among other nations in the world. The kingdom has their
own educational system since they were never colonized by other countries. According to
ice.org, literacy rate of the Kingdom is 92.6% which is pretty good in the geographical region.
Thai government provides education through the Ministry of Education from pre-school to
higher secondary. A free basic education of twelve years is guaranteed by the constitution, and a
minimum of nine years' school attendance is mandatory. Formal education is twelve years of
basic education, and higher education. Basic education is comprised of six years of primary
education and six years of secondary education. Secondary education is divided into three years
of lower- and another three years of upper-secondary levels. The government also supports the
non-formal education. Independent schools contribute significantly to the general education
infrastructure (OBEC).

Thai academic school year in the primary and secondary level is divided into two terms.
First term generally begins on the second week of May to the last week of September. It has two
to three weeks break in October. Second term usually begins on the last week of October to the
last week of February. March is set to complete or comply failing grades. Or in other schools
summer camps is being held.

The Thai Education System is divided into four key levels: Level 1 - Anuban (Pre-school
Education). The pre-school education (optional for ages 3-5) is provided in many ways such as
child care centres, nursery schools and kindergartens. The Ministry of Education (MOE) has
established a kindergarten school in every provincial capital; Level 2 - Prathomsuksa (Primary
Education). Primary Education is compulsory and free of charge for ages 6-11. Most government
primary schools are under the National Primary Education Commission. Demonstration schools
are attached to some teacher’s colleges and universities. Municipal schools are under the
Ministry of Interior; Level 3 - Matthayomsuksa (Secondary Education). Secondary Education is
divided into two: Mattayom Ton (lower secondary) for age group 12 -14 and MatthayomPlai
(higher secondary) for age group 15 -17, each covering a period of three years. Both public and
private sectors are involved in the organization of secondary education. MatthayomPlai is also
divided into academic and vocational streams. Students who choose the academic stream usually
intend to enter a university. Vocational schools offer programs that prepare students for
employment or further studies. Public schools are mostly under the Department of General
Education, Ministry of Education; and Level 4 - Higher Education. This level may be organized
in the forms of colleges, universities, or institutions for specialized studies.

An entrance exam is needed to be admitted to an upper secondary school. On the

completion of each level, students need to pass the NET (National Educational Test) to graduate.
Students are required to attend only six years of Prathom and at least 3 years Matthayom. Those
who finish 6 years in Mathayom are candidates for two decisive tests: O-NET (Ordinary
National Test) and A-NET (Advance National Educational Test).

Public schools are under the supervision of the OBEC, and the private sectors are under
OPEC. Sub-district schools usually provide Anuban (Pre-school/ Kindergarten) and elementary
classes. District towns serve their areas with comprehensive schools with all classes from
Kindergarten – Matthayom.
The Philippine education system is closely related to the American system of formal
education while other Asian countries are influenced by the English, French or Dutch System.
Generally, compulsory elementary education runs for 6 years, while secondary education takes 4
years. With the implementation of the K-12 program, Philippine education is now using the 6-4-
2 system. After high school there are vocational courses or colleges which offer courses for a
varying number of years depending on the course. University courses leading to a bachelor’s
degree are usually 4 years long. The school year, which is at least 200 days or 40 weeks long,
generally begins on the first Monday in June and ends by the last Friday of March, when the hot,
dry season begins.
The Philippines is using a bilingual medium of instruction. Certain subjects are taught in
English and the rest in the national language which is Filipino.
The formal education is a sequential progression of academic schooling at three levels,
namely, elementary, secondary and tertiary or higher education. Pre-school Education consists of
nursery up to kindergarten schooling. It is a preparatory course for elementary education. At the
age of 3 or 4, a pupil may enter nursery school, and at age 6, a pupil will be promoted to grade
one. The first level is Elementary Education. It consists of compulsory six grades (Grades 1-6)
for ages 6 to 11. The second level is Secondary Education. The prerequisite of which is
completion of elementary education. Secondary education is divided into two: 1. Junior High
School (Grades 7-10) which covers four years of schooling, and 2. Senior High School (Grades
11-12) for two more years. Lastly, the Higher Education, it consists of collegiate, master’s and
doctorate degree programs in various fields or disciplines including the post-secondary schooling
leading to one, two- or three-year non-degree technical or vocational courses.

Curriculum

In Thailand, Pre-school Education aims to encourage the harmonious physical,

intellectual, emotional and social development of the children prior to formal education.
Primary Education emphasizes literacy, numeracy, communication skills, and abilities
relevant to future occupational roles. Primary school curriculum is an integrated curriculum
comprising five areas of learning experiences, namely: basic skills development, life experience,
character development, work oriented education, and, special experiences. The last area is
provided for children in Pratom (Grade) 5 and 6 which are the last two grades at the primary
level. Since student backgrounds in the various parts of the country are different, a basic
national core curriculum allows certain flexibility for regional diversification.
Secondary Education. The lower level emphasizes on learners intellect, ethics morality
and basic skills. It allows the learner to explore his individual interests and aptitudes through a
wide choice of both academic and vocational subjects. The upper level aims to provide
appropriate academic and vocational knowledge and skills correspondent with the learner’s
interests and aptitudes. This knowledge and these skills will beneficial for learners to continue
study at a higher level or to enter the world of work. Secondary curriculum covers five broad
fields: language, science and mathematics, social studies, character development and work
education. There is also a wide range of exploratory pre-vocational subjects available. The use
of the credit system at this level facilitates flexibility in the teaching-learning process
Higher Education aims at the full development of human intellectuality, and the
advancement of knowledge and technology.
The Lower Secondary Curriculum of 1978 and the Upper Secondary School Curriculum
of 1984 were revised in 1990 and were launched simultaneously in secondary school
Matthayomsuksa 1 and Matthayomsuksa 4 in 1991. The revised curricula fully went into effect
in 1993. The structure of lower and upper secondary school curricula includes 4 components:
 1. Core subjects: basic subjects that correspond to life and society in general and must be
taken by all students. All of these subjects are prepared by the Department of Curriculum
and Instruction Development, Ministry of Education. The core subjects are: Thai
Language, mathematics, Science, and Social, Religious & Culture.

2. Prescribed elective subjects: basic subjects are different according to local conditions and
needs. Each school is given an opportunity to choose the subjects offered according to the
number of credits, or the schools can prepare the subjects offered by themselves in
addition to those prescribed by the Department of Curriculum and Instruction
Development. Elective subjects includes: Health & Physical Science, Professional works
& Technology, Foreign Language and lastly, Arts.

3. Free elective subjects are open for learners to choose according to their interests, aptitude
and needs. Students can choose either the subjects prepared by the Department of
Curriculum and Instruction Development or those created by the local authorities. Free
elective subjects like, Foreign Languages (i.e. French, German, Japanese etc.).

4. Activities: All schools are required to organize three types of activities for learners: those
organized in accordance with the regulations of the Ministry of Education; guidance,
remedial teaching or academic development activities; and, independent activities of
learners.

According to the government gazette of the Philippine government, the implementation

of the K-12 program in the Philippines is being done in phase and it started in SY 2012-2013.
Some changes in the curriculum are as follows:
1. Pre-School/Kindergarten
In the past, optional pre-school education is offered by the government or other
private schools. At the age of 3 or 4, a pupil may enter nursery school, and at 6 years old
proceeds to grade one. In the K-12 Program, every Filipino child has now the access to
early education. Students through Universal Kindergarten learns the alphabet, numbers,
 shapes, and colors through games, songs and dances, in their mother tongue (MT). M.T.
languages has been introduced for SY 2012-2013.
2. Elementary Education
Elementary or primary education consists of compulsory six grades (Grades 1-6)
for age group of 6 to 11. Aside from the Mother Tongue, English and Filipino are taught
as subjects starting Grade 1, with a focus on oral fluency. From Grades 4-6, English and
Filipino are gradually introduced as languages of instruction.
3. Secondary Education
Secondary education corresponds to six years of high school (Grades 7-12) for
age group of 12 to 17. Secondary education is divided into two: 1) Junior High School
(JHS) from Grades 7 to 10, and; 2) Senior High School (SHS) from Grades 11 and 12.
The prerequisite of which is completion of elementary education.
4. Higher Education
It is called tertiary or higher education where a student enters at age 18. Higher
education consists of collegiate, master’s and doctorate degree programs in various fields
or disciplines including the post-secondary schooling leading to one-, two- or three-year
non-degree technical or vocational courses.

The K to 12 Program Model provided by DepEd:

There are seven Learning Areas under the Core Curriculum. These are Languages,
Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences.
Current content from some General Education subjects are embedded in the SHS curriculum.
Each student in Senior High School can choose among three tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three
strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences
(HESS); and Science, Technology, Engineering, Mathematics (STEM).
Students undergo immersion, which may include earn-while-you-learn opportunities, to provide
them relevant exposure and actual experience in their chosen track.

Elementary student subjects

1. Languages
 a. Filipino (1-6)

b. Mother Tongue (1-3)

c. English (4-6)

2. Mathematics

3. Edukasyon sa Pagkatao

4. Araling Panlipunan

5. Music, Arts, Physical Education and Health

Junior High School Subjects

1. English

2. Filipino

3. Science

4. Math

5. Araling Panlipunan

6. Edukasyon sa Pagkatao

7. Music, Arts, Physical Education and Health (MAPEH)

8. Technology and Livelihood Education (TLE)

Senior High School Tracks

1. Academics

2. Sports and Arts

3. Technical-Vocational-Livelihood

Grading Systems

In Thailand, students are graded using a number-system (1=failure to 4 = Excellent).

Some schools use the American grading system with “A” being excellent and “F” for Failure.

Table 1: Thai Grading System

 Grade Meaning Percentage
4 Excellent 80-100
3.5 Very Good 75-79
3 Good 70-74
2.5 Quite Well 65-69
2 Satisfactory 60-64
1.5 Fair 55-59
1 Pass 50-54
0 Failure 0-49
Source: MOE, Grading System

The Philippines new grading system under DepEd Order No. 31, s. 2012 uses marks such
as “B” for Beginning, “D” for Developing, “AP” for Approaching Proficiency, “P” for Proficient
and “A” for Advance. “B” grade has a numeric equivalent of 74% or below and “A” for 90% and
above.

Table 2: Philippine Grading System

Grading Scale Descriptor Remarks
90 - 100 Outstanding Passed
85 - 89 Very Satisfactory Passed
80 - 84 Satisfactory Passed
75 - 79 Fairly Satisfactory Passed
Below 75 Did Not Meet Expectation Failed
Source: DepEd, Grading System, 2015

4. CONCLUSION AND RECOMMENDATION

The research found out that there is a big difference in the educational structure of both
countries. The Ministry of Education (MOE) is the governing body responsible for the overall
education in Thailand. The Philippines’ Department of Education is an executive department
headed by a secretary which is responsible for the basic education only.
 Thailand and the Philippines vision and mission are almost synonymous. Both countries
are focused in providing a quality student-centered education, realization of one’s potentials and
developing one’s country by being a responsible citizen.
Education for all is practiced by both countries in the school system from Kindergarten to
high school level. Both countries are also currently applying the K-12 program, however, both
countries implementation of the program are different. Thailand uses the K-6-3-3 which means
kindergarten + six years primary school + three years in lower secondary + three years in higher
secondary. The Philippines on the other hand, uses the K-6-4-2 which means kindergarten + six
years elementary + 4 years junior high + 2 years senior high.
The education body from both countries provides curriculum guidelines. Each school is
given freedom to implement any curriculum they deem necessary for the school and students.
Core subjects though, must be strictly offered. Thai core subjects are Thai language,
Mathematics, Science, Religion, and Culture. Elective courses like health & Physical Science,
Professional work and technology, Foreign Languages, and Arts are also taught alongside with
the core subjects prescribed. Philippine’s on the other side has seven learning areas. These are
Languages, Literature, communication, mathematics, Philosophy, natural sciences and social
science. Senior High school is given choices: Academic, Technical-Vocational-Livelihood, or
Sports and Arts.
The Thai grading system is different from the Philippine grading system. The passing
grade in Thailand is 50% whereas, the Philippines is 75%.
The scope of this research is delimited to the school structure, vision and mission, school
system, curriculum and grading systems. It was found out that there are similarities and
differences with the terms used, governance and implementation of the K-12 program. It is the
desire of the researcher to provide a clearer understanding on the implementation of K-12 in both
countries.

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