High School And Basic Education Essay Example

participation. It also strives to adequately equip students for employment opportunities, entrepreneurship, or further education. The objective is for graduates to be legally employable with improved earning potential and global competitiveness.

All graduates of the Enhanced K to 12 Basic Education Program have been empowered through a curriculum that is founded on solid educational principles and designed to achieve excellence. They have obtained the essential skills to pursue lifelong learning, engage in productive work, and coexist harmoniously within local and global communities. Moreover, they have fostered independent critical thinking abilities and the capacity to effect change in others as well as themselves. These accomplishments are all outcomes of initiatives aimed at streamlining and enhancing the basic education curriculum.

The concept of expanding the basic education program in the Philippines has been around since 1925. At present, the Philippines is the sole Asian nation with a 10-year basic education program. Studies carried out in the country have revealed that including one more year of schooling can result in a 7.5% increase in earnings. Furthermore, research has suggested that enhancing education quality could lead to a GDP growth rate ranging from 2% to 2.2%. This expansion would particularly benefit families who cannot afford higher education but still desire their children to have lucrative job prospects.

The current practice requires parents to financially support their child's college education for at least 4 years in order to ensure their employability. However, our model eliminates the need for parents to cover the costs of the initial 2 years of basic education while still achieving an outcome that leads to employment. This ultimately saves parents expenses equivalent to

2 years. Our plan aims to shift the perspective from "adding 2 years before graduation" to "subtracting 2 years before starting work." We aim to emphasize that completing high school education not only prepares students for college but also sets them up for a successful career.

Records dating back to 1925 indicate that there were early attempts to enhance the basic education curriculum, with recommendations being proposed since then. Therefore, the concept of extending years in the current curriculum is not a novel idea. The K-12 curriculum aims to develop learners who possess holistic skills for the 24th century, according to the Deped Primer in 2011. At the heart of this program is the objective of achieving comprehensive human development for every graduate, as stated in the Deped discussion paper.

To ensure that all students possess a thorough comprehension of their surroundings and cultivate a passion for continuous learning, it is crucial to address their fundamental educational requirements, including numeracy, literacy, and scientific and technological knowledge that can be utilized in everyday life. The objective of the K-12 Basic Education Program is to equip graduates with emotional maturity and the ability to lead purposeful lives, while also fostering social consciousness and active involvement in public and civic matters. The implementation of K to 12 will foster rapid economic advancement and yield benefits for society as an entirety.

The implementation of K to 12 serves two purposes: enhancing the recognition of Filipino graduates and professionals on a global scale and promoting sustained socio-economic development. Research indicates that a higher quality education lays a more solid foundation for GDP growth, potentially leading to an increase of

up to 2%. Furthermore, studies carried out in the UK, India, and the US demonstrate that additional years of schooling yield positive societal impacts. These findings highlight the historical context dating back to 1925 when early studies first identified deficiencies in the basic education curriculum.

There have been proposals to either add or restore 7th grade or add an extra year to basic education, making it one of the most extensively researched reforms.

In the Monroe Survey (1925), it was stated that secondary education was inadequate in preparing students for life. The survey recommended providing training in agriculture, commerce, and industry.

b) The Prosser Survey conducted in 1930 recommended enhancing various aspects of vocational education. These included improving 7th-grade shopwork, provincial schools, practical arts training in regular high schools, home economics, placement work, gardening, and agricultural education.

The restoration of Grade 7 was recommended by the UNESCO Mission Survey in 1949.

According to the Education Act of 1953, the primary course must have four grades (Grades I to IV), while the intermediate course should have three grades (Grade V to VII).

e) Swanson Survey (1960) proposed the reinstatement of Grade 7.

The Presidential Commission to Survey Philippine Education (PCSPE) in 1970 emphasized the importance of prioritizing the implementation of an 11-year program. The recommended program includes 6 years of compulsory elementary education and 5 years of secondary education.

The Congressional Commission on Education (EDCOM) Report (1991) suggests two alternatives if an extra year is to be included in the education program: either seven years of elementary education or five years of secondary education.

The Presidential

Commission on Educational Reforms (2000) suggested changes that involve introducing a one-year pre-baccalaureate system. This would align the Philippines with other nations and tackle the problem of inadequate mastery of fundamental skills. Additionally, the commission emphasizes the significance of students learning in their Mother Tongue (MT).

For the 2012-2013 school year, twelve (12) MT languages were introduced: Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog and Waray. Additional local languages will be added in future school years. English and Filipino are also taught as separate subjects starting from Grade 1 with a focus on spoken proficiency. In Grades 4 to 6, English and Filipino are gradually integrated as instructional languages.

Both the Mother Tongue and English are used as primary languages of instruction in Junior High School (JHS) and Senior High School (SHS). Students start reading in their Mother Tongue by Grade 1, which serves as the basis for learning Filipino and English. The K-12 curriculum aims to enable integrated and seamless learning, helping students become proficient in essential abilities and skills. As stated in the DepEd discussion paper (2010), it also seeks to create educational paths that match students' interests and aptitudes.

The main objectives of K-12 education are to enhance the curriculum and manage transitions. In the K-6-4-2 model, the senior high school period allows students to improve their competencies and academic abilities. Moreover, this curriculum includes specialized subjects in science and technology, music and arts, agriculture and fisheries, sports, business, and entrepreneurship that are pertinent to students' career aspirations.

The two-year duration will enhance crucial skills relevant to their chosen field. Transition management -

The DepEd (2010) discusses their intention to create a well-structured implementation plan that minimizes any disruptions in the current program. Education Secretary Br. Armin A. Luistro emphasizes the new curriculum's learner-centered approach rather than focusing solely on the teacher.

According to Luistro, the education system is changing its focus from memorization to critical thinking, aiming to provide students with a genuine learning experience. Additionally, mother tongue-based multi-lingual education (MTB-MLE) will be introduced in Kinder to Grade 3 classes as a way of enhancing instruction. This approach acknowledges the advantages of incorporating students' native language into their lessons for better learning outcomes. Furthermore, Grade 1 students will have shorter school days and attend only half a day instead of the usual 6 hours.

Luistro states that it is crucial for students to naturally develop a love for learning instead of feeling forced. To achieve this, the education system will reduce the duration of education to four hours, aiming to make it less overwhelming and more pleasurable. Regarding the first year high school curriculum, Luistro explains that lessons will now be more interactive and relevant to daily life. This implies that Science will focus on its practical applications.

In explaining his vision, he emphasizes the importance of teaching students the skills employers are seeking while allowing them to appreciate and enjoy their lessons. Luistro believes that Science should be taught in all subjects because it is a complex topic. He also emphasizes that early education should focus on developing fundamental skills and literacy in order to better comprehend more advanced subjects like science.

According to a study conducted by SEAMEO, the current

Science curriculum in elementary education allots approximately 1,100 minutes per week. However, with the implementation of K-12, this is expected to change. Education Secretary Luistro suggests that teaching additional competencies along with the new curriculum will result in congestion within the current elementary Science curriculum.

To address this issue, Science will now be incorporated into the teaching of Language, Mathematics, and Health subjects under MAPEH starting from Kindergarten. Professor Calingasan further elaborates that the Social Studies curriculum for K-12 will focus on developing historical thinking skills instead of emphasizing memorization of dates, names, regions, capitals, etc., and accumulation of facts. She exemplifies these thinking skills as "evaluating the credibility of information, using primary sources as evidence, analyzing and interpreting information, and demonstrating ethical standards such as respect for diversity and acknowledgment of sources. The K-12 Social Studies curriculum will also include lessons on local history."