What Is K 12 Education System?


What Is K 12 Education System
What is K-12? – K-12, a term used in education and educational technology in the United States, Canada and some other countries, is a short form for the publicly supported school grades prior to college. These grades are kindergarten (K) and first through 12th grade (1-12). (If the term were used, 13th grade would be the first year of college.)
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What is the meaning of K-12 education?

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 ) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education,
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What is the purpose of K-12 education in the Philippines?

SKILL COMPETENCY IN THE GLOBAL JOB MARKET – The K to 12 system aims to improve Filipino students’ skills in mathematics, science, and linguistics to further exhibit competence in the global job market. With the new curriculum, the Department of Education promises to offer higher quality education through the strands.
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How does K-12 affect the students?

Positive effects of k to 12: – K-12 provides numerous benefits with aspiring opportunities. Self-development It dominates conventional education system, as it focuses on the thinking abilities, high mental functioning through academic activities, and making self-explanatory conclusions of various concepts.

The assignments given to students develop an intellectual and learning habit and become a means of revising topic taught in class. Longer educational cycle of k to 12 gives ample time to master basic academic skills and participate in co-curricular and community activities. Enhances education quality Teachers give individual attention to every student and make them understand all subjects.

Like a conventional education system, a every student bring their books material, get notes, and submit assignments, but in addition, K-12 classes encourages students to take part in the lecture by questioning and sharing their vision on discussed topics.

  1. Students join different forums and educational clubs as per interests and improve their skills by observing everyone’s view point.
  2. Top infrastructure To provide students an opportunity to utilize the system in best possible way, schools employ foremost infrastructure.
  3. It motivates students to use their full potential in understanding and learning complex subjects.

Door to professional courses This innovative education system is superior in its merits. K-12 system helps students work individually and find solutions on their own. They become self-determining, confident, and indulgent. Students start to discover their capabilities and become confident in choosing their career paths.

  • An extra 2 years makes them matured enough to realize their capabilities.
  • At times, students want to work along with studying in college.
  • It enables the graduates to join the work force after the high school.
  • Pre-college education The senior high school years provide prior technical or related knowledge to the students.

With the k-12 system, students don’t rush to get an admission in an institution, but find the complete college information. K-12 program provides them with time to think of specific working field and choose colleges/institutions. It gives them prior knowledge of specific fields including arts, science, and commerce among others.
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Is K-12 program really beneficial?

The K-12 program, or the Kindergarten and the 12 years of elementary and secondary education, has been brought to attention since its first year of implementation. Critics say that its implementation could only worsen the issue on education in the country.

Senator Antonio Trillanes IV, a known critic of the program, said that the country appears to be unprepared for K-12 due to inadequacy in resources, tools, classrooms, etc. (cited in Reyes, 2015). However, although some people still cannot see its relevance, reforms in the educational system is very much needed in the country.

Uyquiengco (2014) said that prior to its implementation, the Philippines was one of the only three countries in the world that still had 10 years of basic education. Moreover, the National Achievement Test results show poor performance of students in the country.

  1. Although some people would not agree with its implementation, the K-12 program is still beneficial as it gives a better quality of education, provides job opportunities for high school graduates, and prepares the country for ASEAN Integration.
  2. The K-12 program is still beneficial as it gives a better quality of education.

In contrast with the old curriculum, the K-12 program offers a more focused and improved educational system in the country. With the compulsory and mandatory kindergarten education, children at the age of 5 will have time to slowly adjust to their formal education.

Moreover, according to the Department of Education (2012), a better understanding of the basic concepts taught will be ensured through the use of mother tongue as the medium of instruction. In addition, with the additional 2 years in high school, students will be given more time to master competencies and skills through the specialized upper secondary education.

However, in ensuring that learners will receive a better quality of education, an improved school facilities and materials will be needed. Some believe that the K-12 implementers did not take into consideration the issue on the inadequacy of facilities and other materials.

  • Schools are also not yet ready to accommodate more students in the very limited facilities due to the additional 2 years in high school.
  • In addition, as Isagani Cruz (2010) wrote in his article, “Currents subjects should be fixed first instead of adding new ones.
  • The problem is the content, not the length, of basic education.” According to Armin Luistro (2015), Department of Education Secretary, the implementation of K-12 program has had its developments since 2010 including the improvements on the inadequacy of facilities and materials.

With regards to the new curriculum, its main aim is to further improve the quality of education in the country through enhancing and improving the subjects taught at school. Furthermore, the K-12 program is beneficial as it provides job opportunities for high school graduates.

During their senior high school, students will be able to acquire skills that enable and prepare them for work after graduation. As a result to this, students may opt not to continue college and may already be eligible for work without earning a college diploma. Parents, who cannot afford college education for their children, are freed from the burden of spending for college just to make their children employable (Forbes, 2012).

However, the assurance of a job opportunity for K-12 graduates is yet to be known. In addition, firms may not be able to accommodate the large number of high school graduates who may want to apply for a job. As a result to this, graduates who cannot pursue college will in turn be jobless thus, making the program not beneficial at all.

Moreover, as Isagani Cruz (2010) said, “A high school diploma will not get anybody anywhere, because business firms will not hire fresh high school graduates”. K-12 graduates will acquire Certificates of Competency (COCs) and National Certifications (NCs). This not only allows them to have middle-level skills, but also offers them better opportunities to be gainfully employed inside or outside the country.

According to the Department of Education (2012), partnerships with firms are being established for students to gain work experience while studying and offer opportunity to be absorbed by the companies. Finally, the K-12 program is beneficial as it prepares the country for ASEAN Integration.

An important pre-condition for the Philippines to integrate with the other ASEAN nations is the K-12 program. With its implementation, the Philippines will now be at par with other ASEAN countries’ standard of education. As a result to this, graduates of K-12 program will be perceived with increased competency and have better global opportunities (Montalbo, 2012).

However, Armin Luistro (2013) admitted that “The Philippines is having a bit of a difficulty because there are things that we really are rushing and cramming about which we should have done earlier” (cited in Geronimo, 2013). With this, it is clear that the country is not ready for such integration and there is much work that needs to be done.

  • An ASEAN Economic Community allows the free flow of goods and services including education with the other ASEAN nations.
  • Geronimo (2013) reported that, in preparation to the ASEAN integration, the Philippines should be ready in both sending students to ASEAN schools and accepting international students.
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Private schools can help in establishing a new and more strategic role as partners for ASEAN 2015 (Peficano, 2013). Reforms in the educational system are very much needed in the country. Although difficulties and inadequacies may arise, its benefits, in the long run, are more significant for the country as a whole.

  1. 12 is the key to the country’s national development.
  2. In achieving its success, cooperation and support of all involved are important.
  3. The K-12 will not only improve the quality of education but also the lives of Filipinos.
  4. With the job opportunities offered for K-12 graduates, better quality of education for students and Philippines being at par with other countries, this program is truly beneficial for everyone.

Sources: Uyquiengco, M. (2014, November 24). The advantages of the new K-12 curriculum. Retrieved from http://ph.theasianparent.com/advantages-new-k-12-curriculum/ Reyes, E. (2015, March 8). ‘80,000 TO LOSE JOBS DUE TO K-12′ | Palace rejects call to hold program’s implementation.

  1. Interaksyon,
  2. Retrieved from http://www.interaksyon.com/article/106478/80000-to-lose-jobs-due-to-k-12–coalition-trillanes-seek-suspension-of-its-implementation The K to 12 Basic Education Program. (2012).
  3. Retrieved from http://www.gov.ph/k-12/ Cruz, I.
  4. 2010, October 14).
  5. The K+12 debate.
  6. The Philippine Star.

Retrieved from http://www.philstar.com/education-and-home/620399/k12-debate Department of Education. (2015). Deped gears up for K to 12 full implementation. Retrieved from http://www.deped.gov.ph/press-releases/deped-gears-k-12-full-implementation Forbes, G.

  • 2012, April 28).
  • Benefits of the K to 12 Program of the Department of Education.
  • Retrieved from http://school-principal.blogspot.com/2012/04/benefits-of-k-to-12-program-of.html Montalbo, R.
  • 2012, June 15).
  • Five Key Benefits of K to 12 Basic Education Program in the Philippines.
  • Retrieved from http://www.philippinegovernment.info/2012/06/five-key-benefits-of-k-to-12-basic.html Geronimo, J.

(2013, December 3). PH basic education: ‘Cramming’ toward ASEAN 2015. Rappler. Retrieved from http://www.rappler.com/move-ph/issues/education/45117-asean-2015- philippine-basic-education
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What is the impact of K-12 in the Philippine education in terms of globalization?

The impact of globalization has spread a lot of changes and improvements to different countries worldwide. One of its effects is seen through educational systems around the world, the internationalization of education. Education has been a standard for development and empowerment for nations as it serves as a foundation for global stability and development of multicultural awareness among youth (Narayan Karan Reddy, 1979; Gupta, 2017).

As education plays a vital role in shaping the society, it is important to know how globalization has affected the evolution of educational systems worldwide, especially in the Philippines. Education in the Philippines started with an informal setting wherein Filipinos learn through their parents and their tribal leaders as they were taught vocationally rather than academically.

The formal education only started when Spanish Colonization came and back then, it only served as a privilege for the elites. Later on, Educational Decree of 1863 was enacted and the establishment for public schools started. For centuries, the Philippines only had 10 years of basic education and eventually became the only Asian country with that curriculum which makes it hard for Filipinos to be acknowledged in different countries (GOVPH, n.).

  1. In 2001, a survey shows that 62% of Filipinos working in Hongkong finished Tertiary Level but are working as domestic helpers, far from their field of profession (Sayres, 2007).
  2. This implies how the educational system in the Philippines does not meet the standards of different countries which makes it hard for Filipinos to compete and be acknowledged as professionals globally.

To keep up with the advancement of modern globalization, the Philippine Government decided to implement the K-12 program which adds 2 more years in the basic education system. With the new curriculum, the Philippines is now adhering to the global competitiveness of different countries.

  • However, this advancement became a huge adjustment for students and professors who were used to the old curriculum.
  • This change has affected mostly the pioneer batch of K-12 program as they were introduced to new methods of learning.
  • For the professors, they were forced to move from Tertiary level to teaching in Senior High School because of the insufficient load in College level.

Not only the educational system was affected by modern globalization but even the materials and tools used in schools and universities. As globalization also involves the exchange of goods and services from one country to another and the advent of technology is evident today, its influence led to the innovation of education in the Philippines.

The use of international books in schools and universities is one of globalization’s impact on education. With the use of international books, students are being able to learn the standards and principles exercised worldwide making them globally prepared. Also, the ease on accessing researches and information from different countries helps the students to explore and widen their resources, enabling them to compete in International Research Conferences abroad.

Moreover, electronic books or e-books are now widely used in private high schools and colleges (De Luna, 2015). In a study conducted in India by Biranvand and Khasseh (2014), it showed that it is easier for students to learn and study using virtual programs along with the wide range of learning resources from the internet.

  • With this, Filipinos are trying different methods of learning that might improve Philippine Education.
  • The use of a web-based learning management system, like Canvas, Blackboard and Edmodo, is also used by schools around the Philippines.
  • These web applications which originated from Western countries are adapted here in the Philippines as a platform for education.

The web-based learning management system was proven effective in helping the students enhance their learning development system based on the study of Nilsook (2017). For this reason, schools like University of the East, Far Eastern University, University of Santo Tomas and San Beda University have adapted this type of learning material and are continuing to use these platforms to enhance the abilities and knowledge of the students.

  • References Altbach, P.G.
  • Night, J. (2007).
  • The Internationalization of Higher Education: Motivations and Realities.
  • Journal of Studies in International Education 2007, 11(290).
  • Doi: 10/ Biranvand, A.
  • Hasseh, A.A. (2014).
  • E-book Reading and its Impact on Academic Status of Students at Payame Noor University Iran.

Library Philosophy and Practice.1170. Retrieved from: digitalcommons.unl/cgi/viewcontent.cgi? article=3033&context=libphilprac De Luna, T.P.S. (2015). Innovation in Education: Utilization and Employment of e- Books in Philippine Educational Institutions.

  • International Journal of Information and Education Technology, 5(4).
  • Retrieved from: ijiet/papers/514- I10020 García Carreño, I. (2015).
  • Massive Open Online Courses (MOOCs): theoretical education and pedagogical foundation.
  • Retrieved from: researchgate/publication/271845318_Massive_Open_Online_Co urses_MOOCs_theoretical_education_and_pedagogical_foundation GOVPH.

(n.). Historical perspective of the Philippine Educational System. Retrieved from: deped.gov/about-deped/history/ Gupta, P. (2017). Impact of globalization in education. EdTechReview, Retrieved from: edtechreview/news/2730-globalization-in-education Narayan Karan Reddy, V.

  1. 1979). Man education and values.
  2. New Delhi: B.R.
  3. Publication.
  4. Retrieved from: shodhganga.inflibnet.ac/bitstream/10603/8116/11/11_chapter%202.pdf Nilsook, P. (2017).
  5. A Web-based Learning System using Project-based Learning and Imagineering.
  6. International Journal of Emerging Technologies in Learning, 12(05).

Doi: 10.3991/ijet. Sayres, N.J. (2007). An analysis of the situation of filipino domestic workers. International Labour Organization. Retrieved from: ilo/wcmsp5/groups/public/@asia/@ro-bangkok/@ilo-manila/ documents/publication/wcms_124895
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What is the main purpose of the K-12 curriculum in our teaching?

K-12 system aims to improve Filipino students’ mathematical, scientific, and linguistic competence. With the new curriculum, DepEd promised to offer higher quality education through tracks. Each track will give students enough time to master a field and enhance their skills.
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Why is the K to 12 curriculum implemented by the Department of Education?

Abstract – The government implemented the K to 12 programs to enhance the educational system of the country in order to accelerate the mutual recognition of Filipino graduates and professionals across the world.
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Which is the main objective of the K to 12 program?

K12philippines K to 12 (also K-12) is an education system under the Department of Education that aims to enhance learners’ basic skills, produce more competent citizens, and prepare graduates for lifelong learning and employment. “K” stands for Kindergarten and “12” refers to the succeeding 12 years of basic education (6 years of elementary education, 4 years of junior high school, and 2 years of senior high school).
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What is the purpose of senior high school in the Philippines?

Senior High School aims to prepare students before entering college, equipping them with the global skills, competencies, and knowledge needed to achieve successful career paths in the future. For Grade 10 completers, it means embarking on a new academic journey.
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What is the main purpose of RA 10533 or the K to 12 program?

REPUBLIC ACT NO.10533 – IMPLEMENTING RULES AND REGULATIONS OF THE ENHANCED BASIC EDUCATION ACT OF 2013 Republic of the Philippines CONGRESS OF THE PHILIPPINES Metro Manila Fifteenth Congress Third Regular Session Begun and held in Metro Manila, on Monday, the twenty-third day of July, two thousand twelve.


Short Title. This Act shall be known as the “Enhanced Basic Education Act of 2013”, ςrαlαω Section 2. Declaration of Policy. The State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one’s self.

For this purpose, the State shall create a functional basic education system that will develop productive and responsible citizens equipped with the essential competencies, skills and values for both life-long learning and employment. In order to achieve this, the State shall: chanroblesvirtualawlibrary (a) Give every student an opportunity to receive quality education that is globally competitive based on a pedagogically sound curriculum that is at par with international standards; cralawlibrary (b) Broaden the goals of high school education for college preparation, vocational and technical career opportunities as well as creative arts, sports and entrepreneurial employment in a rapidly changing and increasingly globalized environment; and (c) Make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning, including mother tongue as a learning resource.

Section 3. Basic Education. Basic education is intended to meet basic learning needs which provides the foundation on which subsequent learning can be based. It encompasses kindergarten, elementary and secondary education as well as alternative learning systems for out-of-school learners and those with special needs.

Section 4. Enhanced Basic Education Program. The enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6) years of elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school education.

Indergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I. Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.

  • Basic education shall be delivered in languages understood by the learners as the language plays a strategic role in shaping the formative years of learners.
  • For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners.

The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or languages first learned by a child, which he/she identifies with, is identified as a native language user of by others, which he/she knows best, or uses most. This includes Filipino sign language used by individuals with pertinent disabilities.

The regional or native language refers to the traditional speech variety or variety of Filipino sign language existing in a region, area or place. Section 5. Curriculum Development. The DepED shall formulate the design and details of the enhanced basic education curriculum.

It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall undertake consultations with other national government agencies and other stakeholders including, but not limited to, the Department of Labor and Employment (DOLE), the Professional Regulation Commission (PRC), the private and public schools associations, the national student organizations, the national teacher organizations, the parents-teachers associations and the chambers of commerce on matters affecting the concerned stakeholders.

The DepED shall adhere to the following standards and principles in developing the enhanced basic education curriculum: chanroblesvirtualawlibrary (a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; cralawlibrary (b) The curriculum shall be relevant, responsive and research-based; cralawlibrary (c) The curriculum shall be culture-sensitive; cralawlibrary (d) The curriculum shall be contextualized and global; cralawlibrary (e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative; cralawlibrary (f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already knew proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available; cralawlibrary (g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and (h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts.

The production and development of locally produced teaching materials shall be encouraged and approval of these materials shall devolve to the regional and division education units. Section 6. Curriculum Consultative Committee. There shall be created a curriculum consultative committee chaired by the DepED Secretary or his/her duly authorized representative and with members composed of, but not limited to, a representative each from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and Technology (DOST), and a representative from the business chambers such as the Information Technology Business Process Outsourcing (IT-BPO) industry association.

  • The consultative committee shall oversee the review and evaluation on the implementation of the basic education curriculum and may recommend to the DepED the formulation of necessary refinements in the curriculum.
  • Section 7.
  • Teacher Education and Training.
  • To ensure that the enhanced basic education program meets the demand for quality teachers and school leaders, the DepED and the CHED, in collaboration with relevant partners in government, academe, industry, and nongovernmental organizations, shall conduct teacher education and training programs, as specified: chanroblesvirtualawlibrary (a) In-service Training on Content and Pedagogy Current DepED teachers shall be retrained to meet the content and performance standards of the new K to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the opportunity to avail of such training. (b) Training of New Teachers. New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content standards of the new curriculum.

  1. Furthermore, the CHED, in coordination with the DepED and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary quality standards for new teachers.
  2. Duly recognized organizations acting as TEIs, in coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure that the curriculum of these organizations meet the necessary quality standards for trained teachers.

(c) Training of School Leadership. Superintendents, principals, subject area coordinators and other instructional school leaders shall likewise undergo workshops and training to enhance their skills on their role as academic, administrative and community leaders.

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Henceforth, such professional development programs as those stated above shall be initiated and conducted regularly throughout the school year to ensure constant upgrading of teacher skills. Section 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational Courses and Higher Education Institution Faculty.

Notwithstanding the provisions of Sections 26, 27 and 28 of Republic Act No.7836, otherwise known as the “Philippine Teachers Professionalization Act of 1994, the DepED and private education institutions shall hire, as may be relevant to the particular subject: chanroblesvirtualawlibrary (a) Graduates of science, mathematics, statistics, engineering, music and other degree courses with shortages in qualified Licensure Examination for Teachers (LET) applicants to teach in their specialized subjects in the elementary and secondary education.

Qualified LET applicants shall also include graduates admitted by foundations duly recognized for their expertise in the education sector and who satisfactorily complete the requirements set by these organizations: Provided, That they pass the LET within five (5) years after their date of hiring: Provided, further, That if such graduates are willing to teach on part-time basis, the provisions of LET shall no longer be required; cralawlibrary (b) Graduates of technical-vocational courses to teach in their specialized subjects in the secondary education: Provided, That these graduates possess the necessary certification issued by the TESDA: Provided, further, That they undergo appropriate in-service training to be administered by the DepED or higher education institutions (HEIs) at the expense of the DepED; cralawlibrary (c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty; cralawlibrary (d) The DepED and private education institutions may hire practitioners, with expertise in the specialized learning areas offered by the Basic Education Curriculum, to teach in the secondary level; Provided, That they teach on part-time basis only.

For this purpose, the DepED, in coordination with the appropriate government agencies, shall determine the necessary qualification standards in hiring these experts. Section 9. Career Guidance and Counselling Advocacy. To properly guide the students in choosing the career tracks that they intend to pursue, the DepED, in coordination with the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities for secondary level students.

Notwithstanding the provisions of Section 27 of Republic Act No.9258, otherwise known as the “Guidance and Counselling Act of 2004, career and employment guidance counsellors, who are not registered and licensed guidance counsellors, shall be allowed to conduct career advocacy activities to secondary level students of the school where they are currently employed; Provided, That they undergo a training program to be developed or accredited by the DepED.

Section 10. Expansion of E-GASTPE Beneficiaries. The benefits accorded by Republic Act No.8545, or the “Expanded Government Assistance to Students and Teachers in Private Education Act”, shall be extended to qualified students enrolled under the enhanced basic education.

The DepED shall engage the services of private education institutions and non-DepED schools offering senior high school through the programs under Republic Act No.8545, and other financial arrangements formulated by the DepED and the Department of Budget and Management (DBM) based on the principles of public-private partnership.

Section 11. Appropriations. The Secretary of Education shall include in the Department’s program the operationalization of the enhanced basic education program, the initial funding of which shall be charged against the current appropriations of the DepED.

Thereafter, the amount necessary for the continued implementation of the enhanced basic education program shall be included in the annual General Appropriations Act. Section 12. Transitory Provisions. The DepED, the CHED and the TESDA shall formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education (K to 12) cycle.

The strategies may cover changes in physical infrastructure, manpower, organizational and structural concerns, bridging models linking grade 10 competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities.

Modeling for senior high school may be implemented in selected schools to simulate the transition process and provide concrete data for the transition plan. To manage the initial implementation of the enhanced basic education program and mitigate the expected multi-year low enrolment turnout for HEIs and Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical resources.

Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall coordinate closely with one another to implement strategies that ensure the academic, physical, financial, and human resource capabilities of HEIs and TVIs to provide educational and training services for graduates of the enhanced basic education program to ensure that they are not adversely affected.

  • The faculty of HEIs and TVIs allowed to teach students of secondary education under Section 8 hereof, shall be given priority in hiring for the duration of the transition period.
  • For this purpose, the transition period shall be provided for in the implementing rules and regulations (IRK).
  • Section 13.
  • Joint Congressional Oversight Committee on the Enhanced Basic Educational Program (K to 12 Program).

There is hereby created a Joint Oversight Committee to oversee, monitor and evaluate the implementation of this Act. The Oversight Committee shall be composed of five (5) members each from the Senate and from the House of Representatives, including Chairs of the Committees on Education, Arts and Culture, and Finance of both Houses.

The membership of the Committee for every House shall have at least two (2) opposition or minority members. Section 14. Mandatory Evaluation and Review. By the end of School Year 2014-2015, the DepED shall conduct a mandatory review and submit a midterm report to Congress as to the status of implementation of the K to 12 program in terms of closing the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and (f) other shortages that should be addressed.

The DepED shall include among others, in this midterm report, the following key metrics of access to and quality of basic education: (a) participation rate; (b) retention rate; (c) National Achievement Test results; (d) completion rate; (e) teachers’ welfare and training profiles; (f) adequacy of funding requirements; and (g) other learning facilities including, but not limited to, computer and science laboratories, libraries and library hubs, and sports, music and arts.

Section 15. Commitment to International Benchmarks. The DepED shall endeavor to increase the per capita spending on education towards the immediate attainment of international benchmarks. Section 16. Implementing Rules and Regulations. Within ninety (90) days after the effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA Director-General shall promulgate the rules and regulations needed for the implementation of this Act.

Section 17. Separability Clause. If any provision of this Act is held invalid or unconstitutional, the same shall not affect the validity and effectivity of the other provisions hereof. Section 18. Repealing Clause. Pertinent provisions of Batas Pambansa Blg.232 or the “Education Act of 1982, Republic Act No.9155 or the “Governance of Basic Education.

Act of 2001, Republic Act No.9258, Republic Act No.7836, and all other laws, decrees, executive orders and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby repealed or modified accordingly. Section 19. Effectivity Clause. This Act shall take effect fifteen (15) days after its publication in the Official Gazette or in two (2) newspapers of general circulation.

cralaw Approved: chanroblesvirtuallawlibrary

(Sgd.) JUAN PONCE ENRILE President of the Senate (Sgd.) FELICIANO BELMONTE JR. Speaker of the House of Representatives

This Act which is a consolidation of Senate Bill No.3286 and House Bill No.6643 was finally passed by the Senate and the House of Representatives on January 30, 2013.

(Sgd.) EDWIN B. BELLEN Acting Senate Secretary (Sgd.) MARILYN B. BARUA-YAP Secretary General House of Representatives

Approved: May 15, 2013 (Sgd.) BENIGNO S. AQUINO III President of the Philippines
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What is the purpose of implementing K to 12 mathematics curriculum in the Philippines?

The K to 12 Program is designed to develop holistically the Filipino learners and to equip them with the 21st century skills to make them locally and globally competitive. It promotes a curriculum that is learner-centered, developmentally-appropriate, inclusive, relevant, responsive, contextualized and global.
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