DIONA D.

MACASAQUIT JULY 30, 2018

PHILIPPINE EDUCATIONAL SYSTEM PROF ED (SUMMER 2018)
MDM. ANA GARCIA (PROFESSOR)

I. HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL

SYSTEM

Having a good education is important to one's success in life. Education is the key to
success, without a good education you will find it hard to achieve success in one's life. A
good education is important because you will be able to think for yourself and
communicate intelligently to other people. Persons who don`t have a good education
background will have a difficult time finding jobs and also will earn less money. If a
person is unable to reason and think for himself then that person will have problem in
finding and keeping a job. They will not be very successful in life until they improve
their educational background. Jobs are hard to get, and the employers will seek the most
qualified and intelligent person to fill the vacancy because of the competition out there.

Education in the Philippines has undergone several stages of development from the pre-
Spanish times to the present. In meeting the needs of the society, education serves as
focus of emphases/priorities of the leadership at certain periods/epochs in our national
struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and devoid

of methods. Children were provided more vocational training and less academics (3 Rs)
by their parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during the Spanish
colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was
religion-oriented. It was for the elite, especially in the early years of Spanish
colonization. Access to education by the Filipinos was later liberalized through the
enactment of the Educational Decree of 1863, which provided for the establishment of at
least one primary school for boys and girls in each town under the responsibility of the
municipal government; and the establishment of a normal school for male teachers under
the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish
was compulsory. Education during that period was inadequate, suppressed, and
controlled.

The defeat of Spain by American forces paved the way for Aguinaldo's Republic under a
Revolutionary Government. The schools maintained by Spain for more than three
centuries were closed for the time being but were reopened on August 29, 1898 by the
Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos,
and the Literary University of the Philippines were established. A system of free and
compulsory elementary education was established by the Malolos Constitution.
An adequate secularized and free public school system during the first decade of
American rule was established upon the recommendation of the Schurman Commission.
Free primary instruction that trained the people for the duties of citizenship and
avocation was enforced by the Taft Commission per instructions of President McKinley.
Chaplains and non-commissioned officers were assigned to teach using English as the
medium of instruction.
A highly centralized public school system was installed in 1901 by the Philippine
Commission by virtue of Act No. 74. The implementation of this Act created a heavy
shortage of teachers so the Philippine Commission authorized the Secretary of Public
Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the
Thomasites.
The high school system supported by provincial governments, special educational
institutions, school of arts and trades, an agricultural school, and commerce and marine
institutes were established in 1902 by the Philippine Commission. In 1908, the
Philippine Legislature approved Act No. 1870, which created the University of the
Philippines.
The Reorganization Act of 1916 provided the Filipinization of all department secretaries
except the Secretary of Public Instruction.

Japanese educational policies were embodied in Military Order No. 2 in 1942. The
Philippine Executive Commission established the Commission of Education, Health and
Public Welfare and schools were reopened in June 1942. On October 14, 1943, the
Japanese - sponsored Republic created the Ministry of Education. Under the Japanese
regime, the teaching of Tagalog, Philippine History, and Character Education was
reserved for Filipinos. Love for work and dignity of labor was emphasized. On February
27, 1945, the Department of Instruction was made part of the Department of Public
Instruction.
In 1947, by virtue of Executive Order No. 94, the Department of Instruction was
changed to Department of Education. During this period, the regulation and supervision
of public and private schools belonged to the Bureau of Public and Private Schools.
In 1972, it became the Department of Education and Culture by virtue of Proclamation
1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397.
Thirteen regional offices were created and major organizational changes were
implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, Culture and Sports, which
later became the Department of Education, Culture and Sports in 1987 by virtue of
Executive Order No. 117. The structure of DECS as embodied in EO No. 117 has
practically remained unchanged until 1994 when the Commission on Higher Education
(CHED), and 1995 when the Technical Education and Skills Development Authority
(TESDA) were established to supervise tertiary degree programs and non-degree
technical-vocational programs, respectively.
The Congressional Commission on Education (EDCOM) report provided the impetus
for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority
(TESDA), respectively.
The trifocal education system refocused DECS’ mandate to basic education which
covers elementary, secondary and nonformal education, including culture and sports.
TESDA now administers the post-secondary, middle-level manpower training and
development while CHED is responsible for higher education.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic
Education Act, was passed transforming the name of the Department of Education,
Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the
role of field offices (regional offices, division offices, district offices and schools). RA
9155 provides the overall framework for (i) school head empowerment by strengthening
their leadership roles and (ii) school-based management within the context of
transparency and local accountability. The goal of basic education is to provide the
school age population and young adults with skills, knowledge, and values to become
caring, self-reliant, productive and patriotic citizens.
(Source: http://www.deped.gov.ph/about_deped/history.asp)

The educational system in the Philippines had undergone various stages of development.
These stages of educational evolution can be traced way back from the Pre-Spanish
period, to the Spanish Period, to the American period, to the Commonwealth and the
Japanese period going to the present.

There is no definite information about the system of education in the Philippines during
the Pre-Spanish period. According to the history, the Philippine education had
manifested in the culture of the people. However, there are no definite records that were
available showing the types of schools that were established by the natives, as well as on
the subjects or methods that they used. There were Written and Oral literatures but all of
the records that were written were accordingly destroyed by the Spanish colonizers; this
was because they believed that those written records in literature were works of devils.
Some of the Oral literatures have been preserved until today and these are in the forms
of proverbs, songs, maxims, epics, as well as in the forms of various tales and religious
or criminological codes. There were also little knowledge in astronomy and engineering.

During the Spanish period, an educational decree was passed in an attempt to reform the
educational system in the Philippines. Included in the decree are the establishments of
complete secondary as well as collegiate levels, as well as the establishment of teacher-
training institutions.

During the American period, a system of public education was established. The system
was patterned after the American educational system. The Colleges and Universities that
were organized during the time of the Spanish were continued. The programs of studies
were revised; adapting the changes of time.

During the Commonwealth period and Japanese occupation, the curricula in the
elementary as well as in the secondary schools were revised. Among of developments in
education during the Commonwealth period were the re-orientation of educational plans
and policies to carry out the educational mandate of the constitution, the revision of the
elementary and secondary school curricula to carry out the objectives of education
embodied in the constitution and many more.
Today, the Philippine education is patterned from the state school system of the United
States. The education establishments comprised of the private schools that are owned
and manage by private individuals or corporations and the public schools that are owned
and manage by the state.

According to the history, the Philippine education evolves from its simple beginning and
was shaped by foreign influences.

In the Philippines we can hardly speak of education without suggesting at once the
school, for the school is the center of our education. To most Filipino educators the
educational process and the school process are one. It is in the school where we have a
sure manifestation of the educational process. A student in school is expected to grow, to
improve, and to advance in his studies, and is regarded by some as the whole education.

I learned that we have an excellent educational system in the Philippines. What makes
the education really deteriorating is the support of the government. It is deteriorating to a
certain degree especially in the rural public schools. Accommodating fifty students or
more in a sub-standard classroom, sub-standard books, lack of speech and science
apparatus, and learning materials greatly affect the learning condition of the students.
Teachers will be stressed with the condition of jam-packed classrooms and handling six
to seven classes a day. You could imagine how unsuitable that atmosphere is, not
conducive for learning anymore.

Dilapidated and sub-standard classrooms, lack of teaching and learning materials have
been a long-time problem. But still sub-standard textbooks, obsolete books which does
not conform to the topic and learning skills designed in the curriculum remained to be an
issue. Moreover, some subjects do not even have the prescribed textbooks.
One of the examples why I personally say that education should be taken seriously by
some implementers is the existing problems of slow readers and even students who
could hardly read a two-syllable or more words. It has been already expected that an
elementary graduate can already read and comprehend, but there are some who were
tagged as slow readers and a few considered to be non-readers in Medina high schools,
especially in the first year level. High school teachers are not tasked of teaching them
the very basic of reading, yet the problem is there. Why do we allow students in
elementary that could hardly read and write to be promoted in high school? They will
only have a hard time coping with a more challenging task in learning.

I realized that education is forever developing, changing, growing and alive. It is a

continuous process. One should not cease finding opportunities for learning new things;
the knowledge that a person acquires for himself/ herself is his/ her treasure in life. Yes,
it is slowly deteriorating, sad but true, with the different factors involved. Idealistic
curriculum should not only be reflected in a paper as a mere vision, but it should be
something realistic and attainable. Try to note of the newly implemented Secondary
School Curriculum, yet, no single textbook is being provided for it. It is really sad and
depressing when we look at our public school system nowadays. Teachers in the far-
flung areas or in rural public schools will have a hard time reproducing the learning
materials and students also will have a hard time doing a follow-up activity for the
suggested topic. Be reminded that not all public schools have the Internet connection,
and not all teachers and students are computer literate. Thus, teachers will have a hard
time modifying the activities to be given. With this, there is no assurance that the
ultimate goal of our educational system will be achieved.

Curriculum developers are tasked to design models which are subject-centered, learner-
centered, and problem- centered based on the different theories of learning. Maybe, it is
time also to re-align the funds directly to educational program of government like school
buildings, hiring legible and dedicated teachers, and providing standard textbooks,
audio-visual gadgets and other learning materials to make teaching be a goal-oriented.

From now on, education standard will be more improved if the government and
implementers of our educational system will work hand-in-hand to move with its trends
and implement innovations. Learning competencies should be designed to enable one to
learn the skills and positive human values that will help one grow into an articulate,
socially committed and productive Filipino citizen. It should not only tend to rely on the
theories, rather than on practical things which will be useful once a student leaves the
school.

There are factors involved in the educational system we have today and the solution lies
primarily in our government. The government should do something about this issue.
Education is very important if we want to have progressive Philippines. Revision of
curriculum should be done because it is really necessary and not because we have a new
set of political leaders in our country. It should be a long-time productive program
geared towards the information and technological age and not just for experimentation.
Filipinos are really talented and smart. All we need is good education to hone the talents
and to learn more so we can be more competitive out there.
(https://aboutphilippines.ph/.../historicalperspectiveofthephilippineeducationalsystemlee
)
 DIONA D. MACASAQUIT JULY 30, 2018
PHILIPPINE EDUCATIONAL SYSTEM PROF ED (SUMMER 2018)
MDM. ANA GARCIA (PROFESSOR)

II. LEGAL BASES OF PHILIPPINE EDUCATION SYSTEM

A. THE 1987 CONSTITUTIONS ARTICLE XIV SECTIONS 1-5(5)

Section 1. The state shall protect and promote the right of all the citizens to quality education at
all levels and shall take appropriate steps to make such education accessible to all.
Section 2. The state shall:
Establish, maintain and support a complete, adequate and integrated system of education
relevant to the needs of the people and society;
Establish and maintain s system of free public education in the elementary and high school
levels. Without limiting the natural rights of parents to rear their children, elementary education
is compulsory for all children of school age;
Establish and maintain a system of scholarship grants, student loan programs, subsidies and
other incentives which shall be available to deserving students in both public and private
schools, especially to the underprivileged;
Encourage non- formal, informal and indigenous learning system, as well as self- learning
independent and out-of-school study programs particularly those that respond to community
needs; and
Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational
efficiency and skills.
Section 3.
All educational institutions shall include the study of the Constitution as part of the curricula.
They shall inculcate patriotism and nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical and creative thinking, broaden scientific
and technological knowledge and promote efficiency.
At the option expressed in writing by the parent or guardians, religion shall be allowed to be
taught to their children or wards in the public elementary and high schools within the regular
class hours by instructors designated or approved by the religious authorities of the religion to
which the children or wards belong, additional cost to the Government.
Section 4.
The state recognizes the complementary roles of the public and private institutions in the
educational system and shall exercise reasonable supervision and regulation of all educational
institutions.
Educational institutions, other than those established by religious groups and mission boards,
shall be allowed solely by citizens of the Philippines or corporations or associations at least
sixty per centum of the capital of which is owned by such citizens. The Congress may, however,
require increased Filipino equity participation in all educational institutions. The control and
administration of educational institutions shall vested in citizens of the Philippines. No
educational institution shall be established exclusively for aliens and no group of aliens shall
comprise more than one third of the enrollment in any school. The provisions of this subsection
shall not apply to schools established for foreign diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign temporary residents.
All revenues and assets of non- stock, non- profit educational institutions used actually, directly
and exclusively for educational purposes shall be exempt from taxes and duties. Upon the
dissolution or cessation of the corporate existence of such institutions, their assets shall be
disposed of in the manner provided by law. Proprietary educational institutions, including those
cooperatively owned, may likewise be entitled to such exemptions subject to the limitations
provided by law including restrictions on dividends and provisions for reinvestment.
Subject to conditions prescribed by law, all grants endowments, donations or contributions used
actually, directly and exclusively for educational purposes shall be exempt from tax.
Section 5.
The State shall take into account regional and sectoral needs and conditions and shall encourage
local planning in the development of educational policies and programs.
Academic freedom shall be enjoyed in all institutions of higher learning.
Every citizen has a right to select a profession or course of study, subject to fair, reasonable and
equitable admission and academic requirements.
The State shall enhance the right of teachers to professional advancement. Non- teaching
academic and non-academic personnel shall enjoy the protection of the State.
The State shall assign the highest budgetary priority to education and ensure that teaching will
attract and retain its rightful share of the best available talents through adequate remuneration
and other means of job satisfaction and fulfillment.

B. BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF 1982)

This was an act providing for the establishment and maintenance of an integrated system of
education. In accordance with Section 2, this act shall apply to and govern both formal and non-
formal system in public and private schools in all levels of the entire educational system.
As provided by this Act, the national development goals are as follows:
To achieve and maintain an accelerating rate of economic development and social progress.
To assure the maximum participation of all the people in the attainment and enjoyment of the
benefits of such growth; and
To achieve and strengthen national unity and consciousness and preserve, develop and promote
desirable cultural, moral and spiritual values in changing world.
It is also stated in Section 3 that:
The State shall promote the right of every individual to relevant quality education, regardless of
sex, age, creed socio- economic status, physical and mental conditions, racial or ethnic origin,
political or other affiliation. The State shall therefore promote and maintain equality of access to
education as well as the benefits of education by all its citizens.

C. RIGHTS OF STUDENTS IN SCHOOL (Section 9)

The right to receive competent instruction, relevant quality education.
The right to freely choose their field of study subject to the existing curricula and continue their
course up to graduation, except in cases of academic deficiency or violations of disciplinary
regulations.
The right to school guidance and counseling services.
The right to access to his owns school records and the confidentiality of it.
The right to issuance of official certificates, diplomas, transcript of records, grades, transfer
credentials and similar document within thirty days from request.
The right to publish a student newspaper and invite resource persons during symposia,
assemblies and other activities.
The right to free expression of opinions and suggestions and to effective channels of
communication with appropriate academic and administrative bodies of the school or
institutions.
The right to form or establish, join and participate in organizations and societies recognized by
the school…, or to form, join and maintain organizations and societies for purposes not contrary
to law.
The right to be free from involuntary contributions except those approved by their organizations
and societies.
D. RIGHT OF ALL SCHOOL PERSONNEL (Section 10)
Free expression of opinions and suggestions.
To be provided with free legal service by the appropriate government office in case of public
school personnel and the school authorities concerned in case of private school personnel, when
charged in administrative, civil and/or criminal proceedings, by parties other than the school
authorities concerned, for actions committed directly in the lawful discharged of professional
duties and/or in defense of school policies.
Establish join, maintain labor organization of their choice to promote their welfare and defend
their interest.
To be free from involuntary contributions except those imposed by their own organizations.
E. SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING OR ACADEMIC
STAFF (Section 11)
Right to be free compulsory assignment not related to their duties defined in their appointment
or employment contracts unless compensated thereof. (additional compensation Sec. 14 R.A.
4670- at least 25% his regular remuneration)
Right to intellectual property………
Teachers are persons in authority when in lawful discharge of duties and responsibilities… shall
therefore be accorded due respect and protection (Commonwealth Act No. 578)
Teachers shall be given opportunity to choose career alternatives for advancements.
F. RIGHTS OF ADMINISTRATORS (Section 12)
School administrators shall be deemed persons in authority while in the lawful discharge of
their duties and responsibilities…. Shall be accorded due respect and protection
(Commonwealth Act No. 578)
G. RIGHTS OF SCHOOLS (Section 13)
The right of their governing boards…….to adopt and enforce administrative or management
systems.
The right of institutions of higher learning to determine on academic grounds who shall be
admitted to study, who may teach, and who shall be the subjects of the study and research.
H. MAINTENANCE OF QUALITY EDUCATION
Voluntary Accreditation (Section 29)
Teachers and Administrators obligations and qualification (Sections 176 and 17)
Government Financial Assistance to Private Schools (Section 41)
OTHER LEGAL BASES
I. ACT NO. 74
This law was enacted on January 21, 1901 by the Philippine Commission, and provided:
a. establishment of the Department of Public Instruction headed by the General superintendent
b. the archipelago was divided into school divisions and districts for effective management of
the school system.
c. English was made as medium of instruction in all levels of schooling
d. optional religious instructions in all schools (Section 16)
e. establishment of a Trade school in Manila (Philippine College of Arts and Trade- PCAT now
known as Technological University of the Philippines), a school of Agriculture in Negros, a
Normal school in Manila (Philippine Normal School) (Section 18)
• Philippine Normal School, however, was renamed Philippine Normal College (PNC) by virtue
of Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the PNC was converted
to Philippine Normal University as provided by Republic Act No. 7168.

J. ACT NO. 2706

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This was known as the “Private School Law”, enacted on March 10, 1917 by the Philippine
Legislature, which made obligatory the recognition and inspection of private schools and
colleges by the Secretary of Public Instruction so as to maintain a standard of efficiency in all
private schools and colleges in the country.
This law was amended by Commonwealth Act No. 180 passed on November 13, 1936 which
provided that:
The Secretary of Public Instruction was vested with power to “supervise, inspect and regulate
said schools and colleges in order to determine the efficiency of instruction given in the same.”
And all private schools come under the supervision and regulation of the Secretary of DPI, thus
eliminating “diploma mills” and substandard schools.
K. COMMONWEALTH ACT NO. 1 (AMENDED BY R.A. 9163)
Known as the “National Defense Act” passed by the Philippine Assembly on December 21,
1935, which provided in Section 81 that:
“Preparatory Military training shall be given with the youth in the elementary grade school at
the age of ten years and shall extend through the remainder of his schooling into college or post-
secondary education.
By virtue of Presidential Decree 1706, issued by the late President Marcos on August 8, 1980,
otherwise known as the “National Service Law”, Commonwealth Act No. 1 was amended, and
required all citizens to render, civic welfare service, law enforcement service and military
service.
L. COMMONWEALTH ACT NO. 80
This law created the Office of Adult Education on October 26, 1936, so as to eliminate illiteracy
and to give vocational and citizenship training to adult citizens of the country.
Commonwealth Act No. 578
Enacted on June 8, 1940, conferred the status of “persons in authority” upon the teachers,
professors, and persons charged with the supervision of public or duly recognized private
schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from six months and one day to six
years and a fine ranging from 500 to 1, 000 pesos upon any person found guilty of assault upon
those teaching personnel.
M. COMMONWEALTH ACT NO. 586 (REPEALED BY R.A. 896)
This is known as Education Act of 1940. It was approved on August 7, 1940 by the Philippine
Assembly.
The law provided for the following:
a. reduction of seven- year elementary course to six- year elementary course.
b. fixing the school entrance age to seven.
c. national support of elementary education.
d. compulsory attendance in the primary grades for all children who enroll in Grade I.
e. introduction of double- single session- one class in the morning and another in the afternoon
under one teacher to accommodate more children.
N. COMMONWEALTH ACT NO. 589
This law, approved on August 19, 1940, established a school ritual in all public and private
elementary and secondary schools in the Philippines.
The ritual consists of solemn and patriotic ceremonies that include the singing of the National
Anthem and Patriotic Pledges.
O. REPUBLIC ACT NO. 139 (REPEALED BY R. A. 8047)
Enacted on June 14, 1947, and the Board of Textbooks. This law provided that all public
schools must only use books that are approved by the Board for a period of six years from the
date of their adoption.
The private schools may use books of their choice, provided the Board of Textbooks has no
objections with those books.
P. REPUBLIC ACT NO. 896
Enacted on June 20, 1953 and known as the Elementary Education Act of 1953, it repealed
Commonwealth Act 586 and provided for the following:
a. restoration of Grade VII (but never implemented due to lack of funds)
b. abolition of the double- single session and return to the former practice of only one
c. class under one teacher in the primary and three teachers to two classes or five teachers to
three classes in the intermediate level
d. compulsory completion of the elementary grades
e. compulsory enrollment of children in the public schools upon attaining seven years of age.
Q. REPUBLIC ACT NO. 1124 (REPEALED BY R. A. 7722)
Approved on June 16, 1954, this law created the Board of National Education charged with the
duty of formulating general educational policies and directing the educational interests of the
nation.
However, this Board which was later renamed National Board of Education (P.D. No. 1), was
abolished bu virtue of the Creation of the board of Higher Education as stipulated in Batas
Pambansa Blg. 232. The Board’s function is now assumed by the commission on Higher
Education or CHED by virtue of Republic Act No. 7722.
R. REPUBLIC ACT NO. 1265 (AMENDED BY R. A. 8491)
This law was approved on June 11, 1955, and provided that a daily flag ceremony shall be
compulsory in all educational institutions. This includes the singing of the Philippine National
Anthem.
S. REPUBLIC ACT NO. 1425
It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all schools, both
public and private, from elementary schools to the universities, the life, works and writings of
Jose Rizal especially the Noli Me Tangere and El Filibusterismo.
T. REPUBLIC ACT NO. 4670
Known as the “Magna Carta for Public School Teachers”. This was approved on June 18, 1966
to promote and improve the social and economic status of public school teachers, their living
and working conditions, their employment and career prospects.
It also provided the following:
Recruitment qualifications for teachers
Code of Professional Conduct for Teachers
Teaching hours- 6 hours of classroom teaching (maximum load)
Additional compensation- 25% of the regular remuneration
Health and injury benefits (thru the GSIS)
One year study leave (sabbatical leave) after seven years of continuous teaching, the teacher
should receive 60% of the monthly salary.
One range salary increase upon retirement (basis computing the retirement fee).
Freedom to form organizations.
U. REPUBLIC ACT NO. 1079
Approved on June 15, 1959, it provided that Civil Service eligibility shall be permanent and
shall have no time limit.
V. REPUBLIC ACT NO. 6655
Known as the “Free Public Secondary Education Act of 1988”, it was approved on May 26,
1988 and provided for:
a. Free public secondary education to all qualified citizens and promote quality education at all
level.
b. No tuition or other fees shall be collected except fees related to membership in the school
community such I.D., student organization and publication.
c. Non- payment of these shall not hinder a student from enrollment or graduation.
d. Nationalization of all public secondary schools ( Section 7)
e. A student who fails in majority of his academic subjects for two consecutive years could no
longer avail of their program.
DIONA D. MACASAQUIT JULY 30, 2018
PHILIPPINE EDUCATIONAL SYSTEM PROF ED (SUMMER 2018)
MDM. ANA GARCIA (PROFESSOR)

III. WHAT IS THE RELEVANCE OF THE NEW CURRICULUM WITH THE

PRESENT NEEDS AND CONDITIONS OF THE PHILIPPINES?

A recent change in the Philippines’ educational system was implemented starting in 2011. The
K-12 curriculum was signed into law back in 2013, adding three years to the country’s basic
education curriculum.
The new K-12 curriculum guide requires all Filipino students to have one year of kindergarten,
six years of elementary schooling (grades 1 to 6), four years of junior high school (grades 7 to
10), and two years of senior high school (grades 11 to 12).
Prior to the implementation of the K-12 curriculum guide, the Philippines was one of only three
countries in the world and the only one in Asia that still had only 10 years in basic education.
This has always been seen as a disadvantage for our students who are competing in an
increasingly global job market. The longer educational cycle of the K-12 curriculum is seen as
critical in giving Filipino students a higher quality of education.
he K to 12 curriculum is designed to enable graduates to join the workforce right after high
school, and suitably prepare those who want to go on to higher education.
The new curriculum will also support college graduates seeking work abroad. Developed
countries, according to the Department of Education’s (DepEd) briefer, “view the 10-year
education cycle as insufficient.”
All in all, the enhanced K to 12 curriculum is designed to provide a holistic education for all.
Now decongested, it will give students ample time to master basic academic skills as well as to
participate in co-curricular and community activities.
The transition began in 2011, when the universal kindergarten was introduced. Starting in 2012,
schools already implemented the curriculum decongestion mentioned in the DepEd briefer.
Public schools began having half-day classes for grade one students, with the mother tongue as
the medium of instruction. Private schools also made adjustments in their own DepEd
accredited curricula.
The adaptation of the K to 12 curriculum guide means that students will graduate a bit older
compared to those who graduated under the 10-year education cycle.
Far from being disadvantageous, however, DepEd states that young adults graduating at age 18
or so will be more prepared to take on their tertiary education.
Remedial classes during the first year of college will no longer be needed, as the high school
curriculum will already be aligned with the Commission on Higher Education’s (CHED)
guidelines.
The government also encourages parents to think of the K to 12 curriculum guide not as having
two extra years of high school, but as two years less of higher education.
Graduates of the new educational system will already be equipped to join the workforce right
away. This is through the help of the electives to be offered during grades 11 to 12.
The electives, or areas of specialization, will include the following:
Academics for those who wish to pursue higher studies
Technical-vocational for those who want to acquire employable skills after high school
Sports and Arts for those who are inclined in the two fields.
Change is never easy. Especially when it is a big undertaking such as the implementation of the
new K-12 curriculum guide in the Philippines. It is high time, however, that improve the quality
of our basic education and our students. (https://ph.theasianparent.com/advantages-new-k-12-
curriculum/ )
Filipinos are known to be competitive in the international community. However, our current
education system hinders us from becoming even more competitive.
Starting in the 2012-2013 school year, the education system of the Philippines was enhanced
from the ten years of basic education to a 12-year program through an initiative called the K-12
Education Plan sponsored by the Department of Education.
The implementation of the K-12 plan in the Philippine Basic Education Curriculum is the key to
our nation’s development. Though the government faces many problems as it implements the
program over the course of several years, it is a necessary improvement since increasing the
quality of our education is critical to our nation's success.
See below some ways that the K-12 education plan will be beneficial for the Philippines
according to Isagani Cruz (2010) in one of his columns in a local newspaper.
Reasons for the K-12 Education System:
1. Sufficient Instructional Time
With K-12 education, students will have sufficient instructional time for subject-related tasks,
making them more prepared in every subject area. With the old system, Filipino students were
consistently behind on achievement scores.
In 2008, for instance, international test results revealed that Filipinos were behind compared to
other countries when we finished dead last in math.
2. More Skilled and Competent Labor Force
Another reason to support K-12 education is because the graduates of this program will be more
prepared to enter the labor force. High school graduates of the 10-year curriculum were not yet
employable since they were not competent or well–equipped enough for the workplace.
In addition, high school graduates of the 10-year curriculum are not yet 18. With the new
curriculum, senior high school students can specialize in a field that they are good at and
interested in. As a result, upon graduation they will have the specific job-related skills they need
even without a college degree. When they graduate from high school, these young people will
be 18 and employable, adding to the nation’s manpower.
3. Recognition as Professionals Abroad
Finally, with K-12 education, Filipino graduates will be automatically recognized as
professionals abroad because we are following the international education standard as practiced
by all nations.
There will be no need to study again and spend more money in order to qualify for international
standards. With a K-12 education, Filipino professionals who aspire to work abroad will not
have a hard time getting jobs in their chosen field. Furthermore, they will be able to help their
families in the Philippines more with remittances, property purchase, and small businesses.
K-12 Education Will Help Filipinos Gain a Competitive Edge
Though Filipinos are known to be competitive in the international community, our current
education system hinders us in becoming more competitive among other countries. The K-12
education plan offers a solution to that problem.
However, it is undeniable that there will be problems that arise as we implement the program,
which could include a lack of budget, classrooms, school supplies, and teachers. That said, the
long-term effects of K-12 education will be very beneficial to us Filipinos.
Therefore, we must support the K-12 educational plan to help improve our educational system
and our economy. Remember that change in our society starts with education.