The Department of Education (DepEd) of the Republic of the Philippines is committed “to provide quality basic education that is equitably accessible to all and lays the foundation for life-long learning and service for the common good”. Furthermore, envisions a functional literate and god-loving Filipinos that will attain the national goals of social justice, unity, freedom and prosperity.
Indeed, the Deped’s passion to concretize such mission and vision and to answer what is deficient and the perceived needs of the educational system through courageously and thoroughly completing the implementation of the Enhanced K to 12 Basic Education program. The program envision that every graduate of the Enhanced K to 12 Basic Education Program is 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 critical thinking, and the capacity to transform others and one’s self.
Nevertheless, there are always two sides in every situation. The government, in its efforts to operationalize the program, presents the pros of implementing it as well as addresses the different concerns once totally started and carried out, while those who opposed enumerated and questioned the efficiency and viability of the program.
DepEd’s Enhanced K to 12 implementation will end producing mediocre but excellent and globally competitive individuals who are ready for the world of work. But how to achieve this if the implementation will give additional burden to parents sending their children to school, with the congested curriculum, lacking of facilities, of teachers and student maturity. How to fill in the gaps that were identified?
Jane Uymatiao (2012), K to 12 is a...
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