k12 education system
Page | 1
A Policy Paper in PA 241(Public Policy and Program Administration)
An Analysis of the Policy:
K-12 Education Program
Submitted to:
PROF. RODRIGO B. GIDUCOS, MPA
Instructor
Submitted by:
HELEN GRACE A. DE JUSTOELMAR JOHN O. DIGAL GLENNE B. LAGURA
“academe group”
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF GOVERNANCE BUSINESS AND ECONOMICS
Master of Public Administration
March 31, 2012
Genne B. Lagura http://dnsc.academia.edu/ennelgArugal Page | 2
I.
Background
Enhancing the quality of basic education in the Philippines is urgentand critical. Due to that, one of the discussions of DepEd which incurredlast October 2010 is to enhance the basic education program of thecountry in a manner that is least disruptive to the current curriculum,most affordable to government and families, and aligned withinternational practice through the K-12 policy. The poor quality of basic education is reflected in the low achievementscores of Filipino students. Many students who finish basic education donot possess sufficient mastery of basic competencies. One reason is thatstudents do not get adequate instructional time or time on task. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship orhigher education. High school graduates also do not possess the basiccompetencies or emotional maturity essential for the world of work.
1
While the availability of economic opportunities contributes to this, italso illustrates the mismatch in the labor and education markets. TheWorld Bank Philippines Skills Report in 2009 reveals, based on a survey of employers, serious gaps in critical skills of graduates such as problem-solving, initiative and creativity, and, to a lesser extent, gaps in jobspecific technical skills. The enhanced K-12 program, or the Department of Education’s(DepEd) proposal to overhaul the basic and secondary educationcurriculum by adding two more
A Policy Paper in PA 241(Public Policy and Program Administration)
An Analysis of the Policy:
K-12 Education Program
Submitted to:
PROF. RODRIGO B. GIDUCOS, MPA
Instructor
Submitted by:
HELEN GRACE A. DE JUSTOELMAR JOHN O. DIGAL GLENNE B. LAGURA
“academe group”
UNIVERSITY OF SOUTHEASTERN PHILIPPINES
COLLEGE OF GOVERNANCE BUSINESS AND ECONOMICS
Master of Public Administration
March 31, 2012
Genne B. Lagura http://dnsc.academia.edu/ennelgArugal Page | 2
I.
Background
Enhancing the quality of basic education in the Philippines is urgentand critical. Due to that, one of the discussions of DepEd which incurredlast October 2010 is to enhance the basic education program of thecountry in a manner that is least disruptive to the current curriculum,most affordable to government and families, and aligned withinternational practice through the K-12 policy. The poor quality of basic education is reflected in the low achievementscores of Filipino students. Many students who finish basic education donot possess sufficient mastery of basic competencies. One reason is thatstudents do not get adequate instructional time or time on task. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship orhigher education. High school graduates also do not possess the basiccompetencies or emotional maturity essential for the world of work.
1
While the availability of economic opportunities contributes to this, italso illustrates the mismatch in the labor and education markets. TheWorld Bank Philippines Skills Report in 2009 reveals, based on a survey of employers, serious gaps in critical skills of graduates such as problem-solving, initiative and creativity, and, to a lesser extent, gaps in jobspecific technical skills. The enhanced K-12 program, or the Department of Education’s(DepEd) proposal to overhaul the basic and secondary educationcurriculum by adding two more