K-12 Program in the Philippines
ABSTRACT
Two salient features of the K-12 Program in the Philippines are Spiral Progression, to ensure that what is learned at one stage will not only be carried onto the other but also strengthened and developed over time, and College and Livelihood Readiness, to equip the Filipino student with the skills necessary to be a productive member of the society in the 21st Century. It is only imperative therefore that all curricula under this program gear toward these objectives. Values Education, being one of the subjects, has a vital role to play in this endeavor. Hence the necessity of formulating a curriculum fit for such a Values Education. Last year a draft for the Values Education curriculum entitled Gabay sa Kurikulum ng K to 12: Edukasyon sa Pagpapakatao has been created. This paper aims to challenge the said January 2013 draft, expose the adulterated contents of the curriculum and the adverse effects it holds once implemented, and give recommendations to what can be done to address the problem. After having conducted a survey which involves 20 EDFD 120 students of the University of the Philippines – Diliman, the researcher will reveal the reasons why completely scrapping the undeserving curriculum is justifiable and is in fact the best option. The results reveal that the curriculum is a contrast of itself. To conclude, the curriculum is but a hodgepodge of ideas adhering not only to one but several philosophies, without an established objective nor a definite method to achieve such an objective. Implementation of Gabay sa Kurikulum ng K to 12: Edukasyon sa Pagpapakatao spells chaos to the educational system of the Philippines. It is thus necessary that the curriculum be scrapped and replaced immediately.
CHAPTER ONE
THE RESEARCH PROBLEM AND ITS SETTING
Introduction
On June 2011, the K-12 program was implemented in the Philippines with one of its aims being to equip the Filipino students 21st Century skills for their holistic development as
Two salient features of the K-12 Program in the Philippines are Spiral Progression, to ensure that what is learned at one stage will not only be carried onto the other but also strengthened and developed over time, and College and Livelihood Readiness, to equip the Filipino student with the skills necessary to be a productive member of the society in the 21st Century. It is only imperative therefore that all curricula under this program gear toward these objectives. Values Education, being one of the subjects, has a vital role to play in this endeavor. Hence the necessity of formulating a curriculum fit for such a Values Education. Last year a draft for the Values Education curriculum entitled Gabay sa Kurikulum ng K to 12: Edukasyon sa Pagpapakatao has been created. This paper aims to challenge the said January 2013 draft, expose the adulterated contents of the curriculum and the adverse effects it holds once implemented, and give recommendations to what can be done to address the problem. After having conducted a survey which involves 20 EDFD 120 students of the University of the Philippines – Diliman, the researcher will reveal the reasons why completely scrapping the undeserving curriculum is justifiable and is in fact the best option. The results reveal that the curriculum is a contrast of itself. To conclude, the curriculum is but a hodgepodge of ideas adhering not only to one but several philosophies, without an established objective nor a definite method to achieve such an objective. Implementation of Gabay sa Kurikulum ng K to 12: Edukasyon sa Pagpapakatao spells chaos to the educational system of the Philippines. It is thus necessary that the curriculum be scrapped and replaced immediately.
CHAPTER ONE
THE RESEARCH PROBLEM AND ITS SETTING
Introduction
On June 2011, the K-12 program was implemented in the Philippines with one of its aims being to equip the Filipino students 21st Century skills for their holistic development as