Readiness of Kindergarten Teachers along K-12 competencies
BACKGROUND OF THE STUDY
One of the major reforms in our country’s educational system is Republic Act 10157, otherwise known as “The Kindergarten Education Law” or the K to12 (K+12). This Law made the Kindergarten compulsory and mandatory entry to basic education. This Law was initiated by the Aquino administration in order to address the perceived decreasing quality of education in the country, and to meet the international standard regarding the number of years in basic education. This program will require all incoming students to enroll into two more years of basic education. The K+12 System will include the Universal kindergarten, 6 years of elementary, 4 years of junior high school with an additional 2 years for senior high school. The program is implemented and formulated along with the Commission on Higher Education (CHED) and with the Technical Education and Skills Development Authority (TESDA). The current k-12 model that had been implemented in the country is an educational landscape for basic and secondary system patterned after the United States, Canada and some parts of Australia had done it. According to Patricia Velasco’s article, the K- 12 Curriculum envisions “holistically developed learners with 21st century skills” (DepEd Primer, 2011). This further means that every student would have an understanding of the world around him and a passion for life-long learning while addressing every student’s basic learning needs: “learning to learn, the acquisition of numeracy, literacy, and scientific and technological knowledge applied to daily life” (p.6). The main objective of the K to 12 curriculum is to achieve the DepEd’s goal of eradicating illiteracy rate in the country. “No child is left behind.” (source). Every Filipino has the right to receive quality education in order to become an asset in all dimensions, competent, efficient, effective and productive citizen leading to a decent and...
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