With the K+12 style of education being implemented in the Philippines, one must wonder what factors that prompted policy makers to implement this form of educational system. According to the Department of Education (2012, http://www.gov.ph/k-12/), K+12 is there to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle level skills development, employment and entrepreneurship. This is all well and good in paper but some say that the realities surrounding the Philippine educational system is not yet ready for this program, and thus has met various opposition and doubt from students, parents and even educators (Maramag,SK 2010). With the Philippine education system as its scope and K+12 as the result, we look into the influence of the United Nations Educational, Scientific and Cultural Organization (UNESCO), if any, as an advocate of education and how it has influenced in helping the Philippines transition from K+10 to K+12.
This paper will then briefly discuss a brief history of UNESCO, as well as its activity in the Philippines and look at how it helped as an international organization in the old and new education system, using Barnett and Finnemore’s Politics, Power and Pathologies of International Organization as a framework. Looking at the Philippines and UNESCO as the independent variables and the Philippine education system as the dependent variable, the researcher seeks to find out whether or not UNESCO has affected the old Philippine education system which was the K+10 educational system, and whether or not it is affecting the current education system which is the K+12 educational system in terms of the alignment of the Philippine government to UNESCO and vice versa. By affecting the educational system, what the researcher means is that: one of the basis or yard sticks of this research would be to look into how the Philippine government has aligned its policies to that of UNESCO’s recommendations.
Looking at the problem, the researcher will then employ various materials, such as newspaper articles, internet journals and other literature in order to go about in answer the research question as well as using the comparative method of UNESCO policy to the Philippine education policy. The first part of the paper will discuss solely on UNESCO and a little on its history, while the second part will discuss about the Philippine educational system; its short comings and reactions; and the last part of the paper will discuss on the affects of UNESCO in Philippine education. UNESCO
The United Nations Educational, Scientific, and Cultural Organization (UNESCO) is a specialized agency of the United Nations (UN). Its purpose is to contribute to peace and security by promoting international collaboration through education, science and culture (UNESCO 2012). Created to foster to education, science, and culture, UNESCO was created as an avenue for people to facilitate in the sharing of information, and promote close ties with other nations through these avenues. UNESCO was created so that it could contribute to the maintenance of peace among nations to prevent another world war by adding to the many obligations of a state, similar to the commercial peace theory according to MacDonald (2009) where he argues that free trade has pacifying effects on the international system, through interdependence and that international commerce reduces the chance of armed conflict among trade partners. Another priority of UNESCO is to help societies in attaining quality education for all and lifelong learning, addressing social and ethical challenges, fostering cultural diversity (UNESCO 2011). With UNESCO’s goal in helping societies attaining quality education, Has UNESCO then, assisted the Philippines in attaining or even formulating a K+12 education system? With over 195 member states UNESCO and over 50+ regional and national offices, the reach of UNESCO is...
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