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.
THE RESEARCH PROBLEM AND ITS SETTING
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 an individual which is in effect their contribution to the development of the Filipino nation. A year after, on June 2012, a new curriculum for Grade 1 and 1st year high school (Grade 7) was introduced. Strengthening the Philippine economy through ensuring that Filipino students maximize their potentials is all but just one of the objectives of the K-12 Program nevertheless. It is also concerned of the Filipino youth being imbued “with the skills they need to pursue their dreams,” as President Aquino stated in Republic Act No. 10533. The objective of the program thus is not solely to produce individuals who will be valuable members of the country’s workforce, but to assist its youth in their pursuing of their own goals. The youth then has to possess the values which an education that gears its efforts toward alleviating the worsening economic status of the state and the moral degradation of its people necessitates. This is the role of Values Education, whose curriculum has been created on January 2013. The attempt of this study is to expose the errors committed in and the faulty contents of the said Values Education curriculum entitled Gabay sa Kurikulum ng K to 12: Edukasyon sa Pagpapakatao. This paper also aims to examine the philosophies of education that may have been used in the drafting of the curriculum.
Statement of the Problem
This study will determine the philosophies of education playing a significant role in establishing the objectives of the Values Education curriculum. It attempts to provide answers for the following questions: 1. To what extent are the following philosophies prevalent or not prevalent in the curriculum? a) Essentialism and Perennialism
b) Progressivism and Social Reconstructionism
c) Analytic Philosophy
2. Which philosophy/philosophies of education is/are the most prevalent? 3. Which philosophy/philosophies of education is/are the least prevalent?
RESEARCH METHODS AND PROCEDURES...
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