DepEd Balanga City

The Culprit in the Ineffective Implementation of  K-`12

 by RODORA E. PRADO – TEACHER II – CUPANG ELEMENTARY SCHOOL

The Republic Act No. 10533, also known as the “Enhanced Basic Education Act of 2013,” is definitely one of the most significant improvements to basic education in the Philippines way back in 2013.

That being said, from a teacher’s perspective, one of the strengths of this act is that students are projected to graduate at a somewhat older age than previous graduates of the old curriculum as a result of the K to 12 program’s modification. K to 12 gives greater options for jobs and entrepreneurship than in the previous educational system. Unlike the previous system, K to 12 can better prepare children to enter the workforce. This benefit of the new curriculum is that it forces each student to be enthused about the industry and encourages pupils to make their own decisions. Ultimately, the K—12 system aspires to strengthen Filipino students’ math, science, and linguistic skills so that they can compete more effectively in the global labor market. As a student-centered curriculum, K to 12 can encourage students to participate more actively in the learning process.

On the other hand, in the context of the current insufficiency of classrooms, libraries, bathrooms, and others, textbooks, modules, and other teaching materials, the government will not be ready to carry out a 12-year basic education cycle specified by K to 12. The primary level of Mother-Based Multilingual Education (MTB-MLE) is particularly troublesome and prone to ineffective and inefficient implementation due to the public’s inadequate resources and personnel. Thus, given that over 20 million Filipinos are underprivileged, according to official government data, adding two additional years of high school will undoubtedly be financially difficult for many families at this time.

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