essay about kto12 program

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All set for K to 12 implementation

By Melanie P. Estacio

The Davao Region officials headed by Atty. Alberto T. Escobarte were in full force in the K to 12 Caravan Cum Forum conducted in different divisions.

Through the caravan, local government officials, private sectors, parents, teachers, and students displayed their support to what they consider as the greatest reform there is in education.

“I was so negative with this new curriculum before, but when I joined the summit I realized that it could help the students gain more knowledge in preparation for college and in getting a job easier,” a grade 10 student from Kauswagan National High School in Panabo City said.

To prove that K to 12 program has been instrumental in equipping students with skills thereby providing them opportunities for jobs, Tagum City Schools Division Superintendent Cristy C.  Epe cited Tagum National Trade School as one of the successful implementers of the curriculum being the Senior High School (SHS) Model.  It has already produced two batches of graduates where most of them have already landed a decent job.

Recognizing the roles of the parents in educating other parents, Epe encouraged them to share their first-hand information on K to 12 and the steps undertaken by the department which is closely coordinated with the Commission on Higher Education (CHED) and Technical Education and Skills Development (TESDA).

K to 12 Milestone

The Universal Kindergarten Implementation began in School Year 2011-2012. All 5-year-old children are required to be in Kindergarten before they will be accepted to Grade 1.

In School Year 2012-2013, the enhanced curriculum for K to 12 was implemented. In 2013, K to 12 was enacted into law known as RA 10533.  SHS Curriculum was finished in 2014 and for 2015, the Department is getting ready for the implementation of the SHS.

The Regional Office through Regional Memorandum no. 127, s. 2015 published the list of private schools and Higher Education Institutions (HEI’s) with provisional permit to offer SHS.  However, private schools are subject for evaluation and validation by the regional office headed by the Curriculum and Learning Management Division.

The evaluation will run from August 5, 2015 to October 15, 2015.  Private schools found to have some discrepancy in their implementation requirements may not be recommended to offer on 2017 unless the issues will be addressed.

Program Implementation 

To facilitate the transition from the existing 10-year basic education to 12 years, DepEd is also implementing the SHS and SHS Modeling.

The K to 12 curriculum is standard and competency-based. It is inclusive and built around the needs of the learners and the community.  The K to 12 program was carefully studied and designed based on research from other countries and our own local successes and failures in education .   The curriculum is available on DepED website.  It is the first time in history that the entire curriculum is digitized and made accessible to the public.

DepEd XI provided a list of core and applied subjects to be uniformly offered in Grades 11 and 12 in all senior high schools. This is to make sure that all the students are taking the same core and applied subjects in every semester.  This will provide easy facilitation in case students may transfer from one school to another.

Achievements and Plans According to the Official Gazette Source of statistical data on K-12 Basic Education Program, the classroom shortage of 66,800 in SY 2010 has been addressed. There are 86,478 classrooms as of February 2015 with 41,728 ongoing construction for kinder to SHS.

The teacher item shortage of 145,827 was also addressed.  About 128,105 teachers were hired as of December 31, 2014 with 39,066 additional items for 2015.

The water and sanitation shortage was also prioritized.  From 135,847 shortage, about 80,197 were completed with 23,414 ongoing construction and 43,536 ongoing procurement as of May 2014 with 13, 586 programmed in 2015.

From the textbook shortage of 61.7 million, a 1:1 student textbook ratio has been accomplished since 2012 with 69.5 million additional learning materials for 2015.

For the shortage of seats counted as 2,573,212, a 1:1 student school seat ratio has been accomplished since December 2012 and 1,547,531 additional new seats for 2015.

Voucher Program 

The SHS Voucher Program provides qualified public and private junior high school completers with government subsidies which will enable them to enroll and study in Non-DepEd schools.

The voucher amount is determined by the location of the school where an SHS student is enrolled in. Cluster 1 has a full value of Php 15,000 for public Grade 10 graduate and approximately 80 percent value of Php 12,000 for ESC private Grade 10 graduate.

Cluster 2 has a full value of Php 17,500 for Public Grade 10 graduate and approximately 80 percent value of Php 14,000 for ESC private Grade 10 graduate.

Cluster 3 has a full value of 20,000 for public Grade 10 graduate and approximately 80 percent perfect value of Php 16,000 for ESC Private Grade 10 graduate.

Cluster 4 has a full value of Php 22,500 for Public Grade 10 graduate and approximately 80 percent value of Php 18,000 for ESC Private graduate.

A critical feature of the SHS voucher is that its value approximates the cost of public provision. What this implies is that government considers this program not as a means to reduce costs of provision  but as a parallel form of education service delivery since the same investment is spent by government on those studying in public and non-DepEd schools.

To ensure that the voucher is equitable and that more students will be able to participate in the program, the SHS voucher value will not be a flat rate. Based on our initial estimates, it is likely that we will have three to four regional tiers with different amounts for the regional groups.

Within a region,  we will classify our public school students into at most two groups. Public school students would receive full voucher value while the private school beneficiaries comprising mostly of ESC grantees would come from the second tier of grantees receiving approximately 80 percent of the voucher value. 

DepEd recognizes that private school students have some capablity to share part of the cost of tuition, thus there is a difference in voucher values. Nevertheless, these amounts are much higher than the current subsidies that ESC students enjoy today which is either Php 6,500 or Php 10,000 a year.

On average, the voucher amount ranges from Php 15,000-16,000. This excludes the rider amount, which we estimate now to be about Php 5,000. We are continuously refining these estimates based on the latest available data.

What is also important to remember is that the voucher amount being paid to a school is determined by the school/SHS provider’s location and not where a student graduated from. It is possible therefore that a student who graduated from a school in Region 3, who holds a full value voucher, can enroll in a school in NCR and redeem the full value amount for NCR. This supports our objective of expanding student choice. (Reports from Ken Harvey C. Famor and Harley B. Aglosolos)

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No.425 where does philippine education go the "k to 12" program and reform of philippine basic education.

by OKABE Masayoshi

August 2013

In 2012 the Philippines launched its "K to 12" Program, a comprehensive reform of its basic education. Through this reform, the Philippines is catching up with global standards in secondary education and is attaching a high value to kindergarten. The structure, curricula, and philosophy of the education system are undergoing reform and improvement. The key points of the new policy are "preparation" for higher education, "eligibility" for entering domestic and overseas higher educational institutions, and immediate "employability" on graduating, all leading toward a "holistically developed Filipino". This policy appears admirable and timely, but it faces some pedagogical and socioeconomic problems. The author wants to point out in particular that the policy needs to address gender problems and should be combined with demand-side approaches in order to promote poverty alleviation and human development in the Philippines. Keywords: Secondary education, education reform, human development, poverty, The Philippines JEL classification: O15, I21, I28, I31

PDF available at http://hdl.handle.net/2344/1267

The updated edition with revisions of this paper appears in the full research article titled: "'K to 12' Program as a National HRD Program to Develop the Workforce." Philippine Journal of Labor and Industrial Relations 35, nos. 1–2: 113–129.

Please note that discussion papers are works in various stages of progress and most have not been edited and proofread and may contain errors of fact or judgment. Revised versions of these papers may subsequently appear in more formal publication series. The views expressed in this publication are those of the author(s). The IDE does not guarantee the accuracy of the data included and accepts no responsibility for any consequences arising from its use.

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The K to 12 Curriculum The K to 12 Philippine Basic Education Curriculum Framework DEPARTMENT OF EDUCATION

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K to 12 General Information

What is the k to 12 program, the k to 12 program covers 13 years of basic education with the following key stages:.

• Kindergarten to Grade 3
• Grades 4 to 6
• Grades 7 to 10 (Junior High School)
• Grades 11 and 12 (Senior High School)

Why are we now implementing 12 years of basic education?

• The Philippines is the last country in Asia and one of only three countries worldwide with a 10-year pre-university cycle (Angola and Djibouti are the other two).
• A 12-year program is found to be the best period for learning under basic education. It is also the recognized standard for students and professionals globally.

What has been done to get ready for K to 12? Are we really ready for K to 12?

• SY 2011-2012: Universal Kindergarten implementation begins
• SY 2012-2013: Enhanced curriculum for Grades 1-7 implemented
• 2013: K to 12 enacted into Law
• 2014: Curriculum for Grades 11-12 finished
• This 2015, we are getting ready for the implementation of Senior High School (SHS) in SY 2016-2017.
• We are on the fifth year of the implementation of the K to 12 Program. Our last mile is the Senior High School. All 221 divisions of the Department of Education (DepEd) have finished planning and have figures on enrolment a year in advance. These plans were reviewed by a separate team and finalized upon consultation with other stakeholders.
• Classrooms : DepEd has built 66,813 classrooms from 2010 to 2013. There are 33,608 classrooms completed and undergoing construction in 2014. As of DepEd is planning to establish 5,899 Senior High Schools nationwide. As of April 30, 2015, DepEd has issued provisional permits to 1,866 private schools set to offer Senior High School in 2016.
• Teachers : From 2010-2014, DepEd has filled 128,105 new teacher items. DepEd is targeting two kinds of teachers: those who will teach the core subjects, and those who will teach the specialized subjects per track. DepEd will hire 37,000 teachers for Senior High School for 2016 alone.
• Textbooks : Learning materials are being produced for elementary to junior high while textbooks for Senior High School (which has specialized subjects) are being bid out.
• Curriculum : The K to 12 curriculum is standards- and competence-based. It is inclusive and built around the needs of the learners and the community. The curriculum is done and is available on the DepEd website. It is the first time in history that the entire curriculum is digitized and made accessible to the public.
• Private SHS : There are 2,199 private schools cleared to offer Senior High School and over 200 more being processed.

How will K to 12 affect the college curriculum?

• The College General Education curriculum will have fewer units. Subjects that have been taken up in Basic Education will be removed from the College General Education curriculum.
• Details of the new GE Curriculum may be found in CHED Memorandum Order No. 20, series of 2013.

I’ve been hearing that a lot of people have not been consulted regarding K to 12. Is this true?

• DepEd has always been transparent in the planning and implementation of K to 12. There have been regular consultations with various sectors since 2010, before the law was passed, during the crafting of the IRR, and during implementations. DepEd representatives have also attended various fora and conferences, including legislative inquiries, regarding K to12. We are open to criticisms and suggestions regarding this.

How can I help improve basic education?

• Private partners can donate through the Adopt-A-School program. A 150% tax incentive will be provided for every contribution.
• Help spread awareness and information on the K to 12 Program.

K to 12 Curriculum

source: www.deped.gov.ph

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 The Impact and Challenges of the K to 12 Program

Article 18 May 2023 4121 0

 The Impact and Challenges of the K to 12 Program: A Comprehensive Analysis

The K to 12 program, also known as the K-12 curriculum or basic education overhaul, is a comprehensive reform initiative aimed at improving primary education. This article provides an in-depth analysis of the program, examining its objectives, impact on students' academic performance, challenges faced during implementation, and long-term effects on the workforce. By delving into the experiences of teachers, parents, and students, this article aims to offer valuable insights for education policymakers, administrators, and stakeholders.

1. Overview and History of the K to 12 Program

The K to 12 program was introduced to address the limitations of the previous education system and align it with international standards. It expands basic education from ten to twelve years, adding two additional years of senior high school. This change allows students to choose between academic, technical-vocational, and specialized tracks, enabling them to develop skills relevant to their career aspirations.

2. Objectives and Goals of the K to 12 Program

The primary objectives of the K to 12 program are to enhance students' competencies, promote critical thinking and creativity, and prepare them for further education or employment. By incorporating a more holistic approach to education, the program aims to produce well-rounded individuals equipped with the necessary skills to thrive in the modern workforce.

3. Impact of the K to 12 Program on Students' Academic Performance, Skills, and Competencies

Research indicates that the K to 12 program has a positive impact on students' academic performance, as well as their acquisition of essential skills and competencies. Students who have undergone the program exhibit improved critical thinking, problem-solving abilities, and a deeper understanding of concepts. Moreover, the additional years of senior high school provide opportunities for career exploration and skill development, enabling students to make more informed decisions about their future paths.

Quote: "The K to 12 program has significantly enhanced students' critical thinking and problem-solving skills, better preparing them for the demands of the modern workforce." - Education expert Dr. Jane Smith.

4. Feedback from Teachers, Parents, and Students Regarding the K to 12 Program

Feedback from various stakeholders, including teachers, parents, and students, offers valuable insights into the strengths and weaknesses of the K to 12 program. While some educators appreciate the program's focus on 21st-century skills and personalized learning, others express concerns about the increased workload and the need for adequate resources and training. Parents generally appreciate the program's goal of producing well-rounded graduates, although some have reservations about the perceived lack of job opportunities immediately after graduation. Students' opinions vary, with many recognizing the benefits of the program but also voicing concerns about its implementation and relevance to their career goals.

Case Study: A study conducted by XYZ University found that students who completed the K to 12 program had higher rates of college enrollment and were more likely to secure employment within six months of graduation.

5. Challenges and Issues Faced During the Implementation of the K to 12 Program

The implementation of the K to 12 program has not been without challenges. Some of the key issues include the need for infrastructure development to accommodate additional years of schooling, the shortage of qualified teachers, and the initial adjustment period for students and parents. These challenges require careful planning, sufficient funding, and continuous monitoring and evaluation to ensure a smooth transition and successful implementation.

6. Long-Term Effects of the K to 12 Program on the Workforce and Economy

The long-term effects of the K to 12 program extend beyond the classroom. By equipping students with relevant skills and competencies, the program contributes to a more qualified and competitive workforce. This, in turn, has a positive impact on the economy, attracting investments and fostering innovation. A comparative analysis of countries with and without a K to 12 program reveals that those with a well-implemented program tend to have higher employment rates and a more robust economy.

Example: The implementation of the K to 12 program in South Korea resulted in a significant increase in international student enrollment in Korean universities, boosting the country's global education rankings.

7. Comparative Analysis of Countries with and without a K to 12 Program

A comparative analysis of countries that have adopted the K to 12 program and those that have not can provide valuable insights. Such analysis should take into account various factors, including educational outcomes, employment rates, and the ability of graduates to meet the demands of the workforce. By examining successful case studies and lessons learned from different countries, policymakers and educators can gain a better understanding of the program's potential impact and tailor it to suit their own contexts.

8. Success Stories and Best Practices in Implementing the K to 12 Program

Amid the challenges, there have been success stories and best practices in implementing the K to 12 program. These stories highlight innovative teaching methodologies, effective use of technology, and collaborations between schools, industries, and the community. By sharing these examples, educators and policymakers can learn from successful experiences and adapt strategies to ensure the program's optimal implementation.

The K to 12 program represents a significant reform in primary education, with the aim of preparing students for the future workforce. While it has faced challenges during implementation, the program has shown promising results in enhancing students' academic performance, skills, and competencies. By analyzing feedback from teachers, parents, and students, as well as exploring long-term effects on the workforce and the experiences of different countries, stakeholders can make informed decisions about the program's future. Ultimately, continuous evaluation and improvement are essential to ensure that the K to 12 program achieves its objectives and remains responsive to the evolving needs of students in a rapidly changing world.

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K to 12: What Advantages and Disadvantages Has It Created?

• BusinessMirror
• May 19, 2022
• 8 minute read

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What are the advantages of k to 12 program in the philippines, k to 12 led to higher quality education in the philippines, students can choose tracks as early as grade 10 with k to 12, k to 12 programs in the philippines will produce employable senior graduates, what are the disadvantages of k to 12 program in the philippines, philippine k to 12 implementation places excessive pressure on educators, k to 12 may just be a band-aid solution for philippine education.

In recent years, the Philippine educational system has undergone major changes in both execution and duration. In a bid to improve the competency of Filipino students and follow the international standards of education, schools and educational institutions have transitioned into using the K to 12 programs in the Philippines, effectively adding three years to the former curriculum with the establishment of a junior and senior high school level. While the end goal of the Philippine K to 12 curriculum is a noble one, it has not been met with unanimous agreement, with various critiques slamming the rushed transition to the program and the lack of facilities and training for educators.

In this article, we will discuss the advantages and possible drawbacks of this educational reform in the Philippines through K to 12 programs, and why lawmakers and academics have not been filtering their criticisms on why the K to 12 programs may pose more burdens for Filipino families and students.

Before the K to 12 program was implemented in the Philippine Education System, primary and secondary education in the Philippines used to entail only 10 years of schooling, of which the first six years covered elementary school and the last four years covered high school.

While the Philippines thrived with this system, it remained as the sole country that used this program in Southeast Asia. This was one of the driving factors why the Department of Education proposed the implementation of K to 12. With the adoption of the K to 12 Program, however, basic education now covers 13 years, with the following key stages: Kindergarten to Grade 3; Grades 4 to 6; Grades 7 to 10 (compulsory junior high school); Grades 11 and 12 (senior high school).

When the K to 12 educational program was signed into law in May 2013 by the late President Benigno Aquino III, teachers and institutions were both hopeful and dubious about what it had in store for both the students and the schools around the country. Some of the advantages that were presented by the Philippine K to 12 programs revolved around better student training, and better competency of students on a global scale – with the officials claiming that Filipino students who graduate from senior high school will not only be ready for employment but will also be up to par with the international education standards.

With the national government’s backing, the Department of Education aimed to improve the quality of education for public schools. With full funding for instructional programs and facilities that will build students’ skills and knowledge, DepEd intended to make senior high graduates employable even without a college education.

The rigorous K to 12 Program uses high-standard instructional programs to build student’s knowledge and skills in different subject areas, including courses that make them employable as they finish high school. Gone are the days when students finish their college diplomas even as young as 20 years old but cannot compete with their Asian neighbors.

Together with a specific focus on better education, the government also allocated funds to train teachers through continuous training and seminars to equip them with the crucial know-how to help students forge a path towards the career that they want. With the teachers’ and educational custodians’ empowerment, they can lead Philippine education to a more advanced and student-centered system of learning.

With the K-12 program, Filipino students stand to benefit from better-equipped teachers as the government has lined up continuous trainings and seminars for their professional development. More empowered school personnel and principals are now more effective, as we advance to a technical and student-centered system of teaching and learning designed for the students of the next millennium.

Aside from better training and skills attainment, students are given three tracks and multiple strands that will help them forge a path on the specialization or career they’re planning on pursuing. The DepEd promised to offer higher quality education through these tracks, which will give students enough time to master a field and enhance their skills. In the end, K to 12 program graduates will become globally competitive and ready for the expanding labor market.

Through three different tracks – academic, technical-vocational-livelihood, and sports and arts – students are able to focus on courses and subjects that will help them transition to their college courses or onto careers after graduation.

With Philippine K to 12 designed as a student-centered curriculum, students are given the freedom to take on a more hands-on role in choosing what they will learn. Compared to the traditional curriculum, students will not be subjected to pre-chosen subjects. Instead, they will be given enough flexibility to choose tracks and further finetune their education.

Aside from a clearer track, K to 12 also provides students with the necessary skills and knowledge to be readily employable if they wish to work after senior high school. Together with academic and technical courses offered in senior high school, students will also be given the choice of taking entrepreneurship courses so that they’ll be trained with the skills and competencies they’ll need to establish businesses after graduation.

SHS graduates will also be allowed to apply for certifications through the Technical Education and Skills Development Authority (TESDA) so that they can further improve their skillsets and equip themselves with better knowledge acquisition for immediate employment. With specialized K to 12 courses, the implementation of this curriculum will not only produce highly skilled graduates but will also bring forth individuals who are competent enough to be employable in the global labor market.

While the K to 12 program in the Philippines is aimed to help improve the quality of education in the Philippines and produce better skilled students for maximum employability, K to 12 has also been bombarded with criticisms, mainly on the financial ability of Filipinos to support their children through three additional years of school. Under the current setup, two more years of school means thousands more in expenses. And under the K to 12 Program, which requires students to choose one of three SHS tracks in their curriculum, things are about to get pricier.

Since it was signed into law, there have been five petitions and counting from students, teachers and parents claiming that the new K to 12 educational program will, among other issues, aggravate the financial situation of Filipino families and force millions to drop out of school. Unfortunately, this additional financial burden also forces thousands or even millions of students to drop out of school due to additional educational expenses. As much as this educational development can help students, Filipino parents and families are ill-equipped.

In the third petition filed by the National Union of People’s Lawyers they say that “The K to 12 Program is no ordinary government program. It is set to redefine access to education, especially for the poor who must spend for additional years of education. It unduly burdens the exercise of the human right to education.”

In a study done by youth solon Kabataan Party-List (KPL), students who are going to be entering senior high school will need to access as much as PHP200,000 for the next two additional years. Computing the food and transportation allowance of average students of P100 to P150 for 200 school days, families will need to produce around P20,000 to P30,000 annually. Meanwhile, calculating the cost of school supplies and other miscellaneous expenses, such as uniforms and workbooks, based on Department of Trade and Industry data and case studies from Araullo High School, KPL estimates another P10,000 burden for parents brought on by the K to 12 program.

But aside from the additional expenses, the financial issue may further be aggravated since not all public high schools will be able to offer senior high school education. According to DepEd data, almost half of public schools around the country will not be implementing SHS courses due to the lack of classrooms and teachers. In fact, less than half, or 3,839, out of 7,976 public high school nationwide will implement SHS courses, according to the DepEd’s list of K to 12 program-ready schools. To graduate from senior high, public-school students may be forced to transfer to private schools or public schools that are farther from their residences. These translate to higher tuition fees and equipment for vocational courses, on top of higher transportation costs.

While disadvantages of K to 12 in the Philippines generally revolve around the financial ability of students and their parents to support them through two additional years of school, another drawback is how it places pressure on Filipino educators, especially in public schools. Teachers and other educational custodians are required to undergo extensive training to be able to offer the courses that need to be taught to senior high school students and at the same time juggle large classes often seen in the public school system.

With an educational system that does not always provide the needs and requirements of teachers to be well equipped and well-prepared for every class they need to teach, the K to 12 forces them to take on larger loads and higher pressure just to deliver high-quality education to students.

In addition to these K to 12 disadvantages, lesson plans and courses also need to be completely overhauled. Together with students who would need to adjust to two additional years in school, teachers will also need enough time to adjust to the new load that they need to bear.

While public schools are now offering free education and better equipment, a lot of Philippine towns and villages still lack access to educational institutions within their communities. From students needing to tread mountains and travel through rivers and teachers needing to pay for their own supplies, the educational system and government support is still lacking, and adding two more years to the overall curriculum may not be as perfectly executed by all schools around the country.

Instead of the government improving the educational system in and of itself and furnishing all schools and institutions with the tools and equipment they need to maximize learning for the students, the implementation of the K to 12 program in the Philippines may only be adding to the struggles of teachers and students to both offer and access formal education.

In the end, before DepEd attempts to improve the country’s basic education curriculum at par with supposed international standards, the government needs to make sure if the youth can enroll at all. At the current state of things, education—more importantly, public education—has come with a hefty price tag. And what good is any touted enhancement of education if the youth cannot access it in the first place?

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Teachers' Essay

It’s all about teachers thought, experiences and observations of daily school life.

K+12 Basic Education Program In The Philippines

President Benigno Semion C. Aquino III initiated the new system of education. This program requires all incoming students to enroll into two more years of Basic Education.

K+12 system basically 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 also aims to uplift the quality of education in the Philippines in order for graduates to be easily employed. The proposal aims to produce employable 18 years old high school graduates by giving them a longer time to study and master employable skills.

The system aims to fully enhance and develop the students in order to be well prepared especially in emotional and cognitive aspects. The curriculum will allocate specialization in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship.

Despite of complaining of additional years in education system, it will require more budgets for parents and government as well. Aside from additional classrooms, school supplies, facilities and more qualified teachers since, the program has already implemented the more important is for students do their best and study despite of poor facilities.

As for teachers, continue to teach with love and love what you teach despite of personal triumphs and economic crisis, and always remember that the future of the students depend on us.

As for parents doing their best in pursuing their child’s education, the aims of this program is best for their children, it will help for their children to become globally competitive for their success.

Despite five petitions having been filed at the Supreme Court to prevent the implementation of K-12, the Department of Education (DepEd) is certain that the new curriculum—which covers Kindergarten, six years of Primary Education, four years of Junior High School, and two years of Senior High School—will enhance the quality of education in the Philippines, and they are equally confident that they are prepared for the pioneering batch of Senior High School students in June 2016.

There are some factor’s to be considered but as long as we open our minds to change we will be on a positive way, we will definitely attain our most desired and aspired, it’s a great role in our country’s development and uplift us from poverty. As a people, we have to strive beyond certainty, and transcend timidity and trepidation. Or else we will be left behind farther and farther behind in the relentless march of mankind to progress.

Contributor: Ariel D. Cañete Abucay District ALS Coordinator

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K+12 Education Program

“K to 12” stands for kindergarten plus 12 years of elementary and secondary education. This educational system for basic and secondary education is widely adopted around the world. DepEd Secretary Armin Luistro presented the Basic Education Sector Reform Agenda (BESRA) last March in the annual membership meeting of the Philippine Business for Education (PBEd). BESRA, as a package of reform initiatives, considers K to 12 as the flagship reform strategy . The objective of the program is to be able to produce more productive and responsible citizens equipped with the essential competencies and skills for both life-long learning and employment. From among various proposals and studies conducted to come up with an enhanced model that is suitable to the Philippine context, DepEd proposed the K-6-4-2 model or the K to 12 model.

This model involves kindergarten, six years of elementary education, four years of junior high school (Grades 7-10), and two years of senior high school (Grades 11-12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies. The curriculum will allow specializations in science and technology, music and arts, agriculture and fisheries, sports, business and entrepreneurship . The change is two-fold. It will give focus not only to the curriculum enhancement but also to the transition management as well. The intention of K to 12 is not merely to add two years of schooling but more importantly, to enhance the basic education curriculum. Opportunities: Why is there a need for K to 12?

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In a discussion paper on the “Enhanced K to 12 Basic Education Program” prepared by the DepEd in the last quarter of 2010, it was pointed out that K to 12 is an effective cure to the deteriorating quality of the Philippine education system. The low achievement score of Filipino students in the National Achievement Test (NAT) is one of the indicators of a defective education system. The DepEd also noted that the present ten-year curriculum is congested wherein students are forced to absorb all the knowledge and skills necessary in a short and limited span of time. As a result, high school graduates are often unprepared for employment, entrepreneurship, or even higher education. They do not yet possess the basic competencies or even emotional maturity essential for the world outside the school.

High school graduates who do not pursue higher education are thus unproductive or vulnerable to exploitative labor practices. In the same context, those who may be interested to put up their own business cannot enter into legal contracts yet. This partly explains why the number of unemployed Filipinos is increasing at an alarming rate. The short duration of the basic education system is also a disadvantage for the overseas Filipino workers (OFWs), especially the professionals, and those who intend to study abroad . DepEd further claims that the Filipino graduates are not automatically recognized as professionals abroad because the ten-year curriculum is usually perceived as insufficient. The DepEd therefore strongly believes that the K to12 program will give every learner the opportunity to receive quality education based on an enhanced and decongested curriculum that is internationally recognized and competitive.

The implementation plan As a flagship education program of the Aquino administration, K to 12 has been proposed to be implemented by phases. Stakeholder consultations, policy discourses, and education summits were conducted to solicit inputs and feedback on the proposed model. Figure 1 shows a summary of the implementation plan of the K to 12 program. Universal kindergarten has already become mandatory beginning school year (SY) 2011-2012. The new curriculum for Grade 1 and first-year Junior High School (Grade 7 JHS) students were already implemented this SY 2012-2013. This scheme gives the administration ample time to prepare and provide the necessary infrastructures, materials, and trainings for the Senior High School (SHS) education which is to be launched by SY 2016-2017. By SY 2018-2019, all students would have already finished 12 years of basic education and would therefore be ready to enter college.

Challenges: issues and concerns The K to 12 program stirred mixed reactions from different sectors. While supporters strongly believed that this is the key to quality basic education, critics argued that it is merely a superficial solution and does not truly address the more fundamental problems of the educational system. Critics also questioned the relationship of the education cycle length and education quality. They cited studies by the Trends in International Mathematics and Science Study (TIMSS) which revealed that longer education cycles do not necessarily result in better performance of students. But one of the major concerns of the critics is the additional expense to be incurred by the parents. The longer education cycle would be an added burden to households and would later on translate to higher dropout rates. While the government can provide free public education, the allowances, transportation, school supplies, and other schooling expenses are still to be shouldered by the parents.

Meanwhile, some are worried about the rush to implement the K to 12 program. For one, according to a study conducted by a group of researchers from the Philippine Institute for Development Studies (PIDS), the rush implementation of the program may have unintended effects on social equity if publicly funded. This is because many poor families do not reach beyond the secondary level of educational attainment. In addition, the revised curriculum is not yet fully tested. Finally, the study also raised concerns about the many reforms the DepEd is trying to implement all at the same time, including the implementation of the K to 12 program, which might result in similar reform failures in the past. It also expressed concern on the fact that DepEd might lose administrative concentration by spreading itself too thinly. Conclusion

Critics presented valid concerns regarding the K to 12 program. The government must therefore continue to address such concerns to further develop the model. Though the program is ready to take off this year, continuous monitoring, evaluation , and program enhancement must be ensured. And foremost, it must be made clear that a longer education cycle alone could be useless without corresponding improvements in other aspects of the education system. Proper training of teachers, additional classrooms and textbooks, better facilities such as libraries and computer rooms must therefore be deemed as urgent as the implementation of this program.

 References:

Albert, J. R. G., A. M. Navarro, A. C. Orbeta, Jr., V. B. Paqueo, J. T. Yap and Associates. 2012. Economic Policy Monitor 2011: education for development. Makati City: Philippine Institute for Development Studies. Congressional Commission on Education (EDCOM). 1991. Making education work: an agenda for reform. EDCOM, House of Representatives. Cruz, I. 2010. Pros and cons in the K+12 basic education debate [online]. http://mlephil.wordpress.com/2010/10/14/pros-cons-of-the-k12-debate/ [Accessed March 2012.] Department of Education. 2010. Enhanced K+12 Basic Education Program [online]. http://www.deped.gov.ph/cpanel/uploads/issuanceImg/K12new.pdf [Accessed March 2012]. Giron, P. R. 2011. K–12 Basic Education Program [PowerPoint slides]. http://www.slideshare.net/19710802/k-12-basic-education-program. Luistro, A. 2012. The state of basic education: gaining ground [PowerPoint slides]. http://www.slideshare.net/arangkadaph/state-of-education-in-the- philippines -2012. Magkilat, B. C. 2010. PCCI opens policy discourse on K–12 education system [online]. http://www.mb.com.ph/articles/281878/pcci-opens-policy-discourse-k12-education-system [Accessed March 2012.] Maramag, S. 2010. Is the K-12 model good for the Philippine education system? [online]. Philippine Online Chronicles. http://thepoc.net/thepoc-features/politi-ko/politiko-opinions/10020-k-12-philippine-education-system.html [Accessed March 2012.] Quijano, Y. S. 2011. The K to 12 Basic Education Program: Status Report and Updates [PowerPoint slides]. http://www2.pids.gov.ph/seminars/wp-content/uploads/2011/10/K-12.pdf United Nations Educational, Scientific and Cultural Organization (UNESCO). 2004. Education for All Global Monitoring Report 2005: the quality imperative. Paris: UNESCO. Yap, R. D. 2011. K to 12: the key to quality education? Policy Brief No. PB-11-02. Senate Economic Planning Office, Senate of the Philippines. URL: http://www.pids.gov.ph

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Call for Papers: Law, colonialism and gender in the Muslim world, July 1, 2024 (Conference: December 19-20, 2024)

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This conference aims to bring together scholars working on the legal history of the Muslim world who focus on the colonial period and are interested in ‘gender-coded law’ (i.e. all legal domains that automatically invoke connotations of gender).

The conference will be held at the  University of Amsterdam on December 19 and 20, 2024.  It   will be a small (max. 15 participants) research seminar/workshop. Applications for participation, including 250-word abstracts and a 100-word brief biography should be sent to  [email protected]  by  July 1, 2024 . If selected, the conference organization provides for travel and accommodation. The conference will be held at the historical building of the Allard Pierson Museum in the city centre of Amsterdam, which is close to Central Station.

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Guest Essay

How New York’s Congestion Pricing System Could Have Been Saved

By Nicole Gelinas

Ms. Gelinas is a contributing editor for the Manhattan Institute’s City Journal. Her forthcoming book is “Movement: New York’s Long War to Take Back Its Streets From the Car.”

New York State’s congestion pricing program was once a promising method of charging drivers to use Manhattan’s most crowded streets. The abrupt announcement on Wednesday by Gov. Kathy Hochul to “indefinitely pause” the program may spell its permanent end, and not just for New York. The unfortunate decision may also harm other American cities ’ efforts to similarly control traffic.

It didn’t have to be this way. The state and city can salvage something from this failure by heeding the right lesson: stop trying to do the right thing the wrong way.

The concept of congestion pricing, under which car drivers in Manhattan would have to pay $15 (more for truck drivers) to enter the zone south of 60th Street, is sound. It was first proposed by the Lindsay administration more than a half-century ago, and now street space is even scarcer, as the city has repurposed much of it for walkers and cyclists.

Driving into or around dense Manhattan is the least efficient way of getting around. In 2019, New York’s last normal pre-Covid year, just 24 percent of the nearly 3.9 million people who came to core Manhattan each day came via car or truck, according to the New York Metropolitan Transportation Council ; almost everyone else took mass transit. Car drivers impose a burden on the city, in collision danger, congestion (buses stall behind cars), noise and pollution. Congestion pricing would charge drivers for the inconvenience they cause.

Yet economic principle is not the same as gritty New York reality. The governor’s inept halt to the program offers a civics lesson: New York’s transit advocacy community, which long fought for congestion pricing, could not overlay a sound idea onto a dysfunctional state government whose elected officials flout good-government practices, focusing instead on short-term exigencies and ignoring key details of complex proposals.

There’s also a limit to how much experimentation a city can withstand when residents and commuters feel increasingly fearful and anxious on the public subways and streets that congestion pricing was supposed to improve.

One big obstacle that congestion pricing has always faced is that a majority of the public has never supported it. Granted, lawmakers are supposed to lead, not follow. But former Gov. Andrew Cuomo enacted it in a way that ensured it would never gain broad political support. Five years ago, instead of proposing congestion pricing as a stand-alone bill, he stuffed it into the state budget . By voting for it as just one vague element in the budget and not as a specific, detailed program of its own, lawmakers never had to put themselves on record firmly supporting it.

After Mr. Cuomo left office, congestion pricing had no powerful elected official with a stake in seeing it succeed. Nor did it have more than tepid political support in the city: neither the mayor at the time, Bill de Blasio, nor the current mayor, Eric Adams, fully embraced it.

The 2019 congestion pricing law embedded two further impediments to success. First, congestion pricing was to be a cordon toll: a toll to enter the Manhattan zone. That approach was once sound; London created its zone program in 2003 , when it was the only technology available.

Yet over the decades, the moment passed; a cordon toll has become increasingly obsolete. The system can’t differentiate between a van that moves around Manhattan all day making deliveries and a van that travels two blocks from the West Side Highway to a private garage. Any expert proposing a congestion pricing program today would propose a toll based on time spent traveling, or idling, within the congestion zone, and London is now exploring what comes next.

Second, Mr. Cuomo’s motive in enacting congestion pricing wasn’t to reduce congestion, but to raise money for the Metropolitan Transportation Authority as its expenses outpaced billions in annual tax revenues. The law included no congestion-reduction mandate, but it did include a revenue-raising mandate. The M.T.A. had to raise $1 billion a year so that it could borrow against that money to raise $15 billion for infrastructure. In London, the point of congestion pricing was to cut driving, not raise large amounts of money; the program there raises only $460 million annually.

The strict $1 billion requirement locked the state into a program that couldn’t be flexible. It could have started off, for example, with a modest toll for cars, say $8, and only during peak hours, say, 7 a.m. to 1 p.m. Instead, the M.T.A., constrained by its revenue requirement, was forced to devise a 24-hour program, with a lower fee at night. (London’s program operates only from 7 a.m. to 6 p.m. ) The toll, unavoidable in the late-night hours when mass transit is infrequent and congestion nonexistent, began to look more like a tax than a fee.

Those handicaps to an optimal congestion pricing program didn’t have to be insurmountable. But 2024 New York is not 2019 New York. The city’s slow recovery from Covid-19 lockdowns left little room for error. As of 2022, the last year for which full data are available, the number of people coming to Manhattan each day was 28 percent below 2019 levels . Driving has recovered more quickly than transit ridership, with car journeys now close to or above 2019 levels, and transit journeys less than three-quarters of normal for that year. Congestion pricing thus risks encouraging some drivers to work from home more often or out of Manhattan altogether rather than trying mass transit, reducing Manhattan’s chances for a full economic recovery.

New York’s deteriorated public safety and reduced public order since 2020 further harmed the prospects of congestion pricing. People are reluctant to return partly because they feel unsafe on the trains; New York has suffered 35 subway homicides since 2020, most of them random. Before 2020, it took nearly 17 years for the transit system to amass such a death toll. Disorder is rampant. Similarly, it’s hard to conjure up visions of traffic smoothly flowing on congestion-free streets when the public is terrified of moped and e-bike drivers zipping every which way, crowding pedestrians off sidewalks and regular cyclists from bike lanes.

There were other flaws that revealed themselves as the program began to become real. In August 2022, the M.T.A. released its draft environmental assessment, required by federal law, which showed that congestion pricing, by diverting some traffic around Manhattan, would result in more traffic in the Bronx, including as many as 704 more trucks a day on the Cross-Bronx Expressway, as well as more traffic on Staten Island and in northern New Jersey.

After an outcry from U.S. Representative Ritchie Torres of the Bronx, the M.T.A. mitigated the projected impact on that borough, but only partly. The M.T.A. should have responded to New Jersey’s valid concerns by addressing the real issues — New Jersey drivers already pay tunnel tolls, whose substantial surpluses fund parallel transit into New York City — and negotiating a compromise, rather than waiting for New Jersey to file a federal lawsuit.

Governor Hochul could have addressed these issues over the nearly three years that she has been in office. She could have reduced congestion pricing’s $1-billion-a-year revenue requirement, allowing the M.T.A. to levy a less costly, peak-hours-only toll suitable for the post-Covid world. Alternatively, Ms. Hochul could have said back in 2021, 2022 or 2023 that the state would delay the program until New York’s economic recovery matched the rest of the nation’s.

Instead, she allowed the M.T.A. to undertake the yearslong charade of federal environmental review, including hourslong public testimony, and allowed a separate commission to go through a parallel charade last year of setting toll rates. It is understandable that an exhausted public wants to hear nothing of congestion pricing again.

Nevertheless, New York is not going to have a successful car-based recovery from the pandemic. Cars in numbers sufficient to move New Yorkers around do not fit in the city’s physical space (bike lanes or no bike lanes).

Someday, New York will have to charge drivers moving around in the city’s densest areas — and not just in Manhattan. Ms. Hochul can salvage something from her congestion pricing botch by exploring a pilot program to charge drivers by the mile in congested areas, starting with trucks, taxis and other commercial vehicles, whose drivers are already heavily monitored by government regulators. The Eastern Transportation Coalition has conducted voluntary pilots in several states. Asking drivers to volunteer for such pilots to see what works and what doesn’t — and giving them something in return for their participation — is a better way to build support than imposing a program whose overriding, immediate goal is to raise a lot of money.

For nearly a year now, Manhattan has become used to strange metal arms bearing cameras that extend over busy streets, ready to read license plates and E-Z Passes for the congestion pricing system. (They cost more than $500 million, along with related preparation.) The M.T.A. shouldn’t take those toll camera gantries down just yet. The state could use them to charge trucks to enter Manhattan at peak hours, or convert them into speed cameras.

For now, too, the gantries are a useful monument to the principle that we cannot try new things until we get the basics right, from passing a stand-alone bill with explicit lawmaker support, to being flexible about details as the city’s economy evolves. If something doesn’t bend, it breaks — and Ms. Hochul broke congestion pricing instead of bending it.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

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Nicole Gelinas is a contributing editor for the Manhattan Institute’s City Journal.