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K to 12 and the General Education Curriculum

In the following post, Isagani Cruz continues from his previous post,”HEIs and K to 12“.

K to 12 and GEC

By Isagani Cruz
MINI CRITIQUE, The Philippine Star, March 22, 2012

The second fear that Higher Education Institutions (HEIs) have about the K to 12 reform involves teachers who teach subjects in the General Education Curriculum (GEC). Will these teachers lose their jobs?

To understand why there is nothing to fear, we must review the rationale for the current GEC now being used by all colleges and universities in the Philippines. Unlike any other country, the Philippines requires HEIs to offer almost two years of General Education (GE). HEIs in the USA offer only one year of GE. Most HEIs in Europe do not offer even one year of GE.

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K to 12: Daily Inquirer series

As mentioned in a previous post, Daily Inquirer to run series on K to 12″, the following is the first of columnist Queena N. Lee-Chuas effort to throw light on the K to 12 program:

Straight talk on K to 12

Queena N. Lee-Chua

By Queena N. Lee-Chua
Philippine Daily Inquirer

The K to 12 Basic Education Program, a major part of the campaign platform of President Aquino, is also one of the most controversial administration initiatives.

The Department of Education (DepEd), citing Filipino students’ low scores in both national and international tests, and our graduates’ inadequate preparation for work and university, swiftly mobilized resources to pursue the program.

Statistics are dismal. As of school year 2009-2010, National Achievement Test (NAT) passing rates for sixth-grade and fourth-year students were only 69 and 46 percent, respectively.

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K+12: Mastery Learning in Public Schools

Benjamin Bloom

Now that K+12 is certain to get implemented in all public schools starting this coming June (SY 2012-2013), let’s talk about how we can design the curriculum around the concept of “mastery learning” based on Benjamin Bloom‘s Mastery for Learning model. In Mastery Learning, “the students are helped to master each learning unit before proceeding to a more advanced learning task (Bloom 1985) in contrast to conventional instruction. Thus, the students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current one.”  Under the conventional instruction method, the tendency is to cover a lot more topics rather thinly because of time constraints, contributing to the education problems we now have. But before we go deep into the discussion, let’s take a brief look at what “mastery learning” is and is not.

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DepEd Order No. 16, s. 2012: God and the Devil in the details

As a part of that ragtag, passionate but forward-looking advocacy group that campaigned for the landmark DepEd Order No. 74 s. 2009 (DO 74) which institutionalized Mother Tongue-Based Multilingual Education (MTB-MLE), I can’t deny the fact that seeing DepEd Order No. 16 s. 2012 (DO 16) was an awesome Oh-my-God moment — DO 16 actually spells out the implementation of DO 74 starting SY 2012-2013! Of course, how DO 16 will pan out is another story…

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K to 12 and Higher Education Institutions

Mr. Cruz’s column amplifies the dilemma of tertiary institutions, especially those in the private sector which rely heavily on tuition income to stay afloat. This issue was brought into focus by Dr. Jose Paolo E. Campos, president of Emilio Aguinaldo College (EAC) and chairman of the Coordinating Council of Private Educational Associations (COCOPEA) in a previous post, “Schools stand to lose billions in K+12 program.

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HEIs and K to 12

By Isagani Cruz
Mini Critique, The Philippine Star, March 8, 2012

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Higher Education Institutions (HEIs) are understandably anxious about the K to 12 reform. Their concerns center around two major fears: first, the possibility that there will be no incoming first-year students while the first batches of high school students are in Senior High School (SHS or Grades 11 and 12); and second, the possibility that teachers who teach subjects in the General Education Curriculum (GEC) will not have anything to teach when the subjects are moved to SHS.

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DepEd to use 12 languages for June classes

DepEd Order No. 16 s. 2012 issued Feb. 17, 2012, decrees that starting school year 2012-2013, the Mother Tongue-Based-Multilingual Education (MTB-MLE) shall be implemented in all public schools, specifically in Kindergarten, Grades 1, 2 and 3 as part of the K to 12 Basic Education Program. The MTB-MLE shall support the goal of “Every-Child-A-Reader-and-A-Writer by Grade 1.”

Nine hundred twenty-one (921) schools, reportedly, have been modeling MTB-MLE with support from the following: Basic Education Assistance for Mindanao (Beam), Third Elementary Education Program (TEEP), Translators Association of the Philippines (TAP), and Save the Children and the Summer Institute of Linguistics (SIL).

Starting with with the mother tongue or lingua franca in each of 12 initially chosen language areas (Chabacano, Bikol, Cebuano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Maranao, Pangasinense, Tagalog, Tausug, and Waray), MTB-MLE shall be implemented in 2 modes: as a learning/subject area and as a medium of instruction (MOI).

 

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Schools stand to lose billions in K+12 program

In an unintentional potentially wide-ranging, economic fallout — perhaps backbreaking to some – of the projected implementation of K+12 basic education program, private and public tertiary schools (colleges and universities) will, at some stage, not be welcoming the usual wave of high school graduates planning to enroll as freshmen because they will be set back a couple of years to complete the added 2 years of Senior High School mandated by K+12. Not only will these colleges and universities miss those would-be freshmen enrollees, but they will lose tremendous amounts in tuition fees, probably lose the complement in human resources (teachers and staff) who are in place to handle the incoming freshmen who would now have to go to Senior High School instead for 2 more years.

About the only positive thing that I can think of that will come out of this is that this eventuality may help weed out some of the diploma mills which do not have deep pockets to survive the two-year draught.

The following report just accounts for the private schools:

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