Implementation and Transition Management

Program implementation will be in phases starting this June for SY 20122013. Grade 1 entrants
in SY 20122013 will be the first batch to fully undergo the program, and incoming first-year
high school students (or grade 7) in SY 20122013 will be the first to undergo the junior high
school curriculum. To prepare teachers for the new curriculum, a nationwide summer training
program for about 140,000 grades 1 and 7 public school teachers will be held in May. The
Department of Education (DepEd) is also working with various private school associations to
cover teachers in private schools. To facilitate the transition from the existing ten-year basic
education to 12 years, the DepEd will also implement the SHS Readiness Assessment and K to
12 Modeling.

The K-12 Basic Education Program: Perspectives from the

private schools sector
Written by Ms. Evelyn Angeles

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Private schools across the country are coming to grips with the nuances of the Department of
Education's K-12 Basic Education Program and its implementation this coming school
year. While most schools have long been preparing for this, some are still in a quandary,
especially on the initial steps of managing the transition in terms of curriculum, budget and other
resources, teaching force, clientele, and other details.
However, unlike public schools, this sector of education does not seem to be totally immersed
into this major change in the Philippine Education System. Nevertheless, private schools are
expected to conform to the new program because, accredited or otherwise, they are guided by the
DepEd curriculum. It is reassuring to know that the Catholic Educational Association of the

Philippines (CEAP), the largest organization of private schools in the country, expresses its
support to the K-12 Program.
Some concerns have randomly emerged during orientation sessions and fora on the K-12 Basic
Education Program conducted for CEAP members and other private schools associations. These
are related to curriculum enhancement and transition management.
Curriculum enhancement/decongestion is the central focus of the change. The new curriculum is
redesigned in line with the desired competencies and skills of a K-12 graduate and with the
appropriate learning resources. Deficiencies are filled in and competencies are strengthened
especially in the core areas English, Mathematics, and Science. Unclogged, this uses researchbased practices, quality textbooks, and other resources.
Transition management refers to the carefully sequenced implementation of the plan to ensure
the smooth passage or movement from one facet of change to the other with the least or zero
disruption.
For school administrators, particularly the principals:

K-12

Age

School A

School B

School C

Kinder

5 y/o

K/Prep

K1

K1

Grade 1

6 y/o

Grade 1

K2/Prep

K2/Prep

Grade 2

7 y/o

Grade 2

Grade 1

Grade 1

Grade 3

8 y/o

Grade 3

Grade 2

Grade 2

Grade 4

9 y/o

Grade 4

Grade 3

Grade 3

Grade 5

10 y/o

Grade 5

Grade 4

Grade 4

Grade 6

11 y/o

Grade 6

Grade 5

Grade 5

K-12

Grade 7

12 y/o

Year I

Grade 6

Grade 6

Grade 8

13 y/o

Year II

Year I

Grade 7

Grade 9

14 y/o

Year III

Year II

Year I

Grade 10

15 y/o

Year IV

Year III

Year II

Grade 11

16 y/o

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Year IV

Year III

Grade 12

17 y/o

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Year IV

11 years

12 years

13 years

Most schools, sectarian or otherwise, have the 11-year basic education curriculum, some have
the 12-year, and a few others have the 13-year. How would these schools cope with the two-fold
change in the Basic Education Program of the Department of Education (DepEd)?

Observations/suggested practical solutions

On School A
> Has only one level for preschool that may be attached or unattached to the elementary level;
has almost the same structure as the proposed sans the additional two levels which are
equivalent to the senior high.
Question: Would it be safe for this type of school to follow in toto the plan and timeline of the

DepEd in the implementation of the new program?

Answer: Yes. This type of school should actively take part in the steps that the DepEd is doing
in terms of curriculum enhancement/decongestion and transition management. In addition to the
new curriculum, budgetary concerns might take toll of the coffers of the school to address
hiring and training of new teachers and the retraining of tenured teachers, provision of new
classrooms and the necessary facilities, and the other requirements. To highlight the role of
teachers, the school should produce highly qualified and adequately trained pool.
Like the other schools, this school should have the absolute freedom to enrich its curriculum,
strengthening the core subjects in Grades 11 and 12; should continue to keep permanent records
for the K level, and assessment of students talents and skills should be done early on at Grade 9
for their specializations in the Senior High.

On School B
> Has 12 years of basic education curriculum with two levels of preschool one for five y/o
and the other for six y/o, six levels of elementary or grade school, and four levels of secondary
or high school.
Question: How would this school adjust its curriculum to conform to the K-12 age and
level/grade requirements?
The comparative chart clearly shows that Grade 1 in K-12 (6 y/o) is equivalent to the K2/Prep
of this type of private school; Grade 6 (11 y/o) is first year high school. Following the trend, the
school should fill in or provide for one additional year for senior high.
Again, adjustments in accordance to the aspects of the two-fold change should be considered.
Related work might be a little less massive and less expensive compared to School A. In terms
of curriculum content, the wisest move that this school could do is to observe or follow the
DepEds implementation plan.

On School C
> Has practically 13 years of basic education curriculum inclusive of two levels of preschool, 7
years of elementary, and 4 years of secondary. In terms of quantity, not to mention quality
especially those of accredited private schools, the basic education curriculum of School C
suffices to meet the conditions of the new program.
However, adjustments should be made to align the grade levels with the appropriate age
requirements. In other words, there is no void grade level to provide for, but relabeling of the
different levels such that second preschool level becomes Grade 1, Grade 1 becomes Grade 2,

and so on.
There is, however, a need to review, decongest, enrich, and realign curricular offerings in light
of the new program. This type of school is also required to observe the senior high plan, as well
as the intensive retraining of faculty as assignment of teaching loads become crucial,
particularly those who will be assigned to the last two grade levels. While there is not much
problem on classrooms and teaching force, there is much concern on the vocational-technology
program requirements on facilities.