A Policy Paper in PA 241

(Public Policy and Program Administration)

An Analysis of the Policy:

K-12 Education Program

Submitted to:

PROF. RODRIGO B. GIDUCOS, MPA

Instructor

Submitted by:

HELEN GRACE A. DE JUSTO

ELMAR JOHN O. DIGAL
GLENNE B. LAGURA
academe group

UNIVERSITY OF SOUTHEASTERN PHILIPPINES

COLLEGE OF GOVERNANCE BUSINESS AND ECONOMICS
Master of Public Administration
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March 31, 2012

I.

Background

Enhancing the quality of basic education in the Philippines is urgent

and critical. Due to that, one of the discussions of DepEd which incurred
last October 2010 is to enhance the basic education program of the
country in a manner that is least disruptive to the current curriculum,
most affordable to government and families, and aligned with
international practice through the K-12 policy.
The poor quality of basic education is reflected in the low achievement
scores of Filipino students. Many students who finish basic education do
not possess sufficient mastery of basic competencies. One reason is that
students do not get adequate instructional time or time on task.
This quality of education is reflected in the inadequate preparation of
high school graduates for the world of work or entrepreneurship or
higher education. High school graduates also do not possess the basic
competencies or emotional maturity essential for the world of work. 1
While the availability of economic opportunities contributes to this, it
also illustrates the mismatch in the labor and education markets. The
World Bank Philippines Skills Report in 2009 reveals, based on a survey
of employers, serious gaps in critical skills of graduates such as problemsolving, initiative and creativity, and, to a lesser extent, gaps in job
specific technical skills.
The enhanced K-12 program, or the Department of Educations
(DepEd) proposal to overhaul the basic and secondary education
curriculum by adding two more years to the system is arguably one of
the most drastic and controversial programs of the Aquino
administration. The program is proposed to start in school year 20122013 for Grade 1 and first year high school students with the target of
full implementation by SY 2018-2019.
1

DepEd discussion paper, The Enhanced K+12 Basic Education Program , 05

October 2010.

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According to SEAMEO Innotech 2011, which is considered as the

preferred education solutions provider in Southeast Asia and also an ISO
9001: 2008 Certified, the Philippine is the last country in Asia and one of
only three countries in the world with a 10-year pre-university program.
The K-12 model to be implemented in the country is an educational
system for basic and secondary education patterned after the United
States, Canada, and some parts of Australia. The current basic
education system is also an archetype of American schooling but with a
10-year cycle.
DepEd reasons that it is high time to adopt a K-12 system, attributing
the low achievement scores and poor quality of basic education to the
present school setup. Following wide protests over the proposal, the
department released its official position defending K-12.2
We need to add two years to our basic education, those who can
afford pay up to fourteen years of schooling before university. Thus, their
children are getting into the best universities and the best jobs after
graduation. I want at least 12 years for our public school children to give
them an even chance at succeeding. quoted from the statement of His
Excellency President Benigno S. Aquino III.
K-12 has been met with criticism from youth and student groups,
teachers, parents and the academic community. The DepEd, for its part,
appears determined to enact the program with its proposed budget
catering mostly to preparing the grounds for its eventual implementation.
The DepEd argues that the K-12 program will be the solution to
yearly basic education woes and the deteriorating quality of education.
Critics, however, counteract that the education crisis needs to be
addressed more fundamentally and adding more school years would only
exacerbate the situation.
With the proposed policy K-12 program, various arguments and
criticisms were formulated. Different conditions generate different
assumptions, which in turn create different policies. The success of any
policy depends on the correctness of its policy assumptions.3
2

Sarah Katrina Maramag, Is the K-12 model good for the Philippine Education
System?, Philippine Online Chronicles, May 2011.

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Taking this fact into consideration, questions take place, should

policy assumptions be made based on current realities? Or should policy
be based on policy conditions as expected to happen, but which may not
exist by the time the policy implementation was started?
The below mentioned problems are just some of the queries where
necessary answers are in need to be sought in order to satisfy
uncertainties with regards to the implementation of this educational
changes provided in K-12 Policy.
II.

Problem Statement
1. What is the status of the countrys educational resources as to:
a. teaching force;
b. facilities and equipments;
c. learning materials; and
d. budget?;
2. What are the provisions of the policy to the following direct entities:
a. family;
b. manpower; and
c. instructional apparatus**?;
3. What is the level of preparedness of the concerned implementing
stakeholders e.g. DepEd, CHED as to the execution of this
educational reformation?; and
4. What is the
stakeholders:

level

of

acceptance

of

the

following

affected

a. teaching staff;
3

Junifen F. Gauuan, K+12 Policy Framework: Pessimistic, Optimistic or Realistic?, 26

March 2011.
teaching force and staf
** learning materials, school facilities and equipments

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b. parents; and
c. students?
5. What is the
stakeholders:

level

of

capability

of

the

following

affected

a. teaching staff;
b. parents; and
c. students?
III.

Objectives

The formulation of policy for the K+12 Education System requires

rigorous systems analysis. Many patchworks of issues, opinions and
statistical analysis have already been presented by so many sectors in so
many meetings and consultations. But what is more important to see
now is the entire picture, the whole tapestry of Cause-Effects and CostsBenefits that the policy, if adopted, will create.
The following are the main objectives of the K-12 policy as stated in
their guiding principles4:
1. To enhance the curriculum of the Enhanced K+12 Basic
Education Program as the central focus.
The curriculum enhancement will be designed in line with the
desired competencies and skills of a K+12 graduate. The Department of
Education will constitute a body to review the current basic education
curriculum and detail the implementation plan.
2. To develop tracks based on different competencies and/or
student interest as an integral component of the program.
Basic education program should develop tracks based on
competencies to meet the countrys varied human capital requirements,

Guiding Principles (DepEd discussion paper), The Enhanced K+12 Basic Education
Program , 05 October 2010, page 10.

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and to prepare students for productive endeavor. The SHS curriculum

will offer areas of specialization or electives.
3. To enhance the basic education curriculum being undertaken
hand in hand with the vigorous efforts to ensure adequacy of
inputs as part of the bigger basic education reform,
Expanding the education program (additional years of schooling)
will be pursued mindful of the need to address the input shortages
teachers, classrooms, desks, water and sanitation, and quality textbooks.
DepEd already included a provision for substantial physical requirements
for 2011 budget, and is looking to introduce in subsequent years a
budget that will constitute a significant increase not just in nominal
terms but also in real terms.
4. To alter change in two-fold: curriculum enhancement and
transition management.
The intention of K+12 is not merely to add two years of schooling
but more importantly, to enhance the basic education curriculum.
DepEd is preparing a carefully sequenced implementation plan to ensure
smooth transition with the least disruption.
5. To have an open and consultative process to be adopted in the
promotion of the Enhanced K+12 Basic Education Program.
In accordance with the Tao ang Boss principle, an open and
consultative process will be adopted to ensure the successful
development and implementation of the K+12 program.
Action Steps5
1. Creation of a Task Force. To jumpstart the program, a Task Force
will be formed to refine and detail the K+12 implementation model. The
Task Force will be chaired by DepEd.
2. Stakeholder Consultations. Regional Consultations leading to a
National Summit on Enhanced Basic Education will be conducted to
5

Action Steps (DepEd discussion paper), The Enhanced K+12 Basic Education
Program , 05 October 2010, page 11.

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solicit inputs and feedback on the proposed model. Consultations will

cover all stakeholders (PTAs, public and private elementary and high
schools, legislators, government agencies, business sector, education
experts, teacher associations, students and education associations) and
all regions. The nationwide consultation will start in October 2010 and
the Education Summit will be held in the first quarter of 2011.
3. Financial Study. In parallel, a study will be undertaken to
determine the financial implications (government, implied costs to
households and private education) and the options for financing of the
K+12 Basic Education model that will be adopted. 6The financial study
will also look into the GASTPE provision to accommodate senior high
school students in private HEIs during the transition years and to review
government support to education beyond GASTPE.
4. Curriculum Review and Enhancement. This will start with the
development, validation, and nationwide implementation of the
Enhanced Basic Education Curriculum for Grade I and HS I by SY 20112012. Senior High School curriculum shall be developed and validated,
along with the development of appropriate learning resources.
5. Teacher Training. The training of Grade I and HS I teachers using
the Enhanced Basic Education Curriculum will start in SY 2011-2012.
The training of Grade 2 to 12 teachers will be implemented in subsequent
years.
6. Legislation. DepEd will work for the passage of all necessary and
related legislations on the K+12 Basic Education program.
7. K-12 Information, Education and Communication. All
stakeholders shall be consulted. A massive public information campaign
based on the 12-year design model and implementation scheme will be
implemented.

The 2010 education budget is 11.35% of national budget and only 2.21% of GDP (benchmark is 6% of
GDP).

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From the aforementioned view of the proposed K-12 Education

System, the following are the policy assumptions7 and the appertaining
conditions affecting them:
1. Increasing Basic Education from 10-12 years automatically
expands the educational financing requirements for infrastructure,
personnel, learning resources, training and development. These
requirements can only be achieved if the following conditions are
met:
1.1 Enough National Government and Local Government Budget
(LGU) Budgets are made available;
1.2 Families can meet the financial burden for the additional 2 years
of study;
1.3 Operational efficiencies and synergies are created within the
public school system to create savings which can be re-allocated to more
essential programs; and
1.4 The educational policy must not destroy the financial
viability of private Schools. Otherwise, students which may be orphaned
by Private School closures and program terminations will simply create
new financial and logistical burdens for the public schools.
2. Increasing Basic Education from 10-12 years requires a higher
level of organizational core competence which can only be achieved if
the following conditions are met:
2.1 If the core competencies of secondary schools administrators
and teachers can be upgraded to the level of Technical-Vocational and
College administrators and faculty. The Senior High School Curriculum
requires the core competencies of Technical-Vocational and Tertiary
Schools (Junior College). As they are now, our secondary schools cannot
manage the senior High School Curriculum.
2.2 If Teacher Competence can be enhanced to use cost-effective
tools and methods, such as information and communications technologies
and multimedia.

COCOPEA North Luzon Consultation, Comprehensive Policy Impact Analysis,

University of Baguio, Baguio City, November 27, 2010

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3. Increasing Basic Education from 10-12 years requires a reprogramming of the curricula and re-engineering of the entire
educational system. This re-programming and re-engineering starts
from the pre-school, elementary, and secondary through the
technical-vocational and tertiary education levels; aligning them in
a step-ladder progression to achieve international professional
standards mandated for various industries and socio-economic
sectors.
4. Increasing Basic Education from 10-12 years requires that
proper consideration of student needs, interests, capabilities and
differences be made in the formulation of policy.

IV.

Options

The paper presented elucidates what the K-12 policy is all about,
the rationale of formulating it, the target stakeholders and beneficiaries.
Further, it tackles also the current situation and the adaptation scenario
as it was going to be implemented this coming school year. Various facts,
criticisms and assumptions from different reliable sources were asserted
in order to substantiate details needed for the best understanding.
The presenters wanted to obtain information as to the queries
being questioned in the above stated problems in order to have a birds
eye view to the content and specifications of the said policy. Since the
policy is soon to be implemented, the discussion presented is more on
the assessment of the provisions and guidelines stipulated in the
educational reform in relation to the affected stakeholders.
The come up of the following options were based from the
personal assessments from the presenters out from the ideas and
thorough discussions gained from the varied reliable sources. Further,
some contents of this part contain documentation of issues and
problems base from the current news and information cited from
different reliable sources. Moreover, the views and opinions of the
presenters do not necessarily reflect the contents or discussion of the
neither class nor stand point of the subject instructor, thus all the
generated opinions are purely coming from the presenters.
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1. Eradicate and impede the implementation of the policy.

Constraints and limitations are highly contradicting the
concerned K-12 policy, not to mention the unwillingness to
embrace the pros and cons brought by this.
2. Suspend the realization of the policy and reschedule for the next
succeeding years.
Government and direct implementing agency are not well
prepared for the changes to be incurred. Further trainings and
seminars, strengthening of the workforce are hereby in need as
well as deep penetration to the students and parents for the better
understanding and acceptance.
3. Put into practice the K-12 policy this coming school year.
The country needs to improve the standard of the
educational system in order to keep in line with the paces the other
country is pacing. The long term outcome of the said
implementation would serve as a positive outcome that will uplift
the morale of the society thus bringing noticeable growth to the
citizens specifically and to the country as a whole.

V.

Analysis of Options
1st Option: Eradicate and impede the implementation of the
policy.

It is remarkable and inspiring to see that Philippines is now

progressing economically and as such, to sustain and possibly prolong
this stream, targeting the Education sector of the country is a must. But,
unpreparedness, poor educational participation and development will
surely yield to negative outcomes. The biggest issues the K-12 Education
System must address are its requirement educational inputs and
processes. If these are not given solution, the K-12 Education System
policy is already ruined from the very start.
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In view of Sarah Katrina Maramags idea, the crisis of the

Philippine education system, in all levels, is stemmed not on the
superficial, in this case the number of schooling years, but rather on the
conditions and foundation on which it subsists. Unless the government
addresses in earnest poor public spending, high costs of schooling, the
predominance of a colonial curriculum, lack of transparency and
accountability amid widespread corruption within the sector and the
development of the countrys science and technology for domestic
development, all efforts will remain on the surface and neither 10 nor 12
years would make much of difference.
To relate with the statement of President PNOY to achieve
something out of this move to K-12, we need to have a realistic set of
plans and reality check, the plan doesnt coincide as to the current
situation. Though implementing K-12 would be possible, these paradigm
changes would be harder for the public system for them to cope up with
the rapid changes.
Why? Let us settle to the article of Junifen F. Gauuan, firstly, the
budget for the education sector of the Philippines is, compared to other
Newly Industrialized Countries (NICs), relatively low (for example,
difference of almost 5% GDP with Malaysia and Brunei 3.1% GDP
Philippines). Secondly, the infrastructure of the state schools are not
conducive enough to admit more students (picture students taking
double-shifted school time i.e. 7am-1pm + 1pm-7pm is that good for
students to not meet in a one-off-one-time schedule? OR even cram 50
students in one class?).
To correlate demand and supply, more demand = more supply.
With the current shortage of teachers, as claimed by ACT (Alliance of
Concerned Teachers) there is no capacity for the public system to admit
more students, even more to prolong the year of study. Finally, financial
constraints, millions of people in the Philippines (to be exact 23 millions
under the Asia-Pacific poverty line) are still living below the poverty line.
Are those parents belonging to that line can really afford another 2 years
extra in education?
Ideally, the long term goal which can be brought by the policy is
good, but reality wise, the road in reaching the target is under
construction, not yet completed thus so far behind.
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2nd Option: Suspend the realization of the policy and

reschedule for the next succeeding years.
It is the belief of some educators that the K+10 Education System
failed because it lacked 2 more years of study. We can consider that as
one reason. But to the idea of the presenters, the bigger reason why
K+10 Education System failed is because of poor educational resources
such as classrooms, lack of teachers, facilities and equipment in short
budget.
Now, though greater budget is allocated to the reform of the
educational system in the country but unfortunately what hinders most
is the present situation of the affected stakeholders such as parents,
students and teachers not to mention the unavailability and lacking of
the educational resources.
There is a need of empowerment to the part of the teaching force
since it is a great change which requires greater understanding and
preparation. It cant be denied the fact that the country has great
teachers worth to be proud of, but with the change of educational
pattern which they will experience, a further training and seminar is
indeed a need for them to be fully equipped. Aside from that, the
acceptance of pursuing the reformed educational system must have to
start from them since they are considered to be the initial medium that
will mediate and enlighten the process of the changes both to the
students and the parents.
To the part of the parents, it would be a sudden change that will
greatly affect their economic standing in terms of the added financial
obligations added also the uncertainties and queries about the changes
wherein not all of them are aware. Further enrichment for them to have a
better understanding about the policy is a must and it will surely take
some time. It is a considerable way to enlighten the parents since they
are the first in hand who can motivate and guide their children.
To the implementing agency, the country cannot attempt a trial
and error outcome out of this policy. They must have to consider this not
an experimental thing to be tested and evaluated. Beforehand, all of the
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possible consequences and preparations to counter any of those must be

well handled and planned already. An evaluation of the educational
resources, a budget plan for the teaching force a long term plan of all of
these including the construction of some additional facilities and
equipment must be comprehended.
To the part of the presenters, they assumed that those
implementing agency are not well interacted to the possible instances
that may come up and the way to respond in case any unhanding
occurrences will arise. As will as the parents and students, together with
the current situation of the country connotes unpreparedness for the
implementation of the policy. Pursuing the policy without having some
intervention with the direct stakeholders and considering the factors
affecting the outcome of the policy would obstruct sustainability.
3rd Option: Put into practice the K-12 policy this coming
school year.
The government is in to it, the policy was recommended to be
implemented, government agencies relating to the educational reform
took already an action and somewhat due to the media interaction the
society can be said as informed about it. The vision is to uplift the
educational standards of the country, the mission is to implement
procedures and processes provided in the policy, regardless of all the
comments and criticisms since government already spent money for it,
then like it or like it very much it should be implemented.

VI.

Recommendation

Initially, the DepEd justifies the K-12 model by saying that the
present short basic education program affects the human development of
Filipino students. Ultimately, regardless of whichever model, what the
youth and country direly needs is for the development and establishment
of an education system that caters to the needs of the Filipino youth and
the society in general.
Unfortunately, data shows the current situation that the country is
facing in terms of the educational system that might obstruct the
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implementation of the said policy. But then, the policy is soon to be

implemented this coming school year.
To make a recommendation as to the presented options is a mind
boggling duty that the presenters could ever come up. But just to satisfy
the means of having this paper the end is, the presenters chose the
second option, 2nd Option: Suspend the realization of the policy and
reschedule for the next succeeding years.
The presenters select option two as the best option not due to the
fact that the Philippines is the last country in the region to adopt a K-12
basic educations system because it is not all about the trending basis
but checking in accordance to the reality. During the assessment done
by the prestigious organization Trends in International Mathematics and
Science Study (TIMSS), they conclude that the problem about the
present curriculum in squeezing 12 years of basic education into just 10
is that students are overloaded with subjects which resulted to poor
quality of basic education as reflected in the low achievement scores of
Filipino students. International tests results like 2003 TIMSS rank the
Philippines 34th out of 38 countries in HS II Math and 43rd out of 46
countries in HS II Science; for grade 4, the Philippines ranked 23rd out
of 25 participating countries in both Math and Science. In 2008, even
with only the science high schools participating in the Advanced
Mathematics category, the Philippines was ranked lowest. This quality of
education is reflected in the inadequate preparation of high school
graduates for the world of work or entrepreneurship or higher education.
It is not the question of teaching force because internationally we
can say that the country is equipped of well trained educators capable
enough for the learning needed by the students in our country. In fact,
teachers in our country are highly demanded and most preferred to be
hired and work in other country. But it is the matter of the educational
system that we have which is designed to teach a 12-year curriculum, yet
it is delivered in just 10 years. Though some criticizing it as a way only to
realigned as to what is the trending educational system to must have,
then why not follow it if it will sustain the development of the educational
system of our country and there is nothing wrong with it.
As to the question of the consequences that will be brought by the
policy, surely there will be many of those and its a part of the changes.
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Better because the government exists to uplift the standard of education

in the country and not just sitting down to their respective offices and
waiting what will happen to the future of the students experiencing the
current system.
The policy exist with provisions of program to be administered for
the sustainability of it, thus to relate it with economic hindrances it
should be another story that is worth to be reflected and should not
serve as a hindrance for the development of one system in our country
(education). To reach the development wherein the citizens are wanting,
admitting the fact that it couldnt be happening simultaneously is the
first step.
But, out of the advantages that can be given by the policy, what is
now to be considered as constraint is the time. There is a need to develop
to the part of the teaching force, the facilities and the equipments the
country presently have, further evaluation and thorough analysis as to
the whatever outcome that can be brought by it. Implementing programs
that will lead to the positive realization of the policy and usage of media
is a help to penetrate the minds of the parents and making them realized
the long term output that the policy can give by. In short, a more
prepared country is in need for the advancement to incur in the
educational system.

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References:
PDF files:

Batomalaque, Antonio. Basic Science Development Program of the

Philippines for International Cooperation. University of San Carlos.;
Marinas, Bella and Ditapat, Maria. Philippines: Curriculum and
Development. UNESCO International Bureau of Education
International Engineering Alliance. The Washington Accord.
http://www.washingtonaccord.org/WashingtonAccord/FAQ.cfm
(Accessed 11 September 2010)
Mullis, I.V.S., Martin, M.O., Robitaille, D.F., & Foy, P. (2009).
Chestnut Hill, MA.Trends in International Mathematics and Science
Advanced 2008.
National Center for Education Statistics. Highlights from the
Trends in International Mathematics and Science Study 2003.December
2004

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Seamo-Innotech. Additional Years in Philippine Basic Education:

Rationale and Legal Bases. Presentation to the Department of Education
on 25 August 2010. Presentation notes of Dr. Isagani Cruz, 28 September
2010.

Articles/ Journals:

Jane Uymatiao. Why we need DepEds K-12 Program, Sunday, 22

January

2012.

Retrived

from

http://www.thepoc.net/commentaries/14612-why-we-need-depeds-k12-program.html (Accessed 15 March 2012)

Joe Padre. Pros & Cons in the K+12 Basic Education Debate,
October

14,

2010.

Retrived

from

http://mlephil.wordpress.com/2010/10/14/pros-cons-of-the-k12debate/ (Accesed 14 March 2012)

Jonathan Plucker . Problems as Possibilities: Problem based
learning

for

K-12

education.

Retrieved

from

http://findarticles.com/p/articles/mi_hb6470/is_1_22/ai_n28742235/
(Accessed 11 March 2012)
Junifen F. Gauuan. K+12 Policy Framework: Pessimistic, Optimistic
or Realistic?, March 26, 2011. Retrieved from http://www.aldersgatecollege.com/news/high-school/k12-policy-framework-pessimisticoptimistic-or-realistic/ (Accessed 6 March 2012)
K-12 Challenge to Philippine Tertiary Education. Retrieved from
http://rodrigo75.wordpress.com/2011/04/19/k-12-challenge-tophilippine-tertiary-education/ (Accessed 29 March 2012)
Sarah Katrina Maramag. Proposed K12 Basic Education System
in the Philippines, Is the K-12 model good for the Philippine Education
System?,

via

Philippine

Online

Chronicles.

Retrived

from

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http://blogwatch.tv/2011/05/proposed-k-12-basic-education-system-inthe-philippines/ (Accessed 10 March 2012)

Virnads. K12 in the Philippines: A Reform or Deform. Manila
Philippines,

June

13,

2011.

Retrieved

from

http://www.allvoices.com/contributed-news/9379822-k12-in-thephilippines-a-reform-or-deform (Accessed 12 March 2012)

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