Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES Quezon City Campus

INITIATION, PERSISTENCY, COOPERATIVE BEHAVIOR AS CHANGE RELATED EFFORT OF SAN BARTOLOME HIGH SCHOOL IN K TO 12 IMPLEMENTATION
(A case study)

Presented by: Cruz, Melissa Joyce M. Estavillo, Shanin A. Publico, Ayah Mei P. Bachelor in Business Teacher Education

INTRODUCTION
Education is the only treasure that can keep and that which nobody can take away from us. Every person deserves the opportunity to have proper education that will nurture his skills and realize his visions of becoming better than who he is today. The 1987 Philippine Constitution States that the State shall establish maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people and the society. This mandates gives justice to the basic rights of every Filipino, the right of every Filipino, the right to quality education and the right to a quality life. Education for children in the early years lays the foundation for a life-long learning and for the total development of a child. It is where the future lies of our children as well as on society. But because of the eminent backdrop of perennial education in our country it seems that achieving a quality education is impossible. In order to address our countrys problem in education, the government provides ways to improve our system. One of the solutions is through enhancing the basic education and implements a program called K to 12. K to 12 is not new. The proposal to expand the basic education dates back to 1925. The DepEd believes that the new curriculum will be beneficial to our society and economy rather than a burden that will further plunge Filipinos to poverty. It will inspire a shift in attitude that completion of high school education is more than just a preparation for college but can be sufficient to gain a respectable employment. A decongested syllabus will give students more time to master competencies and for

co-curricular activities and community involvement that will allow a holistic development. According to Senator Angara, The K to 12 reform and the wholesale changes aimed at strengthening our educational system is not only timely, but long overdue and we must not allow these worrisome trends to continue if we hope to provide good jobs and income to our people. For education secretary Armin Luistro, the new curriculum is more dedicated on the empowering learners. It envisions holistically developed learners with 21st century skills (Deped Primer, 2011). At the core of this basic education program is the complete human development of every graduate. This further means that every student would have an understanding of the world around him and a passion for life-long learning while addressing every students basic learning needs: learning to learn, the acquisition of numeracy, literacy, and scientific and technological knowledge as applied to daily life. In addition to this, every graduate is envisioned to have respect for human rights and would aim to become Maka-Diyos, Maka-tao, Makabansa, Makakalikasan. The Department of Education said that an enhanced curriculum would decongest academic workload, giving students more time to master competencies and participate in co-curricular activities and community involvement, thus allowing for a more holistic development and more competent Filipinos in the world.

BACKGROUND OF THE STUDY

The Philippines is the only country in Asia and is one of only 3 countries in the world with a ten-year basic education cycle. Studies are made regarding the capability of a Filipino student, and results gathered are negative. The National Statistical Coordinating Board (NSCB) has warned that over the past decade, the number of college students who graduate each year has not increased fast enough to meet the growing needs of our population. The poor quality of basic education is reflected in the low achievement scores of Filipino students in the National Achievement Test and international tests like TIMSS. The 10-year basic education cycle hinders the recognition of Filipino professionals abroad. The Washington Accord prescribes 12-years of basic education as an entry to recognition of engineering professionals. The Bologna Process also requires 12 years of education for university admission and practice of profession in European countries. One reason behind this is that students do not get adequate instructional time or time on task. This is partly due to the congested curriculum. The current 10year basic education curriculum is designed to be taught in 12 year. This has been affirmed in the study conducted by SEAMEO-Innotech where it noted that Philippine basic education is congested compared to the curriculum of Brunei Darussalam, Malaysia and Singapore. Specifically, it stated that elementary education is congested especially in Mathematics, Languages and Sciences. Thus, the Department of Education in collaboration with various government and non-government stakeholders has developed the K to 12 Program which aims to

improve basic education in the Philippines. Last April 24, this program was launch and requires each school all over the country to implement and extends the basic education by two years. In line with this, the researchers conduct a case study in order to gain knowledge and further information of the said curriculum. To come up with a reliable outcome, we have chosen San Bartolome High School to be the subject of this case study. Upon completion of our practicum, this case study will enable us to understand how San Bartolome High School embrace the K to 12 Program and adjust on the changes that is being made. In this case study, we have gathered fair and concrete information as well as opinions from teachers of the TLE Department who were greatly involved and affected in the K to 12 program. We focus on how the school organizes and how competent teachers were which examines and define their initiative, persistency and cooperative behavior inclined with the past changing educational system.

SUMMARY
In this case study, we scrutinize the information from San Bartolome High School to come up reasonable answers regarding the implementation of the K to 12 Program. Through asking some teachers experiences and observations regarding to the new curriculum, the researchers discovered the problems as well as the advantages that the school come across. The study further explained the K to 12 program through gathering facts and information and was conceptually formed for better understanding. This is composed of discussions and responses from teachers of San Bartolome High School to determine their perception and comments towards the implementation of the program particularly in their school. It includes the advantages and disadvantages of the K to 12 program, the requirements that are being needed, and the school preparations; the initiative, persistency and cooperative behavior of TLE teachers. The researchers concluded that there are determinants being encountered as the result of changing the educational system. But in spite of these effects, San Bartolome High School proves that they are capable of bringing good quality education and they are pursuing to be more proficient in a globally competitive industry. The school strongly believes that they should never be afraid of the changes just like what one of their teachers, Sir Fajutag stated, Lahat nagbabago, hindi dapat tayo ma-pressure dito. Dapat tanggapin and pagbabago. Bilang teachers, flexible tayo. Huwag tayong matakot sa changes na dumarating dahil kung matatakot tayo, para tayong mga taong nasa kuweba na ayaw makakita ng liwanag. Hindi dapat

ganoon ang ating mentality. Ang K to 12 ay inilunsad hindi upang pahirapan tayo but to help us as well as our students.

DISCUSSION
THE K TO 12 BASIC EDUCATION PROGRAM
Before the administration of Aquino our government tries to revise the curriculum in TLE and started to implement the Career Pathways in TLE (CPTLE). The Career Pathways in Technology and livelihood Education Program is the new TLE curriculum in 2010. it is composed of four (4) major livelihood component areas namely Home Economics (HE), Agriculture and Fishery Arts (AFA), Industrial Arts (AI) and information and communication technology (ICT).Entrepreneurship is integrated in all areas in TLE and its components. CP-TLE is focused on HE, AFA, IA, or ICT from Year I to year IV and students choose the path they want to follow. Together with the change of the administration, our educational system goes into a big change and enhancement in which K to 12 has been implemented. Pursuant to section 16 of Republic Act No. 10533, entitled An act enhancing the Philippine Basic Education System by strengthening its Curriculum and increasing the number of years for Basic Education, Appropriating Funds therefore and other purposes, otherwise known as the Enhanced Basic Education of 2013, approved on May 15, 2013 and which took effect on June 8, 2012, the Department of Education, the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA).

The rules and regulations shall be referred to as the Implementing Rules and Regulations (IRR) of the Enhanced Basic Education Act of 2013. (Republic Act No. 10533). The provisions of this IRR shall primarily apply to all public and private basic educational institutions and learning centers. This IRR shall also apply to Higher Education Institutions, Tech-Vocational and Foundations. The K to 12 Curriculum is designed to develop a learner who possess a healthy mind and body; has a solid moral and spiritual grounding; has essential knowledge and skills for life-long learning and self-actualization, engages in critical thinking and creative problem solving; contributes to the development of a progressive, just, and humane society; is proud to be a Filipino; and appreciates the healthy around him/her and cares for the environment for a sustainable future. The K to 12 Curriculum will be seamless and continuous. It will put an emphasis on the role of co-curricular activities and community involvement in maximizing learning. K to 12 encompasses kindergarten, elementary and secondary education. Kindergarten refers to the 5-year old cohort who undergoes a standardized kinder curriculum. This is the first stage of compulsory and mandatory formal education. Elementary education refers to the second stage of compulsory basic education which is composed of 6 years. Secondary Education refers to the third stage of compulsory basic education. It consists of four (4) years of Junior high school education and two (2) years of Senior high school education. The DepEd may allow private educational institutions flexibility in adopting the program provided that they comply with the DepEd prescribed minimum standards consistent with the Act.

Why are we implementing 12 years of education and not 11 years?

A 12 year program is found to be adequate period for learning under basic education and is a requirement for recognition of professional abroad. Other countries like Singapore have 11 years of compulsory education but have 12 to 14 years of pre-university education depending on their chosen track. The Philippines is the last country in Asia and one of only three countries worldwide (the other two being Angola and Djibouti) with a 10-year preuniversity cycle.

The K to 12 program graduates will be employed

The K to 12 basic education curriculum will be sufficient to prepare the students for work. Since the curriculum will enable the students to acquire Certificates of Competency (CoCs) and National Certifications (NCs), students or graduates of this program will have middle-level skills that will offer them better opportunities to be gainfully employed or become entrepreneurs. There will be a school-industry partnership for technical courses to allow students to gain work experience while studying and offer the opportunity to be absorbed by the companies. The Department of Education has entered into an agreement with business organizations, local and foreign chambers of commerce, and industries to ensure that graduates of K to 12 will be considered for employment there will be a

matching of competency requirements and standards so that 12-year basic education graduates woll have the necessary skills needed to join the workforce and to match the college readiness standards for further education and future employment. The program will also address the dropout rate problem of the schools. The decongested curriculum will be learner-centered, enriched and responsive to local needs of the students. It will also allow the students to choose electives that suit their interest. This should partly address those who dropout because of lack of personal interest.

Advantages and Disadvantages of the K to 12 program

Advantages Students are skillfully developing their abilities. Enhance their skills based on their preference learning area. Both the students and teachers will be able to enhance their skills in terms of technical-vocational area. Products of K to 12 or the students who will not be able to enter college will be equipped with the middle skill knowledge. Disadvantages Lack of facilities and competent teachers. Students might not complete the course because of insufficient financial needs.

The schools are not that ready for implementing K to 12 because of the scarcity of equipments.

In San Bartolome High School, the teachers are aware and they admitted that their school is not prepared enough when it comes to facilities. Some electives in T.L.E like Bartending, Computer, and Commercial Cooking have their own laboratories in which tools and equipment were provided by the school to make learning more effective and can perform actual activities. But in most of the electives of the said subject doesnt have their own laboratory and has lack of facilities to have better learning. One of the teacher in SBHS stated that in order to address the needs of the school in terms of facilities, the DepEd creates a memorandum of agreement between them and other Technical-Vocational School like Quezon City Polytechnic University which has adequate facility to make learning more realistic and actual for the subject T.L.E, to use the said area for the benefits of the grades 11 and 12. Schools like SBHS can also ask the instructors of the Technical-Vocational School who are knowledgeable enough to teach the different electives of TLE. DepEd will support the financial necessity for this agreement.

Teachers are required to take up CoCs and NCs

Teachers will be given sufficient in-service training on content and pedagogy to implement the K to 12 program. Current DepEd teachers shall be retrained to meet the content and performances standards of the enhanced K to 12 Curriculum.

The pre-service education training for aspiring teachers will also be modified to conform to the requirements of the program. According to Mrs. Ombi-on, a teacher in San Bartolome High School, the National Certifications are only required to those who wants to work abroad before. It is necessary to determine if the applicant is skilled, flexible and knowledgeable enough in their chosen field of work. In K to 12 curriculum, every teacher is now being required by the DepEd to take up the Certification of Competency and National Certifications whether they like it or not. Faculty in SBHS says that it is not a matter of initiation but a requisition. Some say that since the DepEd requires them to have CoCs and NCs for the field of their specialization, they have no choice but to follow what is being mandated. But others believed that they should have the initiative to take these certifications for their career or professional growth. However, these certifications must be given a financial support by the government and the school itself. Dr. Quirino Sapon, one of the heads in Grade 7 questioned the NC Exam to be; whos better, the teachers who are degree holder or the TESDA graduates or Assessors, since the exam is administered and assessed by the TESDA. Nevertheless, taking exam gives the ruling of insecurity and challenge for the teachers and the curriculum developer as well. As a teacher we need to seek professional growth through seminars and taking National Certifications. Experience is the best teacher but as a professional we need to acquire formal learning in order for us to be fully equipped and

competent enough to teach the field of what we teach. Sir Fajutag a TLE teacher in SBHS, says that we cannot teach what we dont know.

Preparations for the K to 12 Program

The decongested curriculum will be leaner-centered, enriched and responsive to local needs of the students. It will also allow the students to choose electives that suit their interest. This should partly address those who dropout because of lack of personal interest. Subjects are taught from the simplest concepts to more complicated concepts through grade levels in spiral progression. Teachers in SBHS believe that a student must learn from their own experience in order for their gained knowledge to retain. The discussion will be more effective if the students will experience the actual activity and not just imagining the lessons. They are now seeking new strategies and activities for the betterment of their teaching. Teachers prepares for the curriculum through series of seminars and trainings for them to be equipped with their skills and abilities in order for them to be effective. In K to 12, Lesson Planning is more simplified. Teachers will have more time in preparing their discussion and think of relevant activities rather than spending more time in making their lesson plans. Teacher adopts the DLL (Daily Lesson Log) Format. This consists of the main topic, activity and the teachers reference used. The goal or objective of this lesson plan focused on the learners. In terms of grading system, teachers give more consideration to process the output. Numerical grading is shifted to Levels of Proficiency that is represented by

letters. According to SBHS teacher numbers is not important; it will just make the students self-esteem low. Levels of proficiency grading will be much appropriate because it will motivate the students to do more and it doesnt define the numerical grade of the student. Students will also undergo several assessments to determine their interests and strengths. These will include an aptitude test, a career assessment exam, and an occupational interest inventory for high schools, and should help students decide on their specialization. Just like in SBHS, students who want to be part of the ESEP or the Science Technology Engineering Mathematics Education Program Class must undergo a test and interview before getting qualified to the program.

Is the school equipped for the implementation of K to 12 Program?

San Bartolome High School teachers admitted that they were not prepared enough for the implementation of the K to 12 program. Teachers know that the school doesnt have enough facilities and equipment to provide a better learning experience. There are problems due to lack of financial assistance but the school is trying to overcome the said problems. Teachers were giving their best efforts to teach their subjects well and with all initiative and cooperative behavior, they seek professional growth for their own thru attending seminars. They are being more competent in their field of specialization. For SBHS, deficiencies dont matter as long as they have unity and participation by being submissive to the authorities. Its just a matter of adjustment and persistency in the fast changing educational system.

CONCLUSION
The study comes up with the following conclusions: There are determinants being encountered as the result of changing the educational system. But in spite of these effects, San Bartolome High School proves that they are capable of bringing good quality education and they are pursuing to be more proficient in a globally competitive industry. Teachers in San Bartolome feel that taking up the NCs or Cocs is not a matter of initiation but a requisition. But in spite of this feeling they continually seek professional growth to become a better teacher. They are cooperative enough to comply with the requirements being asked by the school administration. The teachers of TLE were persistent to address the local needs of their students although the school lacks in facilities and equipment.