OPINION | K-12 in the Philippines, Too late to abolish

Since 2012, the Philippine education system headed by the Department of Education (DepEd) had a new curriculum implemented across the region, the program aims to enhance the country's education system by adding two more years to the existing 10-year basic education cycle – it is later on called as the ‘K to 12 Basic Education Program’.

From the original 6 years at the Elementary level and four years at the High School level, the program has now transformed into a structure that now includes kindergarten, six years of elementary education, four years of junior high school, and two years of senior high school.

But despite a decade-long implementation in the country, the conversation stirred among lawmakers, academes, students, and different stakeholders of every education system as the public masses clamored for the abolition of the program.

While the K-12 program has been praised for its long-term vision and alignment with global educational standards, arguably, certain things need to be polished and criticized. These include the initial implementation hurdles, the need for additional resources, teacher training, and infrastructure improvements. There have been debates regarding the readiness of schools, teachers, and students to adapt to the changes introduced by the extended curriculum.

As a country that has faced numerous concerns about the disposition of its education curriculum, it is worthy to take note of how the Philippine Government failed to see the material conditions of different provinces in the region specifically in those who reside in the far-flung areas, pushing the program without enough resources and readiness is deemed to be failure on the first place.

Millions of individuals are being continuously subjected to an education system that failed to maximize their potential. Worst, the additional two years of education have caused so much burden to their parents.

With low-income generating work, millions of parents are forced to send their children to Senior High School (SHS), providing basic needs such as uniforms, books, and necessities such as daily allowance and food. This is an outright burden to low-income workers.

According to the program, the key goals of the K-12 program in the Philippines include providing a more comprehensive and globally competitive education, aligning the curriculum with

international standards, and better preparing students for higher education or employment after graduation.

The additional years in senior high school are designed to offer students more specialized tracks or strands that cater to their interests and future career paths, whether they choose to pursue a college education or enter the workforce directly.

The tracks that are offered are Science, Technology, Engineering, and Mathematics (STEM), Humanities and Social Sciences (HUMSS), Technical Vocational Livelihood Program (TVL), and Information and Communications Technology (ICT).

Despite this vision, the K-12 program failed to make the education system of the Philippines to be better. According to an article by Rappler authored by JC Punongbayan, In the 2019 Trends in International Mathematics and Science Study (TIMSS), the Philippines ranked dead last in math and science. In the 2019 Southeast Asia Primary Learning Metrics (SEA-PLM), 9 in 10 grade 5 students did not meet the minimum proficiency in reading. That whopping 90% learning poverty rate was so bad it was flagged by the World Bank.

These data were gathered seven years after the implementation of the said program.

In the series of events trying to abolish and amend the Republic Act No. 10533, the law that legitimizes the K-12 Program, the suffering of students continues to persist as the Commission on Higher Education (CHED) urged board members of public universities and colleges to engage in discussions addressing concerns related to the transition of senior high school students currently enrolled in their respective institutions.

The decision of CHED to remove the program in State Universities and Colleges (SUCs), an institution that caters free education to all students, only proves one thing – that the commercialization of the education sector continues to persevere in line with the ongoing clamors regarding the Charter Change.

The ongoing disorder in the Philippine education system reflects how the government downplays the role of education in nation-building. Students have become lab rats, parents work tirelessly yet they are neglected in different aspects, and teachers are trying their best to instill knowledge in every child yet the people in power fail to prioritize their well-being.

It is funny how this country envisions economic progress yet fails to address the basic concerns of the masses. They have funds but are underutilized. They have all the power to change the landscape of the development of the students but failure screams in every pathway of different schools and universities.

As the lawmakers argue whether to abolish the program or not, one thing is clear to us, we should collectively unite to call for free, quality, and accessible education for all Filipinos.

In a society that values progress and enlightenment, education stands as the bedrock upon which these ideals are built. It is not merely a commodity to be bought and sold, but a fundamental right that transcends economic barriers.

The true essence of education lies in its transformative power, offering individuals the tools to navigate the complexities of the world, fostering critical thinking, and unlocking the doors of opportunity. When education is treated as a priceless asset, freely accessible to all, it becomes a beacon guiding society toward a future where knowledge is not a privilege for the few, but a universal right for the many.