I Title : Implementation of K to 12 : Problems and Challenges Meet by the

Teacher

II Introduction:

A curriculum is the formal and informal content and process by which

learners gain knowledge and understanding, develop skills, and alter
attitudes, appreciations, and values under the auspices of that school (Doll,
1988 as cited in Sweetland, n.d.). All curricula, no matter what their particular
design, are composed of certain elements. A curriculum usually contains a
statement of aims and of specific objectives; it indicates some selection and
organization of content; it either implies or manifests certain patterns of
learning and teaching, whether because the objectives demand them or
because the content organization requires them. Finally, it includes a program
of evaluation of the outcomes (Taba, 1962 as
cited in Sweetland, n.d.).

In the K to 12 curriculum, it covers Kindergarten and 12 years of basic

education (six years of primary education, four years of Junior High School,
and two years of Senior High School) to provide sufficient time for mastery of
concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and
entrepreneurship (Official Gazette of the Philippines, 2015). The 12 years or
more is in accordance with international practice as stipulated in the
Washington Accord, Bologna Process as well as in the ASEAN and APEC
Mutual Recognition Projects and much more (Sarmiento & Orale, 2016). A
holistic human development is at the heart of the K to 12 basic education
program. It envisions a graduate who has a mastery of core competencies as
well as a solid training on work and life skills (Sergio, 2012). K to 12
Curriculum encompasses six salient features as follows: a) strengthening
early childhood education through universal kindergarten; b) making the
curriculum relevant to learners through contextualization and enhancement; c)
ensuring Integrated and Seamless Learning (Spiral Progression); d) building
proficiency through language (Mother tongue-based Multilingual Education);
e) gearing up for the future through Senior High School; and f) nurturing the
holistically developed Filipino through College and Livelihood Readiness, 21st
Century Skills. After going through Kindergarten, the enhanced Elementary
and Junior High curriculum, and a specialized Senior High program, every K
to 12 graduate will be ready to go into different paths – may it be further
education, employment, or entrepreneurship. Every graduate will be equipped
with: a) information, media and technology skills; b) learning and innovation
skills; c) effective communication skills; and d) life and career skills (Official
Gazette of the Philippines, 2015). Preparing and implementing a K to 12
transition absorbs considerable financial and human resources. It follows that
the reasons for restructuring must be compelling. At the macro-level,
apprehensions about competitiveness in an interlocked and dynamic global
economy or concerns about growing inequities drive development agendas,
which in turn shape sector development plans. At the sector level, rationales
for transition often include meeting international norms and standards, better
preparing students for life, conserving national identity, and improving student
competencies (Sarvi, Munger, & Pillay 2015).

The much-needed overhaul of the Philippine basic education system

becomes a reality through Republic Act 10533, also known as the Enhanced
Basic Education Act, which was passed last May 2013 making the pre-
university and basic education from 10 to 13 years (Congress of the
Philippines, 2011 as cited in Sarmiento & Orale, 2016). The new curriculum, K
to 12 is a landmark reform that brings the basic education of the country at
par with international standards. The K to 12 is also aimed at addressing the
deficiency of the Philippine educational system particularly in the basic
education, the elementary and high school, in order to meet the standards of
the international education criteria and for the students to be at par with the
students in neighboring countries (Alonzo, 2015). The program addresses the
defects of the country’s basic education curriculum. As claimed by the
proponent of the K to 12 program, the curriculum is seamless, ensuring the
smooth transition between grade levels and continuum of competencies. It is
also relevant and responsive, enriched and learner-centered curriculum
(SEAMEO INNOTECH, 2012 as cited in Sarmiento & Orale, 2016).

Presently, the Philippine educational system needs to address issues

not only of accessibility and quality in providing education for all. Other issues
that need to be addressed involved the role of education in the national
development, the unresponsive curriculum, improper monitoring of programs
implemented, globalization of education and even politics in education. For
the Philippine education to succeed, its ills and problems must be addressed
(Durban and Catalan, 2012) (GAP).

This study was guided by the research question:

What are the current problems and challenges encountered in the
implementation of the K to 12 curriculum in the public school?

This study aimed to look into problems and challenges encountered by

private educational institutions in the new curriculum. In relation to this, it also
determined the underlying factors which in turn, affecting the teaching-
learning process. Through the study, educational institutions will be aware
and informed of the existing issues so that they can hold necessary

interventions for the students’ welfare.

III Cause and Effects

The participants of the study were the three (3) teachers of the public
school : Milagros Elementary School. The participants were selected
accordingly and purposefully for this research. The researchers ensured
appropriate measures such as consent and willingness to participate. All
gathered data were transcribed accordingly.

To acquire authentic data, the researchers monitored the following

steps of qualitative data analysis according to Creswell (1998). First is to
organize data into several forms (i.e. database, sentences or individual
words); peruse the data sets several times to gain a complete picture or
overview of what it contains as a whole. During the process, the researchers
jotted down the key points that suggest possible categories or interpretations;
identified general categories or themes and classified them. This helped the
researchers see patterns or meanings of the gathered data. Final step is to
integrate and summarize the data of the participants. This step also included
hypotheses that state the relationships among those categories defined by the
researchers.

In the cool and warm analysis of data, three themes were identified in
the study. Through the different transcripts from the learning area
coordinators and administrators, the researchers were able to identify two
problems and a challenge in the transition to the new curriculum. In the
context of education, educators who are well informed on the existing
problems in the current implementation of the K to 12, know how to handle
and remedy the conflicting situation that may arise in the program.

The three problem that arises in the implementation of K-12 :

1. Lack of preparation and professional development (PROBLEM)
Teacher 1 - All of the forms are change and we have to adopt again to the
curriculum that in line with K-12.
Teacher 2 - “Specific difficulties, siguro first one is teacher preparation, the
teacher feels like there are, though they can prepare for the subject but they
do not have enough attended trainings.
Teacher 3 - “Ito yung sa ating mga teachers because they came from
university, yon yung nakita naming problema dun. Well, they must adapt what
DepEd wanted them to possess, even their training most especially
requirement- nabigla sila yon yung mga requirements na teacher factor na
yung grading system natin, yung lesson planning, tapos yung assessment
factor, yung rubrics...”

The needs of preparation, adjustment, experience, mastery of subject, and

professional development are the underlying factors affecting the
teachinglearning process. Trainings undergone by these teachers are not
enough to ensure that the curriculum is seamless.

2. Excessive academic load for the students (PROBLEM)

Teacher 1 - “Magsisimula ka ng 7:30 matatapos ka ng 12, mag-uumpisa ka
na naman ng 1 matatapos ka ng 5. Sa kanila yan (teachers) daming
paperworks na. Then syempre they have lesson plans and some activities
that hinder also academic tulad nyan... (referring to students practicing for the
intramurals). Pero di mo naman pwedeng alisin yan kasi requirement yan.”
Teacher 2 - “ We are overload with paperworks that needs to be pass ASAP.
Many lessons to be revised also. Im so drain already.”
Teacher 3 - “All paperworks are overloaded.’ Period.

The excessive academic load has an adverse effect on the performance of

both teachers and students. It requires combined efforts to fulfill the standards
set by DepEd, and it’s up to them on how to balance academics and co-
curricular activities.

3. Integration of lessons in real-life context (CHALLENGE)

Teacher 1 - Ready to face challenges or related topics to real life situations.”
Teacher 2 -You as a teacher, kailangan mo silang tulungan by making tasks
suitable for each grade level...”
Teacher 3- The teacher must impost topics that will connect to their real life
situation.

To integrate lessons in real-life context is primarily a job of the teacher. It

challenges them to think and carry out effective measures to make learning
meaningful and useful on a day to day basis.

IV Recommendations
 Based on the findings and conclusions, the researcher formulated the
following recommendations ;

 The mental or physical effort employed in the academe is collaborative

teamwork. It eases the students’ effort and lessens the teachers’ work. It
has also a practical purpose in developing the interpersonal skills.
 An academic intervention is a strategy used to teach a new skill, build
fluency in a skill, or encourage a child to apply an existing skill to new
situations or settings.
 The National must provide different seminars that will enhance the
knowledge and skills of the teacher.

V References

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the Enhanced
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Commerce. Retrieved from
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Calderon, M. F. (2014). A Critique of K-12 Philippine Education System.

International
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http://www.ijern.com/journal/2014/October-2014/42.pdf

Durban, J.C. and Catalan. (2012). Issues and Concerns of Philippine

Education through The
Years. Asian Journal of Social Sciences & Humanities. Retrieved from
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Education Policy and Reform Unit UNESCO Bangkok. (2014). Education

Systems in
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Asia
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Mason, J. (2002). Qualitative Researching 2nd Edition. SAGE Publication.

London, UK.
Retrieved from http://www.sxf.uevora.pt/wp-
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Official Gazette. (2015). What is K to 12 Program? Retrieved from

http://www.officialgazette.gov.ph/k-12/

Rosario, R.I. (2015). Understanding the K to 12 Educational Reform.

Philippine Social
Sciences Review 67. Retrieved from
http://journals.upd.edu.ph/index.php/pssr/article/download/5260/4731