argumentative essay about the disadvantages of k 12 curriculum

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The Pros and Cons of K-12 Education System

Exploring the benefits and drawbacks of k-12 education.

The K-12 education system has been a subject of debate and discussion among educators, policymakers, and parents for many years. This system covers the education journey from kindergarten to grade 12, offering a comprehensive approach to academic and personal growth for students. While K-12 has its merits, it also comes with its share of challenges. In this article, we'll delve into the advantages and disadvantages of the K-12 education system to provide a balanced view of its impact on students and society.

K-12 education is a fundamental stage in a student's life, shaping their academic and personal development in significant ways. However, it is essential to examine both the positive and negative aspects of this system in order to make informed decisions about its effectiveness. By understanding the advantages and disadvantages of K-12, we can work towards enhancing its strengths and addressing its limitations for the betterment of education.

The K-12 education system offers several advantages that contribute to a well-rounded learning experience for students. These benefits play a crucial role in shaping their educational journey and preparing them for future success.

Missing a pro?

While K-12 education holds several advantages, it also presents certain challenges and drawbacks that warrant consideration. Identifying these limitations is essential for implementing targeted improvements and addressing the potential shortcomings of the system.

Missing a con?

In weighing the advantages and disadvantages of the K-12 education system, it becomes evident that while it offers a structured and comprehensive approach to student learning, there are also limitations in terms of flexibility and individualized progression. By recognizing these aspects, educators and policymakers can work towards optimizing the strengths of K-12 while addressing its drawbacks to create a more adaptable and inclusive educational environment.

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• The Millennials

K to 12: What Advantages and Disadvantages Has It Created?

• BusinessMirror
• May 19, 2022
• 8 minute read

Table of Contents Hide

What are the advantages of k to 12 program in the philippines, k to 12 led to higher quality education in the philippines, students can choose tracks as early as grade 10 with k to 12, k to 12 programs in the philippines will produce employable senior graduates, what are the disadvantages of k to 12 program in the philippines, philippine k to 12 implementation places excessive pressure on educators, k to 12 may just be a band-aid solution for philippine education.

In recent years, the Philippine educational system has undergone major changes in both execution and duration. In a bid to improve the competency of Filipino students and follow the international standards of education, schools and educational institutions have transitioned into using the K to 12 programs in the Philippines, effectively adding three years to the former curriculum with the establishment of a junior and senior high school level. While the end goal of the Philippine K to 12 curriculum is a noble one, it has not been met with unanimous agreement, with various critiques slamming the rushed transition to the program and the lack of facilities and training for educators.

In this article, we will discuss the advantages and possible drawbacks of this educational reform in the Philippines through K to 12 programs, and why lawmakers and academics have not been filtering their criticisms on why the K to 12 programs may pose more burdens for Filipino families and students.

Before the K to 12 program was implemented in the Philippine Education System, primary and secondary education in the Philippines used to entail only 10 years of schooling, of which the first six years covered elementary school and the last four years covered high school.

While the Philippines thrived with this system, it remained as the sole country that used this program in Southeast Asia. This was one of the driving factors why the Department of Education proposed the implementation of K to 12. With the adoption of the K to 12 Program, however, basic education now covers 13 years, with the following key stages: Kindergarten to Grade 3; Grades 4 to 6; Grades 7 to 10 (compulsory junior high school); Grades 11 and 12 (senior high school).

When the K to 12 educational program was signed into law in May 2013 by the late President Benigno Aquino III, teachers and institutions were both hopeful and dubious about what it had in store for both the students and the schools around the country. Some of the advantages that were presented by the Philippine K to 12 programs revolved around better student training, and better competency of students on a global scale – with the officials claiming that Filipino students who graduate from senior high school will not only be ready for employment but will also be up to par with the international education standards.

With the national government’s backing, the Department of Education aimed to improve the quality of education for public schools. With full funding for instructional programs and facilities that will build students’ skills and knowledge, DepEd intended to make senior high graduates employable even without a college education.

The rigorous K to 12 Program uses high-standard instructional programs to build student’s knowledge and skills in different subject areas, including courses that make them employable as they finish high school. Gone are the days when students finish their college diplomas even as young as 20 years old but cannot compete with their Asian neighbors.

Together with a specific focus on better education, the government also allocated funds to train teachers through continuous training and seminars to equip them with the crucial know-how to help students forge a path towards the career that they want. With the teachers’ and educational custodians’ empowerment, they can lead Philippine education to a more advanced and student-centered system of learning.

With the K-12 program, Filipino students stand to benefit from better-equipped teachers as the government has lined up continuous trainings and seminars for their professional development. More empowered school personnel and principals are now more effective, as we advance to a technical and student-centered system of teaching and learning designed for the students of the next millennium.

Aside from better training and skills attainment, students are given three tracks and multiple strands that will help them forge a path on the specialization or career they’re planning on pursuing. The DepEd promised to offer higher quality education through these tracks, which will give students enough time to master a field and enhance their skills. In the end, K to 12 program graduates will become globally competitive and ready for the expanding labor market.

Through three different tracks – academic, technical-vocational-livelihood, and sports and arts – students are able to focus on courses and subjects that will help them transition to their college courses or onto careers after graduation.

With Philippine K to 12 designed as a student-centered curriculum, students are given the freedom to take on a more hands-on role in choosing what they will learn. Compared to the traditional curriculum, students will not be subjected to pre-chosen subjects. Instead, they will be given enough flexibility to choose tracks and further finetune their education.

Aside from a clearer track, K to 12 also provides students with the necessary skills and knowledge to be readily employable if they wish to work after senior high school. Together with academic and technical courses offered in senior high school, students will also be given the choice of taking entrepreneurship courses so that they’ll be trained with the skills and competencies they’ll need to establish businesses after graduation.

SHS graduates will also be allowed to apply for certifications through the Technical Education and Skills Development Authority (TESDA) so that they can further improve their skillsets and equip themselves with better knowledge acquisition for immediate employment. With specialized K to 12 courses, the implementation of this curriculum will not only produce highly skilled graduates but will also bring forth individuals who are competent enough to be employable in the global labor market.

While the K to 12 program in the Philippines is aimed to help improve the quality of education in the Philippines and produce better skilled students for maximum employability, K to 12 has also been bombarded with criticisms, mainly on the financial ability of Filipinos to support their children through three additional years of school. Under the current setup, two more years of school means thousands more in expenses. And under the K to 12 Program, which requires students to choose one of three SHS tracks in their curriculum, things are about to get pricier.

Since it was signed into law, there have been five petitions and counting from students, teachers and parents claiming that the new K to 12 educational program will, among other issues, aggravate the financial situation of Filipino families and force millions to drop out of school. Unfortunately, this additional financial burden also forces thousands or even millions of students to drop out of school due to additional educational expenses. As much as this educational development can help students, Filipino parents and families are ill-equipped.

In the third petition filed by the National Union of People’s Lawyers they say that “The K to 12 Program is no ordinary government program. It is set to redefine access to education, especially for the poor who must spend for additional years of education. It unduly burdens the exercise of the human right to education.”

In a study done by youth solon Kabataan Party-List (KPL), students who are going to be entering senior high school will need to access as much as PHP200,000 for the next two additional years. Computing the food and transportation allowance of average students of P100 to P150 for 200 school days, families will need to produce around P20,000 to P30,000 annually. Meanwhile, calculating the cost of school supplies and other miscellaneous expenses, such as uniforms and workbooks, based on Department of Trade and Industry data and case studies from Araullo High School, KPL estimates another P10,000 burden for parents brought on by the K to 12 program.

But aside from the additional expenses, the financial issue may further be aggravated since not all public high schools will be able to offer senior high school education. According to DepEd data, almost half of public schools around the country will not be implementing SHS courses due to the lack of classrooms and teachers. In fact, less than half, or 3,839, out of 7,976 public high school nationwide will implement SHS courses, according to the DepEd’s list of K to 12 program-ready schools. To graduate from senior high, public-school students may be forced to transfer to private schools or public schools that are farther from their residences. These translate to higher tuition fees and equipment for vocational courses, on top of higher transportation costs.

While disadvantages of K to 12 in the Philippines generally revolve around the financial ability of students and their parents to support them through two additional years of school, another drawback is how it places pressure on Filipino educators, especially in public schools. Teachers and other educational custodians are required to undergo extensive training to be able to offer the courses that need to be taught to senior high school students and at the same time juggle large classes often seen in the public school system.

With an educational system that does not always provide the needs and requirements of teachers to be well equipped and well-prepared for every class they need to teach, the K to 12 forces them to take on larger loads and higher pressure just to deliver high-quality education to students.

In addition to these K to 12 disadvantages, lesson plans and courses also need to be completely overhauled. Together with students who would need to adjust to two additional years in school, teachers will also need enough time to adjust to the new load that they need to bear.

While public schools are now offering free education and better equipment, a lot of Philippine towns and villages still lack access to educational institutions within their communities. From students needing to tread mountains and travel through rivers and teachers needing to pay for their own supplies, the educational system and government support is still lacking, and adding two more years to the overall curriculum may not be as perfectly executed by all schools around the country.

Instead of the government improving the educational system in and of itself and furnishing all schools and institutions with the tools and equipment they need to maximize learning for the students, the implementation of the K to 12 program in the Philippines may only be adding to the struggles of teachers and students to both offer and access formal education.

In the end, before DepEd attempts to improve the country’s basic education curriculum at par with supposed international standards, the government needs to make sure if the youth can enroll at all. At the current state of things, education—more importantly, public education—has come with a hefty price tag. And what good is any touted enhancement of education if the youth cannot access it in the first place?

Image credits: Visual Generation | Dreamstime.com

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Unfortunately, all of the problems found in Grades 1 to 10 remain, and they also appear in Grade 11, including a high dropout rate.

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PROBLEMS AND CHALLENGES ENCOUNTERED IN THE IMPLEMENTATION OF THE K TO 12 CURRICULUM: A SYNTHESIS

2018, School of Teacher Education and Liberal Arts, Saint Louis University

The research utilized phenomenological approach, in which administrators and faculty members of Saint Louis Laboratory High School and University of Baguio Senior High School Department were interviewed. Creswell’s mode of analysis had been used to validate the accuracy of the information. The findings of the research are comprehensively illustrated in a form of simulacrum. The figure is named as “Educators’ Mechanism” to represent three themes. These constitute two problems and a challenge which were specified as follows: a) lack of preparation and professional development; b) excessive academic load for the students; and c) integration of lessons in real-life context. The study drawn that these themes have respective academic interventions like: a) attending trainings and seminars; b) employing collaborative approach in some activities; and c) applying the “learning-by-doing” educational principle”. The researchers highly recommend this study as essential reading for the teachers and students alike, as it can help widen our understanding with what we need to know in order to address the problems and challenges facing the education system. It is time for everyone– the Department of Education, the teachers, the students, and all its stakeholders to work hand in hand and make the solutions a reality.

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Kristel Ann Hermosa

In the Philippines, change has shaken the whole country when K-12 curriculum had its full implementation where Kindergarten was mandatory and an additional two (2) years in Senior High School (SHS) were added to the formerly 10-year basic education. “The K to 12 Program was mandated by Republic Act 10533, otherwise known as ‘Basic Education Act of 2013.’ DepEd began the new learning program in its efforts to make a change towards a better Philippines as early as 2011.” What, therefore, made the researchers conduct this study was to find out how was the implementation of the K-12 curriculum in selected Senior High Schools in Masbate City Division, namely: Masbate National Comprehensive High School (MNCHS), the biggest and premiere secondary school in the city; Bolo National High School (BNHS), a secondary school in coastal part of the city; and lastly, Nursery High School (NHS) utilizing SHS teachers’ perspectives. They have sought to identify the challenges and concerns raised by the SHS schools in Masbate City and to offer plausible solutions for the benefit of many.

Researchers: PIANDO, VERONICA . BALANA, KYLA JOYCE . RITO, KARLA. MAGALONA, BEATRISHA. ALAMIL, CHRISTIAN This research approach will measure the overall effectiveness of the implication of the implementation of the K-12 Curriculum to the Grade 10 students of Divine Word College of Legazpi. It covers how the implementation of K-12 curriculum affects the Grade 10 students of DWCL. Moreover, this study also tackles the advantages and disadvantages of implementing the K-12 Curriculum to the Grade 10 students of DWCL.Specifically; this sought to answer the following questions which are under the statement of the problem 1. What is the extent of the implementation of the K-12 curriculum? 2. What are the problems encountered by the persons who benefited the implementation of the K-12 curriculum? 3. What are the recommendations to the problems encountered? The researchers made use of Quantitative analysis: surveys and questionnaires in order to have a primary source of data. Some of the research devices were also used by the researchers such as books, encyclopedias, magazines, thesis as well as internet for additional information. We are interested to know how the implementation of the K-12 curriculum affects the students especially the grade 10 students. We also want to know the advantages and disadvantages that the K-12 curriculum can give and for us to know if the implementation of the K-12 curriculum by the DepEd is successful as of now The survey questionnaire was divided into three parts ; First, the extent of the implementation of the K-12 curriculum. Second, the problems encountered by the persons who benefited the implementation of the K-12 curriculum. Third, the recommendations to the problems encountered. Through the data gathered from the survey questionnaire , the following conclusion was formulated, 1.) The students that are involved in the study said that the implementation of the K12 program that it is a must, because the primary objective of the program is to improve the quality of education so that, when the students finished the basic education they will be more productive. 2.) The K-12 Program will not only help the students but also our country in terms of Education. 3.) the most important contribution of the program to the students is to improve their abilities, and revolutionized the Philippines in terms of educational attainment. In line with this conclusion, the researchers recommend the following: To Future researchers - looking for better and easiest ways of doing your research papers could have greatly improved your findings. Gathering information could be taken from various sources such as books, encyclopedias, other thesis, and internet. To People - primary and secondary sources could probably give you a big help in order to develop your research papers. Acknowledge the importance of your topics to emphasize the connection of your findings. To Groups - in performing your research papers, communication and cooperation is needed to provide the different information that comes in your group.

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Nigeria, having realized the effectiveness of education as a powerful instrument for national progress and development, adjusted her secondary school educational system to encompass diversified curriculum that integrates academic with technical and vocational subjects with a view to empowering the individual for self-employment. However, the educational system does not seem to achieve its purpose as majority of school leavers are not equipped with necessary skills to empower themselves. Consequently they cannot raise their socio-economic standard and therefore cannot contribute to nation building; hence, the need for this study. The broad aim of the study was to assess how the curriculum was implemented in Nigerian private secondary schools with a view to identifying the root cause of the problem. Some of the specific objectives include: determine the appropriateness of Nigeria secondary education curriculum; find out type of teaching method used in implementing the curriculum; determine number of skill-based subjects taught in school; identify practical [entrepreneurial] skills students have learnt in school with which they can create self-employment; identify products and services students have produced. Following the objectives, nine research questions were formulated. Adopting the descriptive survey research design. The research work was conducted in Alhaji Akilu Comprehensive Secondary School, Madobi, Kano State. One hundred and twenty students from junior and senior secondary classes were selected and forty teaching and non-teaching staff were also selected for the research. In choosing the student-subjects, stratified random sampling technique was used. Staff-subjects were selected from variety of disciplines. The study utilized both quantitative and qualitative techniques with practical test, observation, focus group discussion, teacher and student questionnaires as instruments used in data collection. Data collected were analyzed using descriptive and inferential tools.

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Employing descriptive method of research , this study determines the problems met in the implementation of K to 12 Program in selected schools of Sta. Maria District, school year 2013-2014. It involves 93 randomly selected Grades I and II teachers. Descriptive and inferential statistics, such as, frequency, percentage, weighted mean t-test for independent Samples (2-tailed) and one –way analysis of Variance are used to explain results. The findings reveal that all (93 0f 100%) of the grades I and II teachers are females. Thirty-four (34) of them are with 10 years and below teaching experience, majority (47 or 52%) are BS with MA units, speaks Chavacano. The problems in the implementation of the K to 12 Program are competence, language policies, preparation, instructional materials, attitudes of the implementers and references are moderately serious; there is a significant difference on the problem of instructional materials , when teachers are categorized according to gender. However, there is no significant difference on problem met by Grades 1 and II teachers on teachers competence: language policies, preparation, instructional materials, attitudes and references when categorized as to length of service, educational qualification and mother tongue. The study recommends that Grades I and II teachers be advised to complete graduate studies for professional advancement. The Department of Education through the Office of the City Schools Division Superintendent of Zamboanga may provide adequate instructional materials for teachers and pupils. The Division Office in Zamboanga City may also hold enhancement training for concerned teachers in the implementation of the K to 12 Program. Lastly, similar studies is recommended to validate the findings of the present investigation.

edward odey

There is no gain saying the fact that effective implementation is very vital if the primary school curriculum is to achieve its goals of inculcating permanent literacy and numeracy, ability to communicate effectively, laying a sound basis for scientific and reflective thinking. Efforts of the federal government towards implementation of a sound curriculum for the schools have yielded little or no dividends due to issues which are inherent in the implementation of the primary school curriculum. These problems include under funding, ecology of the classroom, acute shortage of infrastructures, lack of health facilities, lack of qualified teachers, and neglect of the mother tongue, amongst others. This paper, therefore takes a critical look at the challenges of implementing the primary school curriculum in Cross River State. It was therefore recommended that the local government should be more aggressive in its implementation programs, government need for strategic planning, institution...

Psychology and Education: A Multidisciplinary Journal

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This study was conducted in March 2022 to assess the implementation of the K to 12 Curriculum in Panacan National High School, Panacan, Narra, Palawan. A total of 9 Senior High teachers, 152 Senior High parents, and 152 Senior High students from Panacan National High School served as the respondents of the study. Data collection involved the use of a survey questionnaire. Descriptive statistics were used to evaluate the retrieved data. The adoption of the K-12 Curriculum in Panacan National High School received a positive assessment from the senior high teachers there. Both Senior High Parents and students at Panacan National High School gave the K-12 Curriculum implementation in Panacan National High School a favorable review and evaluation.

Tarhata S . Guiamalon

The implementation of the K-12 Senior High School program makes Filipino students competitive globally. On this premise, a study to assess the K-12 Senior High School program of Laboratory High School (LHS) of Cotabato City State Polytechnic College (CCSPC). Also, it explored the resources, teachers' instructional practices, the attainment of the objectives of the program, and the challenges encountered in the implementation. It employed descriptive-evaluative design. It administered survey questionnaires to 202 total number of respondents composed of 169 senior high school students who were chosen randomly and 30 teachers, including three staff, who were selected using Complete Total Enumeration. It was conducted last school year 2019-2020. Results revealed that services and resources evidently provided. The teachers of the LHS have evidently practiced the instructional practices in terms of teaching strategies, classroom management, and assessment of learning. Considering the ...

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K-12 argument, reasons, evidences, conclusion

The K-12 Program has been brought to attention since its first year of implementation. Critics say that its implementation could only worsen the issue on education in the country. Senator Antonio Trillanes IV, a known critic of the program, said that the country appears to be unprepared for K-12 due to inadequacy in resources, tools, classrooms, etc. (Reyes, 2015). Though some people cannot see its relevance, the K-12 program is still beneficial as it gives a better quality of education, provides job opportunities for high school graduates, and prepares the country for ASEAN Integration.

The K-12 program is still beneficial as it gives a better quality of education. In contrast with the old curriculum, the K-12 program offers a more focused and improved educational system in the country. With the compulsory and mandatory kindergarten education, children at the age of 5 will have time to slowly adjust to their formal education. Moreover, Department of Education (2012) argued that a better understanding of the basic concepts taught will be ensured through the use of mother tongue as the medium of instruction. In addition, with the additional 2 years in high school, students will be given more time to master competencies and skills through the specialized upper secondary education.

Furthermore, the K-12 program provides job opportunities for high school graduates. During their senior high school, students will be able to acquire skills that enable and prepare them for work after graduation. As a result, students may opt not to continue college and may already be eligible for work without earning a college diploma. Parents, who cannot afford college education for their children, are freed from the burden of spending for college just to make their children employable (Forbes, 2012). Graduates also can acquire Certificates of Competency (COCs) and National Certifications (NCs) which does not only allow them to have middle-level skills, but also offers them better opportunities to be gainfully employed inside or outside the country.

Finally, the K-12 program prepares the country for ASEAN Integration. An important pre-condition for the Philippines to integrate with the other ASEAN nations is the K-12 program. With its implementation, the Philippines is now at par with other ASEAN countries’ standard of education. As a result, to this, graduates of K-12 program will be perceived with increased competency and have better global.

Although difficulties and inadequacies may arise, K to 12 program benefits in the long run, are more significant for the country. K-12 is the key to the country’s national development. In achieving its success, cooperation, and support of all is necessary since it does not only improve the quality of education but also the lives of Filipinos.

EVIDENCES 1-

EVIDENCES 2-

EVIDENCES 3-

CONCLUSION-

1 Expert Answer

Shelly H. answered • 04/19/22

Trained Special Education Instructor for 26 years, hold Masters degree

The author believes that the educational system should be changed to the K12 program.

Reason 1- The author claims it provides better education

Reason 2- It would provide employment opportunities for seniors

Reason 3- It would prepare the country for ASEAN integration.

Evidence 1- Students would be better prepared because they would attend school longer.

Evidence 2- Seniors could have midlevel certification to qualify for jobs without having to attend college.

Evidence 3- It would enhance global integration, especially for Filipino people.

This essay is lacking information that would help it be more convincing. For example, the actual K12 program is only vaguely referred to. It should be defined. ASEAN should also be defined. A glaring problem with having students attend school longer is getting their cooperation. Many people feel that kindergarten is too young of an age for children to begin education. These issues should be mentioned and addressed. Finally, explaining exactly how it is is beneficial for Filipino people is not explained thoroughly enough. I believe it still needs some work, but it is a good beginning.

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K-to-12 curriculum review: What will be left for students to learn?

The Department of Education (DepEd) recently announced its plan to review the present K-to-12 curriculum because of the obvious congestion in the learning competencies. According to reports, the 2022 version of the new curriculum will be released by the end of 2021 and applied next year. The review is being undertaken to relieve students of overwhelming requirements in all their subjects.

The DepEd also admitted that 15,000 learning competencies had been removed last March from the former curriculum, reducing the number to less than 10 competencies per quarter per grade level.

What the DepEd isn’t telling us is that the curriculum currently being implemented and followed in all Philippine schools, both public and private, was based on the Most Essential Learning Competencies (MELCs), where 5,689 learning competencies were removed from the 14,171 learning competencies that the former curriculum had, resulting in a reduction of 40.15 percent.

The percentage of removed learning competencies is an unbelievably high 93 percent for English, 70 percent for Filipino, and 52 percent for Araling Panlipunan. This means the competencies needed to be learned and mastered by the students had already been cut by half.

Because of this nonfat MELCs, the number of competencies taught in the subject English in one school year has been reduced to only 10 competencies for both Grades 6 and 10. Only 15 competencies will be taught in Grade 5, 22 in Grade 8, and 23 in Grade 10.

If the DepEd continues with its plan to further reduce, geld, and emasculate what is already a spayed and castrated curriculum, what will be left for teachers to teach and students to learn?

Changing the curriculum also means the self-learning modules that had been procured at great expense by the DepEd would have to be changed again, thereby allowing already rich publishers and printers to become even richer, and opening wide the floodgates to the influx of even more error-riddled modules.

The DepEd must be called to account for this final straw that will surely break the camel’s back. The DepEd’s only reason for being is to teach Filipino schoolchildren the correct knowledge, skills, and values so that they will learn and grow up not being stupid and ignorant.

ANTONIO CALIPJO GO Quezon City [email protected]

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