Lack of Facilities and Equipment Hounds K to 12 Senior High School Program

It was almost three years ago that advocacy on the change of educational

curriculum of the Philippine Educational System was started and that orientation and

information disseminations had been conducted to several venues that cater different

stakeholders coming from different sectors in the community. It is along with this activity

that made everyone if not everybody come to the point of awareness on what is going on

with our educational system. With this new transformation it came to the minds of the

masses why this should be done? Is it a must to change our curriculum? Will it pose a

great difference between the old to the upcoming innovation? Nevertheless, it is now high

time that this long-planned implementation of this new curriculum be flourished on the

field of education such that queries be addressed with this much awaited K to 12 Basic

Education Curriculum program; a collaborative effort not only by the Dep Ed but also with

the two giant agencies of the government; TESDA and CHED.

The Philippines has recently embarked on an educational reform in improving the

curriculum and spreading the number of years of learning from 10 years to 12 years. This

reform is nationally implemented through passage of the “Enhanced Basic Education Act

of 2013” or RA 10533. The Act institutionalized the implementation of the K to 12

education programs in the Philippines. The K to 12 covers kindergarten and 12 years of

basic education. These 12 years is divided into three levels, which are: six years of

primary education, four years of Junior High School, and two years of Senior High School

(SHS).

On this aspect it is expected that general guidelines will be followed which covers

all possible areas and that, schools are challenge to perform in a creative and innovative
ways. Part and parcel of the successful implementation is the full support of the teachers

and should serve as the human dynamite that could create an atmosphere being the

catalyst of change. Paramount to this, a teacher must possess basic competencies in

order to become an effective K to 12 implementers; although each one of us has our own

unique style based from orientations in life and the way we come up with different changes

to any presented innovations.

As the prime agent of change I believe that as a teacher and as a leader both

should possess this 5 C’s to enable one to propel a child in achieving personal

development and self-determination in its own free and responsible ways. Such that

teaching the learners in the forms of content and performance standards be facilitated.

As to what pupils are expected to know, be able to do and understand and on the other

hand as an implementer we can assist the learners to be able to use their learning or

understanding in real –life situations; and they should be able to do in their own. Such will

be achievable when internalizing the 5C’s in a way that teacher should be committed; a

“commitment” that we could educate the child’s faculty of the mind; the will and intellect

of the child be satisfied in a well-chosen manner. In order for the teacher to impart

knowledge, he/she should equip oneself with “competent” by knowing where he should

direct the child’s learning, providing herself with substantial facts on the subject matter.

Further, a teacher could be “creative”, a creativity that be radiated to the learners; on

being the agent of transformation, his application of knowledge be evident to the child’s

outcome. The next C is of being “compassion”, to be able to do something for the

betterment; of doing work with people (stakeholders) around him with a common goal of

enabling students to become globally competitive upon finishing his studies. Finally,
developing learners in a way to become a better citizen is a combined effort foremost by

the parents and importantly by the teachers. A teacher should teach with example on

doing right in the right possible ways and perspectives. Possessing all and equipping with

all these qualities of a teacher will facilitate the planned change of our curriculum wherein

it evolves on different context but with common goal on achieving –Quality and

Competitive Education.

The School year 2016-2017 then became the starting year of this major shift of our

Philippine educational system. Everybody is highly enjoined to positively support this

systematically planned and evaluated by the steering committee containing balance from

all the aims of the department of education on fostering a total learner development.

During the first implementation of k12 program especially in the senior high school

I was one of the pioneer teachers who took chances in this endeavor. I have had first

hand experiences regarding the implementation. The readiness of public schools was one

of the major problems that time. No classrooms available for use, lack of facilities during

laboratory time, no textbooks nor learning materials, and there were lacking equipment

available for use in comparison to the number of enrollees. While congestion in public

schools remains one of the common problems during school opening.

These are the pressing problems back in 2016, but still is existing in 2018.

Data from Education Facilities Division as of May 11, 2018 obtained, showed that

the Department of Public Works and Highways (DPWH) “completed the construction of

10,401 classrooms” between July 27 and December 2017 using the 2017 funds.”

Meanwhile, an additional “44,422 classrooms, using the 2014-2017 funds, are

ongoing construction and are expected to be completed in the first quarter (Q1) of 2018.”
With these at hand, it is not congruent in the local setting of public schools. As what I

have experienced in our institution, we are housing 4,908 students both from junior and

senior high school, the construction of classrooms/ buildings is still not finished until today.

It has been three (3) long years and the construction is still on going.

Due to this, since 2016 we are employing shifting of classes to cater the needs in

the deficiency in classrooms. The number of students were increased to 60 in the Junior

High School per classroom and 55 in the senior high school to augment the bulk number

of students. Where ideally there should only be 36 in the JHS and 38 in SHS per

classroom based on DepEd Order.

The K to 12 seeks to enhance the quality of basic education. But, as a frontline of

the K12 program I am afraid there would not be quality if these problems are not yet

solved. As to the availability of learning or teaching resources, as the major query from

people of enormous concerns, modules shall be provided as the basic learning resource.

It is the artistry and skills of the teachers which should sprout amidst these

problems. The success and break would then rely on the skills and expertise of the

frontline of this reform, its teachers. Teachers are known to be the best instructional

materials a student can possess.

Our graduates at this instance will now be recognized, and there will be mutual

recognition of Filipino graduates and professionals in other countries. Its successful

implementation and desired positive outcomes coupled with its sustainability lies both on

the teacher and school heads. Let’s join our efforts and lead for a change and let’s do our

share of responsibilities.
 Go teach and touch those who are still reluctant for this shift because I deemed

that in unity we can plant and reaped marvels of towering success with the divine

intervention nothing is impossible.

Let’s give change its clear passage and huge try for the best.