K TO 12 EDUCATION IN

THE PHILIPPINES: POLICY

ANALYSIS AND REFORM
BY
RYAN L. RACE
Introduction
The Philippine education
system underwent a major
transformation in School Year
2012-2013 with the
implementation of the K-12
program by virtue of
Republic Act No.
10533 or the Enhanced Basic
Education Act of 2013, which
extended basic education
 from 10 to 12
years. This landmark
legislation was designed to
address long-standing
challenges in the system,
including quality, relevance,
and global competitiveness.
The K-12 program extended
basic education to cover
Kindergarten, six years of
primary education, four years
of junior high school, and two
years of senior high school.
This expansion was
envisioned to provide
 students with
ample time to master key
concepts and skills, cultivate
lifelong learning habits, and
prepare them for a variety of
pathways, including tertiary
education, middle-level skills
development, employment,
and
entrepreneurship.
The first cohort of Grade 6
and Grade 12 graduates
under the K-12 program
emerged in School Year
2017-2018. Since then, the
 program has
been a subject of
continuous scrutiny,
evaluation, and reform
efforts to ensure its
effectiveness and
relevance in meeting the
evolving needs of students and
the demands of a dynamic
global
landscape.
This paper provides a
comprehensive analysis of the
K-12 education system in the
Philippines. It explores the
policy's key features, its
 impact on various
stakeholders, and
the ongoing reforms aimed
at addressing challenges and
improving the quality of
education in the country. By
examining the evolution and
current status of the K-12
program, the paper aims to
provide a deeper
understanding of the
Philippine education
system's journey towards
preparing students for a
brighter and more competitive
future.
 Salient Features of
the K-12 Basic Education
Program in the Philippines
The K-12 Basic Education
Program in the Philippines
focuses on holistic
development, global
competitiveness, and
addressing longstanding
challenges. The
program introduced several
salient features aimed at
transforming the landscape
of
Philippine education. These
features not only seek to
 improve the
quality of education but
also prepare learners for a
dynamic and demanding
future.
1. Strengthening Early
Childhood Education
(Universal Kindergarten):
The K-12 program recognizes
the critical role of early
childhood education in a
child's development. Universal
Kindergarten was introduced,
making it mandatory for all
five-year-old children to have
access to quality pre-school
 education. This
initial phase
lays the foundation for
lifelong learning by
developing essential
cognitive, social, and
emotional skills, ensuring that
learners are well-prepared for
the formal school setting.
2. Making the Curriculum
Relevant to Learners
(Contextualization and
Enhancement):
The curriculum in the K-12
program is designed to be
relevant to the cultural and
 societal context
of Filipino learners. It
considers local realities and
global trends. The
curriculum is enhanced to
include more practical and
life-applicable subjects,
making
learning meaningful and
responsive to the needs of
students.
3. Ensuring Integrated and
Seamless Learning (Spiral
Progression):
The K-12 program employs a
spiral progression approach,
 wherein concepts
and
skills are revisited and built
upon throughout the
educational journey. This
method fosters
a deeper understanding of core
subjects and encourages the
application of knowledge.
It aims to reduce the problem
of "memorization without
comprehension" that has been
a
challenge in the previous
system.
 4. Building
Proficiency Through
Language (Mother Tongue-
Based Multilingual
Education):
Recognizing the importance
of language in learning, K-
12 adopts a Mother
Tongue-Based Multilingual
Education (MTB-MLE)
approach. This method
allows
students to learn in their
native language during the
early years, enabling better
 comprehension
and smoother transition to
using Filipino and English
as medium of
instruction. It values linguistic
diversity and preserves cultural
heritage.
5. Gearing-up for the Future
(Senior High School):
One of the most significant
additions to the K-12 program
is the introduction of
Senior High School (SHS).
This two-year phase,
following Junior High
School, offers
 specialized tracks
and strands that allow students
to explore their interests and
prepare
for higher education or the
workforce. SHS provides
practical skills, vocational
training,
and exposure to various career
paths, making graduates more
competitive and job-ready.
6. Nurturing the Holistically
Developed Filipino (College
and Livelihood Readiness,
21st Century Skills):
 The K-12 program
aims to produce well-rounded
and adaptable individuals who
possess not only academic
knowledge but also essential
life skills. It promotes the
development of 21st-century
skills such as critical thinking,
creativity, communication, and
collaboration. Furthermore, it
emphasizes values education
and character formation,
nurturing responsible and
socially-aware citizens.
Implementation Challenges
 Challenges on
Learning Poverty:
Ndiame Diop, World Bank
Country Director for the
Philippines, Malaysia,
Thailand,
and Brunei, discussed the
challenges of learning poverty
in the K-12 Education. One
key
challenge is the choice of
language instruction, where
the Mother Tongue-Based
Multilingual Education (MTB-
MLE) policy faces
 implementation
issues. Another challenge
is a severe backlog in school
infrastructure, resulting from
historical underinvestment and
damage from natural disasters.
Efforts to address these
challenges require
investments in teacher
training,
improvements in language
instruction policies, and
addressing infrastructure gaps.
These
measures are crucial for
reducing learning poverty and
 ensuring that all
children have
access to quality education.
Challenges on Learners’ Well-
Being:
Oyunsaikhan Dendevnorov,
UNICEF Representative to the
Philippines, shed light
on the complex challenges
affecting learners' well-being
in the country. These
challenges
have profound implications
not only for individual
children but also for the
Philippines'
 long-term
economic development
prospects.
One striking issue
highlighted by Dendevnorov
is the prevalence of
loneliness
among school-going children.
Many children reported feeling
isolated and disconnected
in their school environments.
This emotional struggle can
significantly impact their
overall
well-being and academic
performance.
 Another
concerning trend is that only a
third of children believed in
the potential for
their abilities and
intelligence to grow over
time. This fixed mindset can
limit their
motivation to learn, hindering
their academic progress and
personal development.
The issue of child labor is
another grave concern.
Dendevnorov pointed out that
child labor rates, particularly
among boys, saw an
 alarming increase,
reaching 68% in
2020. Child labor not only
deprives children of their right
to education but also exposes
them to hazardous and
exploitative conditions.
Teenage pregnancy continues
to be a significant factor
contributing to school
dropouts. The consequences of
early pregnancy can disrupt a
girl's educational journey,
limiting her future
opportunities and prospects.
 Children affected
by natural disasters and
conflicts face additional
challenges.
These traumatic experiences
reduce the number of days
they can attend school and
impair their ability to learn due
to the profound stress and
emotional toll. As a result,
these
children experience significant
time away from school,
exacerbating the already
complex
issue of learning poverty.
 The cumulative
effect of these challenges on
learners' well-being is not
limited to
individual suffering; it has
far-reaching consequences
for the Philippines' long-term
economic development. A
generation of children who
feel lonely, have fixed
mindsets,
engage in child labor, face
early pregnancies, and endure
the trauma of natural disasters
and conflicts can hinder the
nation's progress.
 Addressing these
challenges requires a
comprehensive and
coordinated effort
from government agencies,
civil society, and international
organizations. It necessitates
investing in child-friendly
and inclusive educational
environments, promoting
positive
mindsets, eradicating child
labor, and providing support
systems for pregnant
teenagers.
 By prioritizing the
well-being of its learners, the
Philippines can pave the way
for a brighter
and more prosperous future for
all its children.
Challenges on the Curriculum:
The curriculum is the
backbone of any educational
system, shaping the knowledge
and skills of future
generations. Nona Marlene B.
Ferido, PhD, Deputy
Director of the
Assessment, Curriculum, and
Technology Research Center,
 highlighted some
of the
pressing challenges facing
the Philippine education
system in terms of
curriculum
development and
implementation.
One of the critical issues
discussed by Dr. Ferido was
the large number of learning
competencies compared to the
limited teaching time available
within a school year. This
imbalance places a heavy
burden on both teachers and
 students. Teachers
often struggle
to cover all the required
competencies, while students
find it challenging to keep up
with
the pace of the curriculum,
especially when their access to
learning resources is limited.
In terms of the implemented
curriculum, research data
indicate that teachers
simply do not have sufficient
time to teach all the allocated
learning competencies. This
 raises concerns
about the depth and quality of
learning that can be achieved
under these
conditions.
The National Achievement
Test (NAT), which assesses
student performance, is
aligned with the content of the
intended curriculum. However,
a significant issue arises
concerning the cognitive
demand of the test items.
Many of these items are found
to be
 highly
challenging, often exceeding
the knowledge and
understanding levels of most
students. This misalignment
between the test's cognitive
demands and students'
capabilities can create an
assessment gap that needs to
be addressed.
Furthermore, an analysis of
the attained curriculum reveals
that learners are not
reaching the levels of
knowledge and skills expected
 by the intended
curriculum. This
problem emerges early in
the educational journey and
persists through Senior High
School. It reflects a systemic
issue that demands attention
and reform.
Perhaps one of the most
concerning findings is that
graduates of the K-12
Curriculum often lack the
foundational knowledge and
skills expected for higher
education
 and employment.
This disconnect between
what the curriculum intends
to impart and
what graduates actually
possess can hinder their future
opportunities and success.
Addressing these challenges in
the curriculum is a complex
task that requires the
collaboration of educators,
policymakers, and curriculum
developers. It necessitates a
critical review of learning
competencies, adjustments to
teaching strategies, and an
 exploration of
innovative ways to enhance
access to learning resources.
Ultimately, a
well-balanced and effective
curriculum is crucial for
preparing students to meet
the
demands of higher education
and the workforce, ensuring
that they have the knowledge
and skills required for a
productive future.
Challenges on Teacher
Quality:
 The quality of
education is intrinsically tied
to the quality of educators.
Bert J. Tuga,
President of the Philippine
Normal University (PNU),
provided valuable insights into
the
challenges that the Philippines
faces in ensuring the high
quality of its teaching
workforce.
One challenge is the weak
implementation of
developmental training
programs for
 teachers from
pre-service to in-service by
Teacher Education
Institutions (TEIs). This
means that teachers are not
receiving the training they
need to be effective in the
classroom.
Another challenge is that in-
service training is not meeting
the needs of teachers,
lacks coherence, and is not
delivering the learning gains
that the country needs. In-
service training is essential for
helping teachers stay up-to-
 date on the latest
research
and best practices, but the
current system is not meeting
this need.
Finally, the Philippines lacks a
strong system of career
progression for teachers.
This means that teachers are
not motivated to improve their
skills and knowledge, as they
do not see a clear path for
advancement.
These challenges have a
number of negative
 consequences for
students. When
teachers are not well-trained,
they are less likely to be able
to create an effective learning
environment and deliver high-
quality instruction. This can
lead to students falling behind
and not reaching their full
potential.
It is important to address these
challenges to improve the
quality of education in
the Philippines. By investing
in teacher training and
 development, the
government can
help to ensure that all students
have access to the best
possible teachers.
K-12 Reforms
In a significant development
for the future of Philippine
basic education, the
Department of Education
(DepEd) unveiled its ambitious
MATATAG Agenda during
the
2023 Basic Education Report
(BER), presided over by
 Vice President
and Education
Secretary Sara Duterte.
MATATAG, which stands
for "MAke the curriculum
relevant,
TAke steps to accelerate
facilities and services, TAke
good care of learners, and
Give
support to teachers," outlines
a comprehensive approach to
tackle the longstanding
challenges and elevate the
quality of basic education in
the country.
 Addressing the
Challenge:
The MATATAG Agenda is
a response to the numerous
challenges that the
Philippine basic education
system has faced over the
years. These challenges
encompass issues such as a
curriculum that may not
adequately prepare students for
the
demands of the workforce, a
lack of basic education
facilities, and the need to
ensure
 inclusivity and
well-being for all learners.
Education Secretary Sara
Duterte, in her
impassioned address,
emphasized the commitment to
"rally for every Filipino child"
and
build a "MATATAG na
Bayan" (strong nation) for the
beloved Philippines.
The Four Critical Components
of the MATATAG Agenda:
MAke the curriculum
relevant to produce
 competent and
job-ready, active, and
responsible citizens:
The first component of the
MATATAG Agenda aims to
streamline the curriculum
to focus on foundational skills
in literacy and numeracy. This
initiative seeks to reduce the
number of learning areas and
focus on foundational skills,
revitalize the reading, science
and technology, and math
programs; provide
transparent curriculum guides
to
 stakeholders;
collaborate with researchers
and analysts in making an
evidence-based
policy decision by providing
data on test results; and engage
with CHED and TESDA and
other relevant agencies to
address skills mismatch. As
per Department Order No. 54,
s.
2023, the new MATATAG
Curriculum for Kindergarten
to Grade 10 is due for pilot
testing,
 while that of the
Senior High School is still
under review.
TAke steps to accelerate
delivery of basic education
facilities and services:
The second component
prioritizes the development
of basic education
infrastructure. In 2023,
DepEd plans to construct
approximately 6,000
classrooms to
make schools more resilient
and better equipped to
provide a conducive learning
 environment. It
also plans to establish fully
functional library hubs
throughout the country;
institutionalize blended
learning by providing “E-
classroom packages” for
teaching and
learning that includes 46
laptops, 2 charging cards,
routers, and smart TVs; and
establish
a National Education Portal
(NEP) to cut down manual
processes. This investment in
 infrastructure and
improvement of services
signify a commitment to
addressing
overcrowding and ensuring
that every child has access to a
quality education.
TAke good care of learners by
promoting learner well-being,
inclusive education,
and a positive learning
environment:
The third component revolves
around learner well-being and
inclusive education.
 DepEd aims to
reach out to children and
youth facing disadvantages of
various kinds,
including gender, abilities,
psycho-emotional and
physical conditions, cultural
and
religious identity, and socio-
economic standing. Initiatives
under this component will
involve collaboration with
legislators and local
government units to eradicate
illiteracy at
 multiple levels
through policy issuances and
community literacy programs.
DepEd has
also put-up a Child Protection
Unit to protect from, and help
learners being abused; will
strengthen mental health
services in schools; and
provide assessments and
assistive
mechanisms and establish
more inclusive learning
centers for students with
special
needs.
 Give support to
teachers to teach better:
The final component of the
MATATAG Agenda is
dedicated to enhancing the
capabilities of teachers.
Teachers are the backbone
of any education system, and
by
promoting innovative,
responsive, and inclusive
teaching approaches
following the
Philippine Professional
Standards for Teachers
 (PPST), DepEd
intends to equip
educators with the tools and
knowledge to deliver
effective instruction. This
includes
utilizing technology in remote
learning, allowing for more
flexible and dynamic
educational
experiences, and aligning
teaching methods with the
demands of the digital age.
DepEd
will also deploy more non-
teaching personnel to the
 schools such as
Administrative
Officers II and Project
Development Officers to
unburden teachers of their
assigned
ancillary tasks; expand the
GASTPE coverage for
teachers; provide scholarship
graduate
programs for teachers;
expand the Special Hardship
Allowance (SPA); request for
an
improved GSIS benefit
package for school personnel;
 and provide free
legal assistance
facility for teachers concerning
loan contracts and cases.
The MATATAG Agenda is
a bold step towards
addressing the challenges
and
ushering in a new era of
Philippine basic education. By
focusing on curriculum
relevance,
infrastructure development,
learner well-being, and
teacher support, DepEd aims
to
 create a more
robust and inclusive education
system that equips students
with the skills
and knowledge they need to
excel in the modern world.
With the commitment of
government officials,
educators, and the Filipino
people, the MATATAG
Agenda sets a
promising course for the
future of education in the
Philippines, building a strong
and
 vibrant nation for
generations to come.
K TO 12 EDUCATION IN
THE PHILIPPINES: POLICY
ANALYSIS AND REFORM
BY
RYAN L. RACE
Introduction
The Philippine education
system underwent a major
transformation in School Year
2012-2013 with the
implementation of the K-12
program by virtue of
Republic Act No.
 10533 or the
Enhanced Basic Education Act
of 2013, which extended
basic education
from 10 to 12 years. This
landmark legislation was
designed to address long-
standing
challenges in the system,
including quality, relevance,
and global competitiveness.
The K-12 program extended
basic education to cover
Kindergarten, six years of
primary education, four years
of junior high school, and two
 years of senior
high school.
This expansion was
envisioned to provide
students with ample time to
master key
concepts and skills, cultivate
lifelong learning habits, and
prepare them for a variety of
pathways, including tertiary
education, middle-level skills
development, employment,
and
entrepreneurship.
The first cohort of Grade 6
and Grade 12 graduates
 under the K-12
program
emerged in School Year
2017-2018. Since then, the
program has been a subject
of
continuous scrutiny,
evaluation, and reform
efforts to ensure its
effectiveness and
relevance in meeting the
evolving needs of students and
the demands of a dynamic
global
landscape.
 This paper
provides a comprehensive
analysis of the K-12 education
system in the
Philippines. It explores the
policy's key features, its
impact on various
stakeholders, and
the ongoing reforms aimed
at addressing challenges and
improving the quality of
education in the country. By
examining the evolution and
current status of the K-12
program, the paper aims to
provide a deeper
 understanding of
the Philippine education
system's journey towards
preparing students for a
brighter and more competitive
future.
Salient Features of the K-12
Basic Education Program in
the Philippines
The K-12 Basic Education
Program in the Philippines
focuses on holistic
development, global
competitiveness, and
addressing longstanding
challenges. The
 program
introduced several salient
features aimed at
transforming the landscape
of
Philippine education. These
features not only seek to
improve the quality of
education but
also prepare learners for a
dynamic and demanding
future.
1. Strengthening Early
Childhood Education
(Universal Kindergarten):
 The K-12 program
recognizes the critical role
of early childhood education
in a
child's development. Universal
Kindergarten was introduced,
making it mandatory for all
five-year-old children to have
access to quality pre-school
education. This initial phase
lays the foundation for
lifelong learning by
developing essential
cognitive, social, and
emotional skills, ensuring that
learners are well-prepared for
 the formal school
setting.
2. Making the Curriculum
Relevant to Learners
(Contextualization and
Enhancement):
The curriculum in the K-12
program is designed to be
relevant to the cultural and
societal context of Filipino
learners. It considers local
realities and global trends.
The
curriculum is enhanced to
include more practical and
 life-applicable
subjects, making
learning meaningful and
responsive to the needs of
students.
3. Ensuring Integrated and
Seamless Learning (Spiral
Progression):
The K-12 program employs a
spiral progression approach,
wherein concepts and
skills are revisited and built
upon throughout the
educational journey. This
method fosters
 a deeper
understanding of core subjects
and encourages the application
of knowledge.
It aims to reduce the problem
of "memorization without
comprehension" that has been
a
challenge in the previous
system.
4. Building Proficiency
Through Language (Mother
Tongue-Based Multilingual
Education):
Recognizing the importance
of language in learning, K-
 12 adopts a
Mother
Tongue-Based Multilingual
Education (MTB-MLE)
approach. This method
allows
students to learn in their
native language during the
early years, enabling better
comprehension and smoother
transition to using Filipino
and English as medium of
instruction. It values linguistic
diversity and preserves cultural
heritage.
 5. Gearing-up for
the Future (Senior High
School):
One of the most significant
additions to the K-12 program
is the introduction of
Senior High School (SHS).
This two-year phase,
following Junior High
School, offers
specialized tracks and strands
that allow students to explore
their interests and prepare
for higher education or the
workforce. SHS provides
 practical skills,
vocational training,
and exposure to various career
paths, making graduates more
competitive and job-ready.
6. Nurturing the Holistically
Developed Filipino (College
and Livelihood Readiness,
21st Century Skills):
The K-12 program aims to
produce well-rounded and
adaptable individuals who
possess not only academic
knowledge but also essential
life skills. It promotes the
 development of
21st-century skills such as
critical thinking, creativity,
communication, and
collaboration. Furthermore, it
emphasizes values education
and character formation,
nurturing responsible and
socially-aware citizens.
Implementation Challenges
Challenges on Learning
Poverty:
Ndiame Diop, World Bank
Country Director for the
Philippines, Malaysia,
Thailand,
 and Brunei,
discussed the challenges of
learning poverty in the K-12
Education. One key
challenge is the choice of
language instruction, where
the Mother Tongue-Based
Multilingual Education (MTB-
MLE) policy faces
implementation issues.
Another challenge
is a severe backlog in school
infrastructure, resulting from
historical underinvestment and
damage from natural disasters.
 Efforts to address
these challenges require
investments in teacher
training,
improvements in language
instruction policies, and
addressing infrastructure gaps.
These
measures are crucial for
reducing learning poverty and
ensuring that all children have
access to quality education.
Challenges on Learners’ Well-
Being:
Oyunsaikhan Dendevnorov,
UNICEF Representative to the
 Philippines, shed
light
on the complex challenges
affecting learners' well-being
in the country. These
challenges
have profound implications
not only for individual
children but also for the
Philippines'
long-term economic
development prospects.
One striking issue
highlighted by Dendevnorov
is the prevalence of
loneliness
 among school-
going children. Many children
reported feeling isolated and
disconnected
in their school environments.
This emotional struggle can
significantly impact their
overall
well-being and academic
performance.
Another concerning trend is
that only a third of children
believed in the potential for
their abilities and
intelligence to grow over
 time. This fixed
mindset can limit their
motivation to learn, hindering
their academic progress and
personal development.
The issue of child labor is
another grave concern.
Dendevnorov pointed out that
child labor rates, particularly
among boys, saw an
alarming increase, reaching
68% in
2020. Child labor not only
deprives children of their right
to education but also exposes
 them to hazardous
and exploitative conditions.
Teenage pregnancy continues
to be a significant factor
contributing to school
dropouts. The consequences of
early pregnancy can disrupt a
girl's educational journey,
limiting her future
opportunities and prospects.
Children affected by natural
disasters and conflicts face
additional challenges.
These traumatic experiences
reduce the number of days
they can attend school and
 impair their ability
to learn due to the profound
stress and emotional toll. As a
result, these
children experience significant
time away from school,
exacerbating the already
complex
issue of learning poverty.
The cumulative effect of these
challenges on learners' well-
being is not limited to
individual suffering; it has
far-reaching consequences
for the Philippines' long-term
 economic
development. A generation of
children who feel lonely,
have fixed mindsets,
engage in child labor, face
early pregnancies, and endure
the trauma of natural disasters
and conflicts can hinder the
nation's progress.
Addressing these challenges
requires a comprehensive
and coordinated effort
from government agencies,
civil society, and international
organizations. It necessitates
 investing in
child-friendly and inclusive
educational environments,
promoting positive
mindsets, eradicating child
labor, and providing support
systems for pregnant
teenagers.
By prioritizing the well-being
of its learners, the Philippines
can pave the way for a brighter
and more prosperous future for
all its children.
Challenges on the Curriculum:
The curriculum is the
backbone of any educational
 system, shaping
the knowledge
and skills of future
generations. Nona Marlene B.
Ferido, PhD, Deputy
Director of the
Assessment, Curriculum, and
Technology Research Center,
highlighted some of the
pressing challenges facing
the Philippine education
system in terms of
curriculum
development and
implementation.
 One of the critical
issues discussed by Dr. Ferido
was the large number of
learning
competencies compared to the
limited teaching time available
within a school year. This
imbalance places a heavy
burden on both teachers and
students. Teachers often
struggle
to cover all the required
competencies, while students
find it challenging to keep up
with
 the pace of the
curriculum, especially when
their access to learning
resources is limited.
In terms of the implemented
curriculum, research data
indicate that teachers
simply do not have sufficient
time to teach all the allocated
learning competencies. This
raises concerns about the depth
and quality of learning that can
be achieved under these
conditions.
The National Achievement
Test (NAT), which assesses
 student
performance, is
aligned with the content of the
intended curriculum. However,
a significant issue arises
concerning the cognitive
demand of the test items.
Many of these items are found
to be
highly challenging, often
exceeding the knowledge
and understanding levels of
most
students. This misalignment
between the test's cognitive
demands and students'
 capabilities can
create an assessment gap that
needs to be addressed.
Furthermore, an analysis of
the attained curriculum reveals
that learners are not
reaching the levels of
knowledge and skills expected
by the intended curriculum.
This
problem emerges early in
the educational journey and
persists through Senior High
School. It reflects a systemic
issue that demands attention
and reform.
 Perhaps one of
the most concerning findings
is that graduates of the K-
12
Curriculum often lack the
foundational knowledge and
skills expected for higher
education
and employment. This
disconnect between what the
curriculum intends to impart
and
what graduates actually
possess can hinder their future
opportunities and success.
 Addressing these
challenges in the curriculum is
a complex task that requires
the
collaboration of educators,
policymakers, and curriculum
developers. It necessitates a
critical review of learning
competencies, adjustments to
teaching strategies, and an
exploration of innovative
ways to enhance access to
learning resources.
Ultimately, a
well-balanced and effective
curriculum is crucial for
 preparing
students to meet the
demands of higher education
and the workforce, ensuring
that they have the knowledge
and skills required for a
productive future.
Challenges on Teacher
Quality:
The quality of education is
intrinsically tied to the quality
of educators. Bert J. Tuga,
President of the Philippine
Normal University (PNU),
provided valuable insights into
the
 challenges that the
Philippines faces in ensuring
the high quality of its teaching
workforce.
One challenge is the weak
implementation of
developmental training
programs for
teachers from pre-service to
in-service by Teacher
Education Institutions (TEIs).
This
means that teachers are not
receiving the training they
need to be effective in the
classroom.
 Another challenge
is that in-service training is not
meeting the needs of teachers,
lacks coherence, and is not
delivering the learning gains
that the country needs. In-
service training is essential for
helping teachers stay up-to-
date on the latest research
and best practices, but the
current system is not meeting
this need.
Finally, the Philippines lacks a
strong system of career
progression for teachers.
 This means that
teachers are not motivated to
improve their skills and
knowledge, as they
do not see a clear path for
advancement.
These challenges have a
number of negative
consequences for students.
When
teachers are not well-trained,
they are less likely to be able
to create an effective learning
environment and deliver high-
quality instruction. This can
lead to students falling behind
 and not reaching
their full potential.
It is important to address these
challenges to improve the
quality of education in
the Philippines. By investing
in teacher training and
development, the government
can
help to ensure that all students
have access to the best
possible teachers.
K-12 Reforms
In a significant development
for the future of Philippine
basic education, the
 Department of
Education (DepEd) unveiled
its ambitious MATATAG
Agenda during the
2023 Basic Education Report
(BER), presided over by
Vice President and
Education
Secretary Sara Duterte.
MATATAG, which stands
for "MAke the curriculum
relevant,
TAke steps to accelerate
facilities and services, TAke
good care of learners, and
Give
 support to
teachers," outlines a
comprehensive approach to
tackle the longstanding
challenges and elevate the
quality of basic education in
the country.
Addressing the Challenge:
The MATATAG Agenda is
a response to the numerous
challenges that the
Philippine basic education
system has faced over the
years. These challenges
encompass issues such as a
curriculum that may not
 adequately
prepare students for the
demands of the workforce, a
lack of basic education
facilities, and the need to
ensure
inclusivity and well-being
for all learners. Education
Secretary Sara Duterte, in
her
impassioned address,
emphasized the commitment to
"rally for every Filipino child"
and
build a "MATATAG na
Bayan" (strong nation) for the
 beloved
Philippines.
The Four Critical Components
of the MATATAG Agenda:
MAke the curriculum
relevant to produce
competent and job-ready,
active, and
responsible citizens:
The first component of the
MATATAG Agenda aims to
streamline the curriculum
to focus on foundational skills
in literacy and numeracy. This
initiative seeks to reduce the
 number of
learning areas and focus on
foundational skills, revitalize
the reading, science
and technology, and math
programs; provide
transparent curriculum guides
to
stakeholders; collaborate with
researchers and analysts in
making an evidence-based
policy decision by providing
data on test results; and engage
with CHED and TESDA and
other relevant agencies to
address skills mismatch. As
 per Department
Order No. 54, s.
2023, the new MATATAG
Curriculum for Kindergarten
to Grade 10 is due for pilot
testing,
while that of the Senior High
School is still under review.
TAke steps to accelerate
delivery of basic education
facilities and services:
The second component
prioritizes the development
of basic education
infrastructure. In 2023,
DepEd plans to construct
 approximately
6,000 classrooms to
make schools more resilient
and better equipped to
provide a conducive learning
environment. It also plans to
establish fully functional
library hubs throughout the
country;
institutionalize blended
learning by providing “E-
classroom packages” for
teaching and
learning that includes 46
laptops, 2 charging cards,
 routers, and smart
TVs; and establish
a National Education Portal
(NEP) to cut down manual
processes. This investment in
infrastructure and
improvement of services
signify a commitment to
addressing
overcrowding and ensuring
that every child has access to a
quality education.
TAke good care of learners by
promoting learner well-being,
inclusive education,
 and a positive
learning environment:
The third component revolves
around learner well-being and
inclusive education.
DepEd aims to reach out to
children and youth facing
disadvantages of various
kinds,
including gender, abilities,
psycho-emotional and
physical conditions, cultural
and
religious identity, and socio-
economic standing. Initiatives
under this component will
 involve
collaboration with legislators
and local government units to
eradicate illiteracy at
multiple levels through policy
issuances and community
literacy programs. DepEd has
also put-up a Child Protection
Unit to protect from, and help
learners being abused; will
strengthen mental health
services in schools; and
provide assessments and
assistive
mechanisms and establish
more inclusive learning
 centers for
students with special
needs.
Give support to teachers to
teach better:
The final component of the
MATATAG Agenda is
dedicated to enhancing the
capabilities of teachers.
Teachers are the backbone
of any education system, and
by
promoting innovative,
responsive, and inclusive
teaching approaches
following the
 Philippine
Professional Standards for
Teachers (PPST), DepEd
intends to equip
educators with the tools and
knowledge to deliver
effective instruction. This
includes
utilizing technology in remote
learning, allowing for more
flexible and dynamic
educational
experiences, and aligning
teaching methods with the
demands of the digital age.
DepEd
 will also deploy
more non-teaching personnel
to the schools such as
Administrative
Officers II and Project
Development Officers to
unburden teachers of their
assigned
ancillary tasks; expand the
GASTPE coverage for
teachers; provide scholarship
graduate
programs for teachers;
expand the Special Hardship
Allowance (SPA); request for
an
 improved GSIS
benefit package for school
personnel; and provide free
legal assistance
facility for teachers concerning
loan contracts and cases.
The MATATAG Agenda is
a bold step towards
addressing the challenges
and
ushering in a new era of
Philippine basic education. By
focusing on curriculum
relevance,
infrastructure development,
learner well-being, and
 teacher support,
DepEd aims to
create a more robust and
inclusive education system that
equips students with the skills
and knowledge they need to
excel in the modern world.
With the commitment of
government officials,
educators, and the Filipino
people, the MATATAG
Agenda sets a
promising course for the
future of education in the
Philippines, building a strong
and
 vibrant nation for
generations to come.
K TO 12 EDUCATION IN
THE PHILIPPINES: POLICY
ANALYSIS AND REFORM
BY
RYAN L. RACE
Introduction
The Philippine education
system underwent a major
transformation in School Year
2012-2013 with the
implementation of the K-12
program by virtue of
Republic Act No.
 10533 or the
Enhanced Basic Education Act
of 2013, which extended
basic education
from 10 to 12 years. This
landmark legislation was
designed to address long-
standing
challenges in the system,
including quality, relevance,
and global competitiveness.
The K-12 program extended
basic education to cover
Kindergarten, six years of
primary education, four years
of junior high school, and two
 years of senior
high school.
This expansion was
envisioned to provide
students with ample time to
master key
concepts and skills, cultivate
lifelong learning habits, and
prepare them for a variety of
pathways, including tertiary
education, middle-level skills
development, employment,
and
entrepreneurship.
The first cohort of Grade 6
and Grade 12 graduates
 under the K-12
program
emerged in School Year
2017-2018. Since then, the
program has been a subject
of
continuous scrutiny,
evaluation, and reform
efforts to ensure its
effectiveness and
relevance in meeting the
evolving needs of students and
the demands of a dynamic
global
landscape.
 This paper
provides a comprehensive
analysis of the K-12 education
system in the
Philippines. It explores the
policy's key features, its
impact on various
stakeholders, and
the ongoing reforms aimed
at addressing challenges and
improving the quality of
education in the country. By
examining the evolution and
current status of the K-12
program, the paper aims to
provide a deeper
 understanding of
the Philippine education
system's journey towards
preparing students for a
brighter and more competitive
future.
Salient Features of the K-12
Basic Education Program in
the Philippines
The K-12 Basic Education
Program in the Philippines
focuses on holistic
development, global
competitiveness, and
addressing longstanding
challenges. The
 program
introduced several salient
features aimed at
transforming the landscape
of
Philippine education. These
features not only seek to
improve the quality of
education but
also prepare learners for a
dynamic and demanding
future.
1. Strengthening Early
Childhood Education
(Universal Kindergarten):
 The K-12 program
recognizes the critical role
of early childhood education
in a
child's development. Universal
Kindergarten was introduced,
making it mandatory for all
five-year-old children to have
access to quality pre-school
education. This initial phase
lays the foundation for
lifelong learning by
developing essential
cognitive, social, and
emotional skills, ensuring that
learners are well-prepared for
 the formal school
setting.
2. Making the Curriculum
Relevant to Learners
(Contextualization and
Enhancement):
The curriculum in the K-12
program is designed to be
relevant to the cultural and
societal context of Filipino
learners. It considers local
realities and global trends.
The
curriculum is enhanced to
include more practical and
 life-applicable
subjects, making
learning meaningful and
responsive to the needs of
students.
3. Ensuring Integrated and
Seamless Learning (Spiral
Progression):
The K-12 program employs a
spiral progression approach,
wherein concepts and
skills are revisited and built
upon throughout the
educational journey. This
method fosters
 a deeper
understanding of core subjects
and encourages the application
of knowledge.
It aims to reduce the problem
of "memorization without
comprehension" that has been
a
challenge in the previous
system.
4. Building Proficiency
Through Language (Mother
Tongue-Based Multilingual
Education):
Recognizing the importance
of language in learning, K-
 12 adopts a
Mother
Tongue-Based Multilingual
Education (MTB-MLE)
approach. This method
allows
students to learn in their
native language during the
early years, enabling better
comprehension and smoother
transition to using Filipino
and English as medium of
instruction. It values linguistic
diversity and preserves cultural
heritage.
 5. Gearing-up for
the Future (Senior High
School):
One of the most significant
additions to the K-12 program
is the introduction of
Senior High School (SHS).
This two-year phase,
following Junior High
School, offers
specialized tracks and strands
that allow students to explore
their interests and prepare
for higher education or the
workforce. SHS provides
 practical skills,
vocational training,
and exposure to various career
paths, making graduates more
competitive and job-ready.
6. Nurturing the Holistically
Developed Filipino (College
and Livelihood Readiness,
21st Century Skills):
The K-12 program aims to
produce well-rounded and
adaptable individuals who
possess not only academic
knowledge but also essential
life skills. It promotes the
 development of
21st-century skills such as
critical thinking, creativity,
communication, and
collaboration. Furthermore, it
emphasizes values education
and character formation,
nurturing responsible and
socially-aware citizens.
Implementation Challenges
Challenges on Learning
Poverty:
Ndiame Diop, World Bank
Country Director for the
Philippines, Malaysia,
Thailand,
 and Brunei,
discussed the challenges of
learning poverty in the K-12
Education. One key
challenge is the choice of
language instruction, where
the Mother Tongue-Based
Multilingual Education (MTB-
MLE) policy faces
implementation issues.
Another challenge
is a severe backlog in school
infrastructure, resulting from
historical underinvestment and
damage from natural disasters.
 Efforts to address
these challenges require
investments in teacher
training,
improvements in language
instruction policies, and
addressing infrastructure gaps.
These
measures are crucial for
reducing learning poverty and
ensuring that all children have
access to quality education.
Challenges on Learners’ Well-
Being:
Oyunsaikhan Dendevnorov,
UNICEF Representative to the
 Philippines, shed
light
on the complex challenges
affecting learners' well-being
in the country. These
challenges
have profound implications
not only for individual
children but also for the
Philippines'
long-term economic
development prospects.
One striking issue
highlighted by Dendevnorov
is the prevalence of
loneliness
 among school-
going children. Many children
reported feeling isolated and
disconnected
in their school environments.
This emotional struggle can
significantly impact their
overall
well-being and academic
performance.
Another concerning trend is
that only a third of children
believed in the potential for
their abilities and
intelligence to grow over
 time. This fixed
mindset can limit their
motivation to learn, hindering
their academic progress and
personal development.
The issue of child labor is
another grave concern.
Dendevnorov pointed out that
child labor rates, particularly
among boys, saw an
alarming increase, reaching
68% in
2020. Child labor not only
deprives children of their right
to education but also exposes
 them to hazardous
and exploitative conditions.
Teenage pregnancy continues
to be a significant factor
contributing to school
dropouts. The consequences of
early pregnancy can disrupt a
girl's educational journey,
limiting her future
opportunities and prospects.
Children affected by natural
disasters and conflicts face
additional challenges.
These traumatic experiences
reduce the number of days
they can attend school and
 impair their ability
to learn due to the profound
stress and emotional toll. As a
result, these
children experience significant
time away from school,
exacerbating the already
complex
issue of learning poverty.
The cumulative effect of these
challenges on learners' well-
being is not limited to
individual suffering; it has
far-reaching consequences
for the Philippines' long-term
 economic
development. A generation of
children who feel lonely,
have fixed mindsets,
engage in child labor, face
early pregnancies, and endure
the trauma of natural disasters
and conflicts can hinder the
nation's progress.
Addressing these challenges
requires a comprehensive
and coordinated effort
from government agencies,
civil society, and international
organizations. It necessitates
 investing in
child-friendly and inclusive
educational environments,
promoting positive
mindsets, eradicating child
labor, and providing support
systems for pregnant
teenagers.
By prioritizing the well-being
of its learners, the Philippines
can pave the way for a brighter
and more prosperous future for
all its children.
Challenges on the Curriculum:
The curriculum is the
backbone of any educational
 system, shaping
the knowledge
and skills of future
generations. Nona Marlene B.
Ferido, PhD, Deputy
Director of the
Assessment, Curriculum, and
Technology Research Center,
highlighted some of the
pressing challenges facing
the Philippine education
system in terms of
curriculum
development and
implementation.
 One of the critical
issues discussed by Dr. Ferido
was the large number of
learning
competencies compared to the
limited teaching time available
within a school year. This
imbalance places a heavy
burden on both teachers and
students. Teachers often
struggle
to cover all the required
competencies, while students
find it challenging to keep up
with
 the pace of the
curriculum, especially when
their access to learning
resources is limited.
In terms of the implemented
curriculum, research data
indicate that teachers
simply do not have sufficient
time to teach all the allocated
learning competencies. This
raises concerns about the depth
and quality of learning that can
be achieved under these
conditions.
The National Achievement
Test (NAT), which assesses
 student
performance, is
aligned with the content of the
intended curriculum. However,
a significant issue arises
concerning the cognitive
demand of the test items.
Many of these items are found
to be
highly challenging, often
exceeding the knowledge
and understanding levels of
most
students. This misalignment
between the test's cognitive
demands and students'
 capabilities can
create an assessment gap that
needs to be addressed.
Furthermore, an analysis of
the attained curriculum reveals
that learners are not
reaching the levels of
knowledge and skills expected
by the intended curriculum.
This
problem emerges early in
the educational journey and
persists through Senior High
School. It reflects a systemic
issue that demands attention
and reform.
 Perhaps one of
the most concerning findings
is that graduates of the K-
12
Curriculum often lack the
foundational knowledge and
skills expected for higher
education
and employment. This
disconnect between what the
curriculum intends to impart
and
what graduates actually
possess can hinder their future
opportunities and success.
 Addressing these
challenges in the curriculum is
a complex task that requires
the
collaboration of educators,
policymakers, and curriculum
developers. It necessitates a
critical review of learning
competencies, adjustments to
teaching strategies, and an
exploration of innovative
ways to enhance access to
learning resources.
Ultimately, a
well-balanced and effective
curriculum is crucial for
 preparing
students to meet the
demands of higher education
and the workforce, ensuring
that they have the knowledge
and skills required for a
productive future.
Challenges on Teacher
Quality:
The quality of education is
intrinsically tied to the quality
of educators. Bert J. Tuga,
President of the Philippine
Normal University (PNU),
provided valuable insights into
the
 challenges that the
Philippines faces in ensuring
the high quality of its teaching
workforce.
One challenge is the weak
implementation of
developmental training
programs for
teachers from pre-service to
in-service by Teacher
Education Institutions (TEIs).
This
means that teachers are not
receiving the training they
need to be effective in the
classroom.
 Another challenge
is that in-service training is not
meeting the needs of teachers,
lacks coherence, and is not
delivering the learning gains
that the country needs. In-
service training is essential for
helping teachers stay up-to-
date on the latest research
and best practices, but the
current system is not meeting
this need.
Finally, the Philippines lacks a
strong system of career
progression for teachers.
 This means that
teachers are not motivated to
improve their skills and
knowledge, as they
do not see a clear path for
advancement.
These challenges have a
number of negative
consequences for students.
When
teachers are not well-trained,
they are less likely to be able
to create an effective learning
environment and deliver high-
quality instruction. This can
lead to students falling behind
 and not reaching
their full potential.
It is important to address these
challenges to improve the
quality of education in
the Philippines. By investing
in teacher training and
development, the government
can
help to ensure that all students
have access to the best
possible teachers.
K-12 Reforms
In a significant development
for the future of Philippine
basic education, the
 Department of
Education (DepEd) unveiled
its ambitious MATATAG
Agenda during the
2023 Basic Education Report
(BER), presided over by
Vice President and
Education
Secretary Sara Duterte.
MATATAG, which stands
for "MAke the curriculum
relevant,
TAke steps to accelerate
facilities and services, TAke
good care of learners, and
Give
 support to
teachers," outlines a
comprehensive approach to
tackle the longstanding
challenges and elevate the
quality of basic education in
the country.
Addressing the Challenge:
The MATATAG Agenda is
a response to the numerous
challenges that the
Philippine basic education
system has faced over the
years. These challenges
encompass issues such as a
curriculum that may not
 adequately
prepare students for the
demands of the workforce, a
lack of basic education
facilities, and the need to
ensure
inclusivity and well-being
for all learners. Education
Secretary Sara Duterte, in
her
impassioned address,
emphasized the commitment to
"rally for every Filipino child"
and
build a "MATATAG na
Bayan" (strong nation) for the
 beloved
Philippines.
The Four Critical Components
of the MATATAG Agenda:
MAke the curriculum
relevant to produce
competent and job-ready,
active, and
responsible citizens:
The first component of the
MATATAG Agenda aims to
streamline the curriculum
to focus on foundational skills
in literacy and numeracy. This
initiative seeks to reduce the
 number of
learning areas and focus on
foundational skills, revitalize
the reading, science
and technology, and math
programs; provide
transparent curriculum guides
to
stakeholders; collaborate with
researchers and analysts in
making an evidence-based
policy decision by providing
data on test results; and engage
with CHED and TESDA and
other relevant agencies to
address skills mismatch. As
 per Department
Order No. 54, s.
2023, the new MATATAG
Curriculum for Kindergarten
to Grade 10 is due for pilot
testing,
while that of the Senior High
School is still under review.
TAke steps to accelerate
delivery of basic education
facilities and services:
The second component
prioritizes the development
of basic education
infrastructure. In 2023,
DepEd plans to construct
 approximately
6,000 classrooms to
make schools more resilient
and better equipped to
provide a conducive learning
environment. It also plans to
establish fully functional
library hubs throughout the
country;
institutionalize blended
learning by providing “E-
classroom packages” for
teaching and
learning that includes 46
laptops, 2 charging cards,
 routers, and smart
TVs; and establish
a National Education Portal
(NEP) to cut down manual
processes. This investment in
infrastructure and
improvement of services
signify a commitment to
addressing
overcrowding and ensuring
that every child has access to a
quality education.
TAke good care of learners by
promoting learner well-being,
inclusive education,
 and a positive
learning environment:
The third component revolves
around learner well-being and
inclusive education.
DepEd aims to reach out to
children and youth facing
disadvantages of various
kinds,
including gender, abilities,
psycho-emotional and
physical conditions, cultural
and
religious identity, and socio-
economic standing. Initiatives
under this component will
 involve
collaboration with legislators
and local government units to
eradicate illiteracy at
multiple levels through policy
issuances and community
literacy programs. DepEd has
also put-up a Child Protection
Unit to protect from, and help
learners being abused; will
strengthen mental health
services in schools; and
provide assessments and
assistive
mechanisms and establish
more inclusive learning
 centers for
students with special
needs.
Give support to teachers to
teach better:
The final component of the
MATATAG Agenda is
dedicated to enhancing the
capabilities of teachers.
Teachers are the backbone
of any education system, and
by
promoting innovative,
responsive, and inclusive
teaching approaches
following the
 Philippine
Professional Standards for
Teachers (PPST), DepEd
intends to equip
educators with the tools and
knowledge to deliver
effective instruction. This
includes
utilizing technology in remote
learning, allowing for more
flexible and dynamic
educational
experiences, and aligning
teaching methods with the
demands of the digital age.
DepEd
 will also deploy
more non-teaching personnel
to the schools such as
Administrative
Officers II and Project
Development Officers to
unburden teachers of their
assigned
ancillary tasks; expand the
GASTPE coverage for
teachers; provide scholarship
graduate
programs for teachers;
expand the Special Hardship
Allowance (SPA); request for
an
 improved GSIS
benefit package for school
personnel; and provide free
legal assistance
facility for teachers concerning
loan contracts and cases.
The MATATAG Agenda is
a bold step towards
addressing the challenges
and
ushering in a new era of
Philippine basic education. By
focusing on curriculum
relevance,
infrastructure development,
learner well-being, and
 teacher support,
DepEd aims to
create a more robust and
inclusive education system that
equips students with the skills
and knowledge they need to
excel in the modern world.
With the commitment of
government officials,
educators, and the Filipino
people, the MATATAG
Agenda sets a
promising course for the
future of education in the
Philippines, building a strong
and
 vibrant nation for
generations to come.

A Research Proposal Presented to the Faculty of the

Master of Arts in Educational Management

EASTERN SAMAR STATE UNIVERSITY

Can-avid, Eastern Samar

In partial Fulfilment of the Requirement for the Degree

MASTER OF ARTS MAYOR IN EDUCATIONAL MANAGEMENT

JOLAN G. LASCANO

RYAN Q. CEBRERO

MARISSA E. CEPEDA

MARLITA E. CEPEDA

MARY ROSE D. IRASGA

 K TO 12 EDUCATION IN OUR COUNTRY: IT’S IMPACT TO THE SOCIETY

INTRODUCTION:

The Philippine education system underwent a major transformation in School Year

2012-2013 with the implementation of the K-12 program by virtue of Republic Act No.
10533 or the Enhanced Basic Education Act of 2013, which extended basic education
from 10 to 12 years. This landmark legislation was designed to address long-standing
challenges in the system, including quality, relevance, and global competitiveness.

The K-12 program extended basic education to cover Kindergarten, six years of
primary education, four years of junior high school, and two years of senior high school.
This expansion was envisioned to provide students with ample time to master key
concepts and skills, cultivate lifelong learning habits, and prepare them for a variety of
pathways, including tertiary education, middle-level skills development, employment, and
entrepreneurship.

The first cohort of Grade 6 and Grade 12 graduates under the K-12 program
emerged in School Year 2017-2018. Since then, the program has been a subject of
continuous scrutiny, evaluation, and reform efforts to ensure its effectiveness and
relevance in meeting the evolving needs of students and the demands of a dynamic global
landscape.

This paper provides a comprehensive analysis of the K-12 education system in the
Philippines. It explores the policy's key features, its impact on various stakeholders, and
the ongoing reforms aimed at addressing challenges and improving the quality of
 education in the country. By examining the evolution
and current status of the K-12
program, the paper aims to provide a deeper understanding of the Philippine education
system's journey towards preparing students for a brighter and more competitive future.

Salient Features of the K-12 Basic Education Program in the Philippines

The K-12 Basic Education Program in the Philippines focuses on holistic

development, global competitiveness, and addressing longstanding challenges. The
program introduced several salient features aimed at transforming the landscape of
Philippine education. These features not only seek to improve the quality of education but
also prepare learners for a dynamic and demanding future.
1. Strengthening Early Childhood Education (Universal Kindergarten):
The K-12 program recognizes the critical role of early childhood education in a
child's development. Universal Kindergarten was introduced, making it mandatory for all
five-year-old children to have access to quality pre-school education. This initial phase
lays the foundation for lifelong learning by developing essential cognitive, social, and
emotional skills, ensuring that learners are well-prepared for the formal school setting.
2. Making the Curriculum Relevant to Learners (Contextualization and Enhancement):
The curriculum in the K-12 program is designed to be relevant to the cultural and
societal context of Filipino learners. It considers local realities and global trends. The
curriculum is enhanced to include more practical and life-applicable subjects, making
learning meaningful and responsive to the needs of students.
3. Ensuring Integrated and Seamless Learning (Spiral Progression):
The K-12 program employs a spiral progression approach, wherein concepts and
skills are revisited and built upon throughout the educational journey. This method fosters
a deeper understanding of core subjects and encourages the application of knowledge.
It aims to reduce the problem of "memorization without comprehension" that has been a
challenge in the previous system.
4. Building Proficiency Through Language (Mother Tongue-Based Multilingual
Education):
Recognizing the importance of language in learning, K-12 adopts a Mother
 Tongue-Based Multilingual Education (MTB-MLE)
approach. This method allows
students to learn in their native language during the early years, enabling better
comprehension and smoother transition to using Filipino and English as medium of
instruction. It values linguistic diversity and preserves cultural heritage.

5. Gearing-up for the Future (Senior High School):

One of the most significant additions to the K-12 program is the introduction of
Senior High School (SHS). This two-year phase, following Junior High School, offers
specialized tracks and strands that allow students to explore their interests and prepare
for higher education or the workforce. SHS provides practical skills, vocational training,
and exposure to various career paths, making graduates more competitive and job-ready.
6. Nurturing the Holistically Developed Filipino (College and Livelihood Readiness,
21st Century Skills):
The K-12 program aims to produce well-rounded and adaptable individuals who
possess not only academic knowledge but also essential life skills. It promotes the
development of 21st-century skills such as critical thinking, creativity, communication, and
collaboration. Furthermore, it emphasizes values education and character formation,
nurturing responsible and socially-aware citizens.

Implementation Challenges
Challenges on Learning Poverty:
Ndiame Diop, World Bank Country Director for the Philippines, Malaysia, Thailand,
and Brunei, discussed the challenges of learning poverty in the K-12 Education. One key
challenge is the choice of language instruction, where the Mother Tongue-Based
Multilingual Education (MTB-MLE) policy faces implementation issues. Another challenge
is a severe backlog in school infrastructure, resulting from historical underinvestment and
damage from natural disasters.

Efforts to address these challenges require investments in teacher training,

improvements in language instruction policies, and addressing infrastructure gaps. These
 measures are crucial for reducing learning poverty and
ensuring that all children have
access to quality education.
Challenges on Learners’ Well-Being:

Oyunsaikhan Dendevnorov, UNICEF Representative to the Philippines, shed light

on the complex challenges affecting learners' well-being in the country. These challenges
have profound implications not only for individual children but also for the Philippines'
long-term economic development prospects.

One striking issue highlighted by Dendevnorov is the prevalence of loneliness

among school-going children. Many children reported feeling isolated and disconnected
in their school environments. This emotional struggle can significantly impact their overall
well-being and academic performance.

Another concerning trend is that only a third of children believed in the potential for
their abilities and intelligence to grow over time. This fixed mindset can limit their
motivation to learn, hindering their academic progress and personal development.

The issue of child labor is another grave concern. Dendevnorov pointed out that
child labor rates, particularly among boys, saw an alarming increase, reaching 68% in
2020. Child labor not only deprives children of their right to education but also exposes
them to hazardous and exploitative conditions.

Teenage pregnancy continues to be a significant factor contributing to school

dropouts. The consequences of early pregnancy can disrupt a girl's educational journey,
limiting her future opportunities and prospects.

Children affected by natural disasters and conflicts face additional challenges.

These traumatic experiences reduce the number of days they can attend school and
impair their ability to learn due to the profound stress and emotional toll. As a result, these
children experience significant time away from school, exacerbating the already complex
 issue of learning poverty.

The cumulative effect of these challenges on learners' well-being is not limited to

individual suffering; it has far-reaching consequences for the Philippines' long-term
economic development. A generation of children who feel lonely, have fixed mindsets,
engage in child labor, face early pregnancies, and endure the trauma of natural disasters
and conflicts can hinder the nation's progress.

Addressing these challenges requires a comprehensive and coordinated effort

from government agencies, civil society, and international organizations. It necessitates
investing in child-friendly and inclusive educational environments, promoting positive
mindsets, eradicating child labor, and providing support systems for pregnant teenagers. By
prioritizing the well-being of its learners, the Philippines can pave the way for a brighterand
more prosperous future for all its children.

Challenges on the Curriculum:

The curriculum is the backbone of any educational system, shaping the knowledge
and skills of future generations. Nona Marlene B. Ferido, PhD, Deputy Director of the
Assessment, Curriculum, and Technology Research Center, highlighted some of the
pressing challenges facing the Philippine education system in terms of curriculum
development and implementation.

One of the critical issues discussed by Dr. Ferido was the large number of learning
competencies compared to the limited teaching time available within a school year. This
imbalance places a heavy burden on both teachers and students. Teachers often struggle
to cover all the required competencies, while students find it challenging to keep up with
the pace of the curriculum, especially when their access to learning resources is limited.

In terms of the implemented curriculum, research data indicate that teachers

simply do not have sufficient time to teach all the allocated learning competencies. This
raises concerns about the depth and quality of learning that can be achieved under these
conditions.
 The National Achievement Test (NAT), which
assesses student performance, is
aligned with the content of the intended curriculum. However, a significant issue arises
concerning the cognitive demand of the test items. Many of these items are found to be
highly challenging, often exceeding the knowledge and understanding levels of most
students. This misalignment between the test's cognitive demands and students'
capabilities can create an assessment gap that needs to be addressed.

Furthermore, an analysis of the attained curriculum reveals that learners are not
reaching the levels of knowledge and skills expected by the intended curriculum. This
problem emerges early in the educational journey and persists through Senior High
School. It reflects a systemic issue that demands attention and reform.

Perhaps one of the most concerning findings is that graduates of the K-12
Curriculum often lack the foundational knowledge and skills expected for higher education
and employment. This disconnect between what the curriculum intends to impart and
what graduates actually possess can hinder their future opportunities and success.

Addressing these challenges in the curriculum is a complex task that requires the
collaboration of educators, policymakers, and curriculum developers. It necessitates a
critical review of learning competencies, adjustments to teaching strategies, and an
exploration of innovative ways to enhance access to learning resources. Ultimately, a
well-balanced and effective curriculum is crucial for preparing students to meet the
demands of higher education and the workforce, ensuring that they have the knowledge
and skills required for a productive future.

Challenges on Teacher Quality:

The quality of education is intrinsically tied to the quality of educators. Bert J. Tuga,
President of the Philippine Normal University (PNU), provided valuable insights into the
challenges that the Philippines faces in ensuring the high quality of its teaching workforce.
 One challenge is the weak implementation of
developmental training programs for
teachers from pre-service to in-service by Teacher Education Institutions (TEIs). This
means that teachers are not receiving the training they need to be effective in the
classroom.

Another challenge is that in-service training is not meeting the needs of teachers,
lacks coherence, and is not delivering the learning gains that the country needs. Inservice
training is essential for helping teachers stay up-to-date on the latest research
and best practices, but the current system is not meeting this need.

Finally, the Philippines lacks a strong system of career progression for teachers.
This means that teachers are not motivated to improve their skills and knowledge, as they
do not see a clear path for advancement.

These challenges have a number of negative consequences for students. When

teachers are not well-trained, they are less likely to be able to create an effective learning
environment and deliver high-quality instruction. This can lead to students falling behind
and not reaching their full potential.

It is important to address these challenges to improve the quality of education in

the Philippines. By investing in teacher training and development, the government can
help to ensure that all students have access to the best possible teachers.

K-12 Reforms

In a significant development for the future of Philippine basic education, the

Department of Education (DepEd) unveiled its ambitious MATATAG Agenda during the
2023 Basic Education Report (BER), presided over by Vice President and Education
Secretary Sara Duterte. MATATAG, which stands for "MAke the curriculum relevant,
TAke steps to accelerate facilities and services, TAke good care of learners, and Give
support to teachers," outlines a comprehensive approach to tackle the longstanding
challenges and elevate the quality of basic education in the country.
 Addressing the Challenge:
The MATATAG Agenda is a response to the numerous challenges that the
Philippine basic education system has faced over the years. These challenges
encompass issues such as a curriculum that may not adequately prepare students for the
demands of the workforce, a lack of basic education facilities, and the need to ensure
inclusivity and well-being for all learners. Education Secretary Sara Duterte, in her
impassioned address, emphasized the commitment to "rally for every Filipino child" and
build a "MATATAG na Bayan" (strong nation) for the beloved Philippines.

The Four Critical Components of the MATATAG Agenda:

MAke the curriculum relevant to produce competent and job-ready, active, and
responsible citizens:
The first component of the MATATAG Agenda aims to streamline the curriculum
to focus on foundational skills in literacy and numeracy. This initiative seeks to reduce the
number of learning areas and focus on foundational skills, revitalize the reading, science
and technology, and math programs; provide transparent curriculum guides to
stakeholders; collaborate with researchers and analysts in making an evidence-based
policy decision by providing data on test results; and engage with CHED and TESDA and
other relevant agencies to address skills mismatch. As per Department Order No. 54, s.
2023, the new MATATAG Curriculum for Kindergarten to Grade 10 is due for pilot testing,
while that of the Senior High School is still under review.

TAke steps to accelerate delivery of basic education facilities and services:

The second component prioritizes the development of basic education
infrastructure. In 2023, DepEd plans to construct approximately 6,000 classrooms to
make schools more resilient and better equipped to provide a conducive learning
environment. It also plans to establish fully functional library hubs throughout the country;
institutionalize blended learning by providing “E-classroom packages” for teaching and
learning that includes 46 laptops, 2 charging cards, routers, and smart TVs; and establish
a National Education Portal (NEP) to cut down manual processes. This investment in
infrastructure and improvement of services signify a commitment to addressing
 overcrowding and ensuring that every child has access
to a quality education.
TAke good care of learners by promoting learner well-being, inclusive education,
and a positive learning environment:
The third component revolves around learner well-being and inclusive education.
DepEd aims to reach out to children and youth facing disadvantages of various kinds,
including gender, abilities, psycho-emotional and physical conditions, cultural and
religious identity, and socio-economic standing. Initiatives under this component will
involve collaboration with legislators and local government units to eradicate illiteracy at
multiple levels through policy issuances and community literacy programs. DepEd has
also put-up a Child Protection Unit to protect from, and help learners being abused; will
strengthen mental health services in schools; and provide assessments and assistive
mechanisms and establish more inclusive learning centers for students with special
needs.
Give support to teachers to teach better:
The final component of the MATATAG Agenda is dedicated to enhancing the
capabilities of teachers. Teachers are the backbone of any education system, and by
promoting innovative, responsive, and inclusive teaching approaches following the
Philippine Professional Standards for Teachers (PPST), DepEd intends to equip
educators with the tools and knowledge to deliver effective instruction. This includes
utilizing technology in remote learning, allowing for more flexible and dynamic educational
experiences, and aligning teaching methods with the demands of the digital age. DepEd
will also deploy more non-teaching personnel to the schools such as Administrative
Officers II and Project Development Officers to unburden teachers of their assigned
ancillary tasks; expand the GASTPE coverage for teachers; provide scholarship graduate
programs for teachers; expand the Special Hardship Allowance (SPA); request for an
improved GSIS benefit package for school personnel; and provide free legal assistance
facility for teachers concerning loan contracts and cases.
The MATATAG Agenda is a bold step towards addressing the challenges and
ushering in a new era of Philippine basic education. By focusing on curriculum relevance,
infrastructure development, learner well-being, and teacher support, DepEd aims to
create a more robust and inclusive education system that equips students with the skills
 and knowledge they need to excel in the modern world.
With the commitment of
government officials, educators, and the Filipino people, the MATATAG Agenda sets a
promising course for the future of education in the Philippines, building a strong and
vibrant nation for generations to come.

CONCLUSION

The study concludes by summarizing the key findings on the impact of Philippine
education policies on student learning outcomes. It underscores the importance of
continuous policy evaluation and adaptive strategies to address emerging challenges in the
education sector. Recommendations for policymakers, educators, and stakeholders aim to
foster a more inclusive and effective education system in the Philippines.

REFERENCES
Department of Education [DepEd]. (2023, September 08). DepEd Order 54, s. 2023: Pilot
Implementation of the MATATAG Curriculum. Retrieved September 15, 2023, from
https://www.deped.gov.ph/wp-content/uploads/DM_s2023_054.pdf
Rosit, M. (2023, February 01). ‘MATATAG: A Stronger Education for the Nation.
Philippine Information Agency. https://pia.gov.ph/news/2023/02/01/matatag-a-
strongereducation-for-the-nation
RTVMalacanang, (2023, January 30). Basic Education Report 2023 01/30/2023.
YouTube. https://youtu.be/K1v7EYZtCZY?si=rcYyHWT3uTbIVMxy
The K to 12 Basic Education Program. Official Gazette of the Republic of the Philippines.
https://www.officialgazette.gov.ph/k-12-old/