Basic Education Competency In K-12 In The Philippines

Many Filipino students who completed basic education do not possess a satisfactory mastery of basic education competencies. This quality of education mirrored in the insufficient preparation of high school graduates for the world of work, entrepreneurship or higher education. Furthermore, high school graduates also do not possess emotional maturity essential for the world of work. About 70.9% of the unemployed are at least high school graduates and 80% of the unemployed are 15-34 years old (Web Source 1). While the availability of economic opportunities contributes to this, it also illustrates the mismatch in the labor and education markets. The World Bank Philippines Skills Report in 2009 reveals based on a survey of employers, serious gaps

While most of our neighboring countries take in an average of 13 years of basic education, the Philippines has the shortest education duration of 10 years among Asian countries. For this reason as well as in line with the Department of Education’s pursuit to improve continuously the Philippine education system, a major reform known as the K+12 program was borne out. Consistent with Article XIV, Section 2 paragraph 1 of the 1987 Philippine Constitution, which states “The State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society. This Enhanced K+12 Basic Education Program provides for a quality 12-year basic education program. Under this program, Kindergarten is mandatory for every 5-year old Filipino child, as well as the additional 2 years in the high school. The purpose of this program is not only to add two years of schooling but more significantly to enhance the basic education curriculum (Web Source

The SHS curriculum offers the following areas of specialization or electives such as science and technology, music and arts, agriculture and fisheries, sports, business and entrepreneurship, and other subjects for advanced placement. It focuses on the desired competencies and the evolution of the 21st-century learning skills apropos the following fields: 1) Strengthening Early Childhood Education. Inquiry indicates that kids who go through standards-based kindergarten programs have higher completion rates than those who do not. Through required pre-school, each child aged 5 years old will immediately gain access to early childhood learning. Students will learn letters, numbers, shapes, and colors through songs, dances, and games using their mother tongue. This is a bold stride toward making Grade 1 students a reader and a way to find them ready for formal schooling, 2) Making the Curriculum Relevant for Learners. Studies show that students comprehend their lessons well if they can relate to them. Therefore, the new plan will include lessons, activities, songs, poems, chronicles, and videos based on culture, history, and realness. Added as well are thoughts on issues such as disaster prevention, climate change, and Information and Communication Technology or ICT. Through relevancy, they anticipate the pupils to gather in-depth knowledge, accomplishments, values, and attitudes through continuity and consistency across every grade and