Chapter 2

Review of Literature

This chapter presents the different information taken from different

forms of sources (books, PDF files, web links, etc.) that shows in

connection with the study of the K to 12 students perception and its

effects. The ideas and relevance of the concepts are chosen wisely on its

exclusiveness on its data. The chapter also elaborates the ideas related

with the research.

Perception of Senior High Students on K to 12

The past curriculum is described as congested. This means that

students did not haveenough time to perform tasks because the

curriculum is designed to be taught in a span of 12 years and not 10

years. The more obvious result of this is the fact that most high school

students graduate without the readiness to take upon higher education

or employment. These students are not equipped with the basic skills or
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competencies needed at work. Furthermore, the short duration of our

basic education program puts Filipinos who are interested to either work

or study abroad at a disadvantage. This is because other countries see

our 10-year program as incomplete, which then, causes Filipino

graduates to not be considered as professionals abroad(Velasco, 2012).

Therefore, it must be given an immediateanswer tothe challenge of

adding two more years in the basic education curriculum to be taught in

every Filipinos. Therefore, K to 12 program is the best solution by our

government to address the issues involved in the system of education in

institutions.

The study of Okabe* (2013) elaborates the key points of the new

policy, which are the preparation for higher education, eligibility for

entering domestic and overseas higher educational institutions, and

immediate employability on graduating, all leading towards a

historically developed Filipino.

SEAMEO Innotech (2012) also shows the benefits of the K to 12 to

our society. It involves reforms beneficial to individuals and families, for

the society and economy, for regional and international recognition and

competitiveness.

Luistro (2012) stated that the Philippine education system must

seek the accomplishment of excellent undergraduates on the elementary

and secondary level. The Department of Education declared the

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extension of two more years education of students, which is according to

them, this program will not only benefit the Filipino students but also

the whole Filipino people.

Likewise, DepEd (2010) added that the administration affirms the

implementation of this program will solve the problems of unemployment

in our country. Moreover, this program also responds to the countries

that are using the same curriculum in their educational establishment.

With this, our graduates will be globally competitive together with other

countries.

K-12 program requires103,599 teachers. There have been alreadya

shortage of teachers due to budget constraints even before the new

curriculum. It requires more teachers to be hired in preparation for the

implementation of K-12.

With the introduction of K-12, there will be an increase in student

population, translating into a requirement for 20,000 to 28,000additional

classrooms for each additional year-level; 40,000 to 56,000 classrooms

for the two years of SHS.Another pressing issue is the retrenchment of

teaching and non-teaching college personnel. An estimate of 25,000 are

being held at bay.

DepEd (2010) , however, says that it has closed the gap of 66,800

classroom shortage in 2010 and has built 86,478 classrooms between

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2010 to 2014. This year, an additional 27,499 classrooms are on line to

be constructed to cover the SHS implementation in 2016.

But Romulo (2016)contradicts that it is easy to say that for 1

million to 1.1 million students in public high schools, they will be the

ones to be affected the most. He added that they wont be able to afford

two more years that would provide no value added because the program

is not ready.

On a research conducted by Sergio (2011), she states that one of

the reasons the problemsin education still remains unaddressed is

because of the weak support forreforms needed by the government. The

changes in the personalities and the leadership styles at the top post of

the three key agenciescreate a consequent interruption in the

sustainability of sound education policies. The difficulty then will be felt

not only by the government agency concerned but also by the education

provider, including the publicand private schools. Furthermore, once

new leaders are appointed, they havea strong tendency to terminate

programs initiated by their predecessors in order to establish their

presence and, consequently, leave their own legacy.

It is supported by the study of Canezo (2016) that there is a need

to come up with contingency measures particularly the advocacy,

linkages andpartnerships, curriculum development and upgrading,

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instructional materials development, skills enhancement of tools and

equipment, provision of laboratory workshops. However, it is observed

that the program implementers have reasonably felt concerns on the

preparedness andneeds. The extent of support from the stakeholders is

only evident.

As an education expert, Cruz (2010) noted that replacing the old

curriculum is just a daunting task. He articulated that it is not just a

matter of adding and removing a subject or acquainting a new system

but it involves a more holistic approach that takesconsideration into lots

of factors such as the duration, the content, and the competencies that

are expected to be applied on the new system.

Canezo (2016) ascertains in his study that there were not enough

trainings intended for the program. It needs to develop relevant teaching

& learning materials. The workshop and laboratories are not yet enough

to accomplish the needed on-the job training vulnerability. There were

not so many enrollees for the Senior High Modeling program. The

teaching personnels are not even qualified to handle the modeling

classes. There were various adversities and problems encountered in

framing the curriculum for the identified feasible courses proposed to be

offered.

Philippine Institute for Development Studies (2012) finishes in its

research that a longer education cycle alone could be useless without

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corresponding improvements in other aspects of the education system. It

requires proper training of teachers, additional classrooms and

textbooks, better facilities such as libraries and computer rooms must

therefore be deemed as urgent as the implementation of this program.

A research conducted byCrisol and Alamillo (2014) interpreted

their findings that most teachers and students positively approached the

implementation of the program. They believe that the program will

effectively prepare the learners in the fields and careers that they have

chosen. Although they are willing to embrace the program, still they find

themselves not equipped to teach the students since they believe that

they need more training and equipment.

According to Cruz (2010), our graduates could be recognized

abroad; Filipino graduates such as doctors, engineers, architects and

many more as professionals in other countries. There will be more

opportunities to those individuals who want to work abroad. They will

meet the needed entrance requirements (such as NCII Certificate) and

other required itemsfor those who wants to enter in foreign schools.

Moreover, Malipot (2011) says that one of the discussions of DepEd

is to enhance the basic education program in the country in a manner

that is least disruptive to the current curriculum most affordable for

government and families, and aligned with internal practice through the

Kto 12 policy.
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The DepEd (2010) discussed on their papers about the enhanced K

to 12 basic education program explains that this new setup seeks to

provide a quality 12-years of basic education program that each Filipino

entitled to. Furthermore, the purpose is not simply to add 2 more years

of education, but more importantly is to enhance the basic education

curriculum.

Likewise, Alamillo (2011) concluded in its research that the

students will become more mature in dealing with the problems that they

encounter daily, thus enabling them to become effective members of the

workforce. This strengthens the statement of DepEd (2011) that every

student would have an understanding of the world around him and a

passion for life-long learning while addressing every students basic

learning needs: learning to learn, the acquisition of numeracy, literacy,

and scientific and technological knowledge as applied to daily life. So

instead of having a high school graduate at 16 (years old), the schools

will have high schoonersgraduating at 18 (Calingasan, 2011).