As the K to 12 Basic Education Curriculum officially produced the pioneer

graduates this year equipped with competencies and prowess, the Department of
Education foresee a better and triumphant future for the youth possessing qualities able
to compete nationally and globally. Obviously, this program has a rich advantage of
providing learners with appropriate skills, creativity and intelligence to cope with the
changing world.
Since the implementation of the curriculum which was designed to enable
graduates to join the workforce immediately after high school, recurrent issues never
vanished about the insufficient preparedness of the governmentthus, constant critiques
hurled against it. However, the DepEd remained undaunted and tried to yield a good
resultthrough formulating plans to shun failures and mistakes of embracing the said
program. Apparently, the longer educational cycle of the K to 12 Curriculum is seen as
imperative to empower and flourish learners to experience global competency
compared to 10 years of basic education, visualized to be a disadvantage.
Consequently, the pioneer graduates who have selected their preferred tracks
during the Senior High years were provided with drastic trainings and quality education
to improve their skills and noetic capacities and capabilities. For the Technical
Vocational and Livelihood Track (TVL) learners, they have undergone work
immersions,offeringexperience of developing their prowess and unleashing their
capabilities to handle the actual job. On the other hand, the Academic Track merely
focuses on intellect capabilities of learners to digest the lessons and conquer the
constant trials with the challenging course of study by boosting their knowledge.
For the first batch of the K to 12 Graduates exhilarated by the approaching
college years, minds undoubtedly abounded by questions- “Is K to 12 Curriculum
beneficial of sufficing my knowledge and skills to be college ready and totally prepared
to meet its demands?” and “Will the K to 12 really serve its purpose of producing
globally competent students?”. With these massive questions, the DepEd roots for the
success of the pioneer graduates and immensely anticipates for the fruitful
accomplishments of quality education yet to reap, thereby motivated to offer
accessible, relevant, and liberating education in the future. Whereas, those unfortunate
to proceed in college cling to the perception that K to 12 Curriculum would yield an
opportunity for them to get employed and pave the way to success despite being solely
a high school graduate.
Evidently, the DepEd envisioned competitive students from the homeland whom
could contend internationally and effectively bring glory to the country. Hence,
providing sufficient time for the learners to master concept and skills, developing life-
long learners and preparing graduates for tertiary education, middle level skills
development, employment and entrepreneurship inevitably strengthens the foundation
of education and student’s learning. The said curriculum was once visualized by
students as a burden which hinders to achieve their life goals but as time gradually
passes by, their perception transformed as optimism vanquished negativities.
Preparing for the bright future is no easy task particularly with the idealism to
succeed in this formidable world full of competition and rivalry. One must possess highly
equipped skills to survive and obtain desirable jobs. With the two-year addition of SHS,
training and carving the students with commendable traits and prowess to triumph, the
DepEd are few steps away of achieving their goals. Indeed, K to 12 has brought holistic
education possible and effectively giving students ample time to master basic academic
skills and other activities. The Philippines is no longer one of the three countries in the
world to had 10 years in basic education, therefore, majority were looking forward to
the good product of the certain curriculum in succeeding years.