K to 12 towards development

SUSTENANCE, Selfesteem and Freedom from Servitude- these are the three core values of development as the famous author Michael Todaro emphasized.

Objections in the implementation of the K to 12 programs had been expressed, if not suspension had been aired by the people and institutions. Worst, such issue was used in political strategies of selfish individuals, to the extent of motivating groups of people in rallies, who, as a matter of fact do not understand its objective of development. While it is true that there are areas to consider such as financial capabilities of parents supporting the needs of their children. However, if not now, when?

On its first year of implementation, problems had come out. Examples of which are career guidance in which answers to the queries of some are ambiguous, scarcity of classrooms and materials which are presently experienced by the big schools in Benguet, partnership with business institutions for on job trainings for grade 12 students, shifting of track issues, transferring in and out problems and many more. With the aforementioned issues, most of us point the finger to the higher ups, especially those who are appointed as in charge of the K to 12 program. Problems are brought to them, anyhow, which goes back to us. In the end, ironically, we solve those problems at our own level.

Again, we go back to the purpose of the program, and one among those is for development. Through such, youth are trained and equipped to meet their basic needs as pictured in the tracks they choose. They are given more training to prepare them for them for the bigger world- industry, profession, etc. With such, they shall have the self-esteem in everything and choice they make.

Indeed, it may be hard but we need to. Besides, isn’t that development and economic boost progress starts with quality education? Aren’t we teachers believed in the principle that we always look at the positive perspective? Danny Q. Otingey