THE CONTINUOUS CHALLENGES FOR TEACHERS IN THE IMPLEMENTATION OF K-12
RYAN CHOY P. BALUYUT
Across the world, education has been provided the most attention among everything else because it decided the future of every country. Among the countries around the world, the Philippines was the last country in Asia and one of the only three countries in the world with a 10-year pre-university program. To align the country’s curriculum and meet the need of the global market where quality education became a must for everyone, the Philippine Educational system adapted to a modern and more dynamic curriculum where it followed the 12- year program.
K to 12 program implementations aimed at creating more skilled students with basic skills for lifelong learning and employment. This program promoted the mutual recognition of Filipino learners and professionals in other countries because they were able to master the skills and learn the core competencies which were necessary to meet the demands of the global market. This new program created learners who have been prepared for jobs, entrepreneurship and middle-level skills development since they had to graduate on the program at the age of 18. From a positive point of view, the K to 12 program offers a greater solution to the problems that the country was facing, particularly in the employment phase, as the Filipino graduates worked abroad.
On the other hand, one of the issues regarding the K-12 program is with an educational system that does not always provide the needs and requirements of teachers to be well equipped and well-prepared for every class they need to teach, the K to 12 forces them to take on larger loads and higher pressure just to deliver high-quality education to students.
There are ways to address this issue. The fundamental reason for the introduction of the K to 12 systems can better be clarified by looking at possible reinforcements to adhere to the flawed development on the implementation of this new system and to meet the expectations and demands of the global market. Training must be a priority for students to improve 21stcentury skills such as critical thinking, problem solving, and communication to a global and productive workforce. Administrators and teachers need to work together towards a shared vision of success in the classroom. This means that, if the curriculum is to be implemented, knowledge and experience are needed in order to improve competence and positive attitude, this will enable schools to solve problems and implement change. In addition, the principals should identify the needs of staff and integrate them with the needs of the school. Additionally, schools must change the structures, culture and curricula and education programs to meet the needs of a diverse student body.
In spite the different challenges for teachers, students' foundation in key courses and competencies, such as math, physics, language, and social sciences, is strengthened by the K–12 system. Students who complete K–12 school are also better equipped to succeed in the labor market and in obtaining higher education by mastering fundamental skills like writing and reading.