chapter2 related lit_mandatory review of k to 12

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CHAPTER IIREVIEW OF LITERATURE

Introduction

At this pace of this changing society and economy a lot of actions should take

place. They have to face a lot of challenges especially educators who are being asked

to do more with less due to rapidly evolving technologies and ongoing shifts in global

economy and demography. A successful education system will need to be of paramount

importance if a multicultural society to succeed and prosper in the future. Education is a

gateway to a better job and greater earning potential. One key to understanding this

issue is an appreciation of the overall landscape education and training.

“Change will not come if we wait forsome other person or some othertime. We

are the ones we've been waiting for. We are the change that we seek.” -Barack Obama

Under Republic Act No. 10533 also known as K to 12 Enhance Basic Education

Act, Sec 14 Mandatory Evaluation and Review. — By the end of School Year 2014-

2015, the DepED shall conduct a mandatory review and submit a midterm report to

Congress as to the status of implementation of the K to 12 programs in terms of closing

the following current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats;

(e) toilets; and (f) other shortages that should be addressed. This will also include (f )

teachers’ welfare and training profiles; (g) adequacy of funding requirements; and (h)

other learning facilities including, but not limited to, computer and science laboratories,

libraries and library hubs, and sports, music and arts.

THE CONCEPT AND MEANING OF CURRICULUM

The encyclopedia of educational research (1969) gives the following definitions

of curriculum as all the experience a leaner has at school under the guidance of the

teacher. To him the teacher plays a vital role in translating curriculum objectives. The

dictionary of education defines curriculum as the total learning activities or educative

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experience offered by an institution through its total institutional programmers designed

to achieve the prescribed objectives.

Curriculum Implementation

Implementation is an interaction between those who have created the programme

and those who are in charged to deliver it. According to Ornstein and Hunkins, and

those who are charged to deliver it. According to Ornstein and Hunkins, several of these

efforts have failed. According to Sarason (1990), the main reason for the failure is the

lack of understanding of the culture of the school Successful implementation of

curriculum requires understanding the power relationships, the traditions, the roles and

responsibilities of individuals in the school system. Implementors (whether they be

teachers, principals, education officers) should be well-versed with the contents of the

curriculum. Education officers) should be well-versed with the contents of the

curriculum. benefits of the innovation.As stated by Fullan and Pomfret (1977); "effective

implementation of innovations requires time, personal interaction and contacts

Offorma (2005) noted that the success of the implementation of the curriculum also

depends on its resources. In implementing the curriculum the prescribed subjects

should be thought however it will not be possible and it will not be offered due to lack of

teachers, workshops for practical works and further notes that there were teachers

who’s delivery is usually theorized because of lack of competence on the part of the

teacher or due to lack of equipment, thus students graduate without any hands on

experience.

Teachers Theoretical Constructs Eisner & Vallance (1974), Schubert (1986), Tanner &

Tanner (1995), McNeil (1996), discuss the relationship between a teacher’s beliefs and

his/her decisions about the curriculum. Quality and quantity of teaching staff to meet the

expectations of pupils and the society is another impediment. Teachers are the most

important human resource in curriculum implementation since they are the ones who

adopt and implement the ideas and aspirations of the designers. This implies that

success of the curriculum depends on the teachers (Okello and Kagoire 1996).

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Teachers are the front liner of every curriculum they play a very important part in

the success of every program. No matter how good a program is the possibility of

success is zero without them. Every individual involved in public education brings with

them a set of beliefs as to the very nature and purpose of education.

The number of required teachers come from total classroom requirement which

is derived from the number of students by grade/year level in a given School Year. The

standard ratio of 5:3 is used in computing the required teacher.

Formula:

Number of required teachers = (Classroom requirements)(5)

3Example:

Number of required teachers = (50)(5)

3 ¿83.33 83

From the actual computation:

Number of required teachers = (50.4)(5)

3 ¿84

Teacher Education and TrainingTo ensure that the enhanced basic education program meets the demand for

quality teachers and school leaders, the DepEd, CHED, and TESDA shall conduct

teacher education and training programs, in collaboration with relevant partners in

government, academe, industry, and non-governmental organizations. Such

professional development programs shall be initiated, conducted and evaluated

regularly throughout the year to ensure constant upgrading of teacher skills. Teacher

education and training programs shall include, but shall not be limited to:

In-service Training on Content and PedagogyDepEd teachers who will implement the enhanced basic education curriculum but

have not undergone pre-service education that is aligned with the enhanced basic

education curriculum shall be trained to meet the content and performance standards of

the enhanced basic education curriculum. The DepEd shall ensure that private

educational institutions shall be given the opportunity to avail of such training.

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ClassroomsThe standard classroom to student ratio (CSR) in the Philippines is one

classroom for every 45 students as prescribed by Republic Act 7580 entitled An Act

Providing For the Fair and Equitable Allocation of the Department of Education, Culture

and Sports' Budget for Capital Outlay." The prescribed classroom size for a classroom

student ratio of 1:45 is about 7m x 7m for rural areas or a 7m x 9m classroom for

suburban areas. The 7m x 9m class- mom shall also be the standard size for all public

secondary schools, regardless of location and class size. For a class of 45 students,

this classroom size is believed to provide a conducive environment for learning and

where a teacher could interact freely with his/her students and exercise order and

control.

According to data projection tool of DepEd the Classrooms requirements for

Grades 11-12 in Public Senior High Schools is forty. The minimum standard for SHS

classrooms is 40 students per room.

Formula: number of required classrooms =

Projected JHS Enrolment SY 2016−201740

Example: number of required classrooms =

201640 ¿50.4 50

Textbooks and Seats

Production and Development of Materials. The production and development of

locally produced teaching and learning materials shall be encouraged. The approval of

these materials shall be devolved to the regional and division education unit in

accordance with national policies and standards.

The library holdings shall be adequate to meet the curricular, instructional,

research, and recreational needs of its clientele. The collection shall consist of up-to-

date and relevant books, serials, pamphlets, documents and non-book materials, and

electronic resources (used with computers). The provision of textbooks is not the

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responsibility of the library but a maximum of five (5) copies of frequently used materials

shall be provided. In the matter of reserve books, a provision of at least one copy for

every twenty-five (25) students is deemed sufficient.

Toilets In the report of Bolido (2012) in Philippine daily Inquirer cited that the toilet-pupil

ratio is 1:55 in the elementary level and 1:93 in high school, based on statistics from the

Department of Education’s Basic Education Information System. And that is literally one

toilet—not one room with several cubicles. The numbers alone in this report indicate the

sad state of sanitation facilities in Philippine public schools.

The numbers are lower than the global standards set by the World Health

Organization (WHO) and United Nations Children’s Fund (Unicef) of 1:50 for males (if

urinals are present) and 1:25 for females, and even lower than the norm set by the

Philippine Sanitation Code, which is also 1:50 for boys and 1:30 for girls.

Other shortages that should be addressed.The government should also pay attention to and immediately address the gross

shortage in public secondary schools. According to Tinio, 4.6 million high school-age

youth from 12 to 15 years old are not enrolled in high school due to the gross shortage

in public secondary schools. According to Tinio, the said figures make up a significant

portion of the country’s 6.24 million out-of-school youth.

Access to Quality EducationCiting the DepEd’s figures, Tinio noted that there are 7,268 public high schools

throughout the country in 2011. By contrast, there are 38,351 public elementary

schools.

“In short, there’s only one public high school for every five elementary schools.

Almost all barangays in the country have at least one elementary school. By contrast,

high schools may be found mainly in urban areas and population centers only. As a

result, 91 percent of school-age children are enrolled in elementary, while only 62

percent are enrolled in high school.”

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In a report from Bulatlat.com Zabala mentioned that F.G. Calderon High School

is the only high school in District 2 of Tondo, Manila. The area is also near Caloocan

City. They are catering students from Caloocan and Tondo since there is no other

nearby public secondary school within the the location. There are four elementary

schools within the Tondo area that is why the student population continues to grow.

“When the slots are already full and we cannot accommodate more students we refer

them to other schools,” Zabala said.

Tinio said more children in the rural areas are not enrolled in high school. “The

shortage of public high schools, particularly in rural areas, explains the alarmingly high

number of children who are not enrolled in high school. The existing high schools are

simply too far away, making even free secondary education too costly for rural poor

families,” said Tinio.“Twenty six years after our Constitution mandated free high school

education, the government has not been able to make high school accessible to a

substantial number of Filipino children,” Tinio lamented.

Tinio criticized the implementation of the K to 12 program amid the continued

failure of the government to address the shortages and lack of access of millions of

children to secondary education. “What is the DepEd doing to enable 4.6 million

children to enter high school? Its current intervention, particularly the Alternative

Learning System (ALS), is commendable but grossly inadequate, compared to the

magnitude of the problem. Currently, ALS serves a mere 300,000 out-of-school

children.

Furthermore, there’s no substitute for learning in the classroom setting. Children

of the rural poor are as much entitled to quality teachers, classrooms, and textbooks as

other Filipinos.”

The solon teacher also pointed out that the failure to provide the poor access to

secondary education further worsens social inequality and hinders genuine national

development. If the shortage of public high schools is not addressed, we will see a

further widening of the gap in educational attainment among Filipino youth in the urban

centers and the countryside, and among the middle and upper income groups and the

poor. Our country will not progress until the government assured that every Filipino child

will have an access to quality education and finishes high school.

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Quality EducationTo achieve quality education the law under Standards and Principles states

that. The DepEd shall adhere to the following standards and principles, when

appropriate, in developing the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally

appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be gender- and culture-sensitive;

(d) The curriculum shall be contextualized and global;

Providing Access to Education

Extending the educational cycle requires an increase in resource requirements

such as teachers, classrooms, instructional materials, and others.

In response to this, DepEd is looking into the alternative delivery modes (ADMs)

that have been proven to be effective in addressing the problems of educational access.

ADMs are unconventional means by which students learn in formal education. ADMs

ensure that even with the lack of teachers and classrooms, Filipino learners have

access to education.

1. Multigrade Instruction

At the elementary level, multigrade instruction is an alternative delivery of formal

education whereby there is one teacher for two, three or four different grade levels of

students in a single class.

2. Modified In-School Off-School Approach (MISOSA)

MISOSA combines formal and non-formal learning activities to meet the needs

for classrooms, learning materials, and teachers. It likewise taps community resources

for instructional materials or sources of knowledge. Under MISOSA, a class of pupils is

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divided into two groups. Group 1 goes to class for a period of time while the Group 2

learns at home or in other learning venues such as a Barangay Hall learning through

modules or performing assigned tasks. At the end of one week, Group 1 spends time

learning outside the school while Group 2 attends formal classes. At certain times, the

two groups are gathered in one class to learn together as one group.

3. Instructional Management by Parents, the Community, and Teachers (IMPACT)

The extension of educational services beyond formal elementary education is

also provided by IMPACT or Instructional Management by Parents, the Community, and

Teachers. This was developed by SEAMEO INNOTECH to address high student

population and high percentage of dropouts. It is a management system where the

parents, teachers and community collaborate to provide the child with quality education

at less costs.

4. ADM for High School Students4.1. Effective and Affordable Secondary Education (EASE)

Education (EASE) Program which was designed and implemented to

complement the existing formal system. It is applicable to students who cannot

attend schools for a short while or can only attend classes seasonally due to socio-

economic, geographical, and physical circumstances. In addition, EASE Program

aims to cater to advanced students whose learning needs are not met by the

conventional learning system.

4.2 Open High School System

For high school students who incur long-term absences or who are permanently

unable to attend school due to time, distance, physical impairment, financial

constraints, social, and family problems, they may avail of the Open High School

Program (OHSP). It uses the concept of distance education as it offers independent,

self-pacing, and flexible study programs using self-instructional learning materials.

They are supported with tutors whom they could meet occasionally for guidance and

tutorial support. The subjects and the grading system for OHSP is the same as that

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of the regular high schools. As such, OSHP students graduate after completing the

secondary education.

Under DORP, SARDOs are provided three modes of learning to be able to continue

their schooling even without attending formal classes. They are:

1. modular system wherein students are given learning modules which they can

bring home for self-study.

2. internet-based learning which is an online learning that is still being piloted

3. blended technology which is a merger of the modular and internet-based

modes of teaching and learning

Physical facilitiesPhysical facilities shall be the place to create a learning environment conclusive

to learning. In order to produce quality Education and to we should equip our students

improve in the field Science and Technology, both teachers and students should always

be prepared in accepting and enjoying the programs to be implemented by the

Department of education to be globally competent in the modern world of technology

advances. It should be maintained and improved to achieve optimum results for access

to quality education.

Sports Facility and Sport EquipmentMapacpac (2012) mentioned in a report that to cultivate the spirit, teamwork,

unity, discipline, and excellence sports activities should be conducted and actively

participated by the students from the different year levels.

Funding Requirements

Budget plays an important part in the implementation of the curriculum. The

teachers’ group is demanding that the government allocates six percent of the country’s

Gross Domestic Product (GDP) to education, amounting to P884.6 billion ($20 billion).

The group said that to follow the UN standards, the government should allot at least

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P590 billion ($13 billion) more to basic education. However, the average share of

DepEd’s budget from the GDP is only 2.2 percent.

The group also lambasted the increase in the budget of

DepEd’s GASTPE (Government Assistance to Students and Teachers to Public

Education) program. According to Castro, for this year, the government targets to

allocate P7 billion ($165 million) for one million grantees.

Conceptual Framework

It is very important for every Filipino citizen to know the real and present status of

the Implementation of K to 12 Enhance Basic Education Program. The implementation

of the new curriculum will serve as our superhighway to compete globally. The success

of the program doesn’t depend only with the government nor with the education

administrators, its triumph lies on every one of us. Even an ordinary individual plays an

important role by just being informed and being an informer can be a big help. The

success of the program within one community can be a big help, successful graduates

means opportunity, opportunity mean jobs and jobs means money.

Knowing the status and assessing it using standards to determine the gaps will

result to a higher probability of success. If we will be able to determine the gaps then

each one of us should work hand in hand to achieve the full realization of the program.

GAPS

STANDARDS

K to 12 Enhance

Basic EducationProgram

STATUSTeacherClassroom TextbooksSeatsToiletsParticipation rateRetention rateCompletion rate Teachers’ welfare and training profiles Adequacy of funding requirements Learning facilities

Figure 1 Conceptual Paradigm

INDEPENDENT PROCESS DEPENDENT

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The Conceptual Paradigm as shown in Figure 1 illustrates the independent and

dependent variables that will be used in the study. To determine the present status of

the Implementation of K to 12 Enhance Basic Education Program the researcher uses

data including teacher, classroom, textbooks, seats, toilets, participation, rate retention

rate, completion, rate teachers’ welfare and training profiles adequacy of funding

requirements and learning facilities. These data are basic requirement in the

implementation of the curriculum.

STANDARDS

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Standards

(a) teachers; 1:45 or 1:40 according to K to 12

(b) classrooms; 1:40

(c) textbooks; 1:1

(d) seats; 1:1

(e) toilets; (WHO) and United Nations

Children’s Fund (Unicef) of 1:50 for

males (if urinals are present) and

1:25 for females,

Philippine Sanitation Code, which is

also 1:50 for boys and 1:30 for girls.

(f) Other shortages that should be addressed.

1.Secondary schools

2. teachers’ welfare and training profiles

adequacy of funding requirements;

3. other learning facilities including, but not

limited to

i. libraries, library hubs and Research

Facilities

ii. Computer and science laboratories

iii. Sports, music and arts facilities.

iv. ICT Facilities and Equipment

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have ample opportunity to solve problems.

2. The learning experience must give the students satisfaction. Students need satisfying

experiences to develop and maintain interest in learning; unsatisfying experiences

hinder their learning.

3. The learning experience must “fit” the students’ needs and abilities. This infers that

the teacher must begin where the student is ability-wise and that prior knowledge is

the starting point for new knowledge.

4. Multiple learning experiences can achieve the same objective. There are many ways

of learning the same thing. A wide range of experiences is more effective for learning

than a limited range.

5. The learning experience should accomplish several learning outcomes. While

students are acquiring knowledge of one subject or concept, they are able to integrate

According to Bandura (2006) suggested using “can” to refer to capability while

developing efficacy scales because self-efficacy is a perceived capability. After the

adaptation process of the instrument, various expert opinions were obtained for the

content validation.

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Variables

Part I. measuring teachers’ demographic characteristics such as gender, experience,

educational level and area of certification.

Part II included 22 items on a 5-point Likert type agreement scale (1-strongly disagree,

3-undecided, 5-strongly agree)

related to the sub-dimensions of (1) efficacy beliefs in terms of the:

1. Implementation of the new curriculum (e.g. I can prepare assessment tasks in

accordance with the new curriculum)

2. beliefs about the impact of the new curriculum on classroom instruction

(e.g.When based on the new curriculum, classes motivate the students to

learn),

3. and (3) perceptions about the utility or practicability of the new curriculum (e.g.

The new curriculum can help me to identify the knowledge a students must

master).

Part III (Teachers’ Perceived Utilization of The New Curriculum) 24 items

5 point Likert type frequency scale (1-never, 3-sometimes, and 5-always) about

(e.g. I use the new curriculum to plan problem-solving tasks for my students).

Teachers’ Utilization of Special Techniques

Such as

1. Cooperative group work and their use of manipulatives during instruction (e.g. I

organize cooperative group work activities for my students).

Part IV How much can you do to control disruptive behavior in the

classroom?). (1- inadequate, 5-moderately adequate to 9-

extremely adequate) (e.g.

The fourth and the last

part included the short form of Turkish teachers’ sense of efficacy scale (TTSES)

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.

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23, 46-49.

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aspirations of black South African adolescents. Psychological Reports, 80, 627-

635.

Higher Budget on Education

Budget plays an important part in the implementation of the curriculum. The

teachers’ group is demanding that the government allocates six percent of the country’s

Gross Domestic Product (GDP) to education, amounting to P884.6 billion ($20 billion).

The group said that to follow the UN standards, the government should allot at least

P590 billion ($13 billion) more to basic education. However, the average share of

DepEd’s budget from the GDP is only 2.2 percent.

The group also lambasted the increase in the budget of

DepEd’s GASTPE (Government Assistance to Students and Teachers to Public

Education) program. According to Castro, for this year, the government targets to

allocate P7 billion ($165 million) for one million grantees.

Extending the educational cycle requires an increase in resource requirements

such as teachers, classrooms, instructional materials, and others.

In response to this, DepEd is looking into the alternative delivery modes (ADMs)

that have been proven to be effective in addressing the problems of educational access.

ADMs are unconventional means by which students learn in formal education. ADMs

ensure that even with the lack of teachers and classrooms, Filipino learners have

access to education.

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Multigrade Instruction

At the elementary level, multigrade instruction is an alternative delivery of formal

education whereby there is one teacher for two, three or four different grade levels of

students in a single class. For instance, in remote areas where enrolment rate is low

and uneven, classes are combined such as Grades 1 and 2, Grades 3 and 4, and

Grades 5 and 6.

To ensure quality of instruction, there are several approaches or strategies used

in multigrade classes. One is the differentiated instruction wherein teachers plan

strategically to address various learning needs of pupils. Another strategy is the

groupings of pupils by ability or mixed ability depending on the teacher’s purpose for

instruction. There is also the modular approach which involves dividing the curriculum

into specific objectives and producing associated learning materials in module form.

These are made available to children grouped according to ability or for independent

self-study.

Modified In-School Off-School Approach (MISOSA)

Modified In School Off School Approach (MISOSA) frees the children from the

confines of the four corners of the classroom as it allows pupils to learn even while at

home or in the community.

MISOSA combines formal and non-formal learning activities to meet the needs

for classrooms, learning materials, and teachers. It likewise taps community resources

for instructional materials or sources of knowledge. Under MISOSA, a class of pupils is

divided into two groups. Group 1 goes to class for a period of time while the Group 2

learns at home or in other learning venues such as a Barangay Hall learning through

modules or performing assigned tasks. At the end of one week, Group 1 spends time

learning outside the school while Group 2 attends formal classes. At certain times, the

two groups are gathered in one class to learn together as one group.

Instructional Management by Parents, the Community, and Teachers (IMPACT)

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The extension of educational services beyond formal elementary education is

also provided by IMPACT or Instructional Management by Parents, the Community, and

Teachers. This was developed by SEAMEO INNOTECH to address high student

population and high percentage of dropouts. It is a management system where the

parents, teachers and community collaborate to provide the child with quality education

at less costs.

Learning materials are based on the national curriculum standards of the

Department of Education. It uses audio and video tapes in English, Science,

Mathematics, Filipino, and Information and Communications Technology (ICT) in

teaching the lessons.It offers three delivery modes: 1) programmed teaching or

employing bright pupils as programmed teachers who use specific teaching procedures,

2) peer-group learning or the grouping of 6 to 8 pupils who are heterogeneous in ability

but who are studying the same core modules, and 3) individual study or self-instruction

that allows learner to learn at his/her own pace. Moreover, IMPACT makes use of

collaborative and self-directed approaches.

ADM for High School Students

Effective and Affordable Secondary Education (EASE)

One of the ADMs at the secondary level is the Effective and Affordable Secondary

Education (EASE) Program which was designed and implemented to complement the

existing formal system. It is applicable to students who cannot attend schools for a short

while or can only attend classes seasonally due to socio-economic, geographical, and

physical circumstances. In addition, EASE Program aims to cater to advanced students

whose learning needs are not met by the conventional learning system.

Open High School System

For high school students who incur long-term absences or who are permanently unable

to attend school due to time, distance, physical impairment, financial constraints, social,

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and family problems, they may avail of the Open High School Program (OHSP). It uses

he concept of distance education as it offers independent, self-pacing, and flexible study

programs using self-instructional learning materials. They are supported with tutors

whom they could meet occasionally for guidance and tutorial support. The subjects and

the grading system for OHSP is the same as that of the regular high schools.

As such, OSHP students graduate after completing the secondary education.

Both EASE and OHSP are part of the DepEd Bureau of Secondary Education’s Drop

Out Reduction Program (DORP) to address the needs of students at risk of dropping

out (SARDOs).

Under DORP, SARDOs are provided three modes of learning to be able to continue

their schooling even without attending formal classes. They are:

4. modular system wherein students are given learning modules which they can

bring home for self-study.

internet-based learning which is an online learning that is still being piloted

• blended technology which is a merger of the modular and internet-based

modes of teaching and learning

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