Readiness in the Implementation of the Kto12 Basic Education Program in the 4th Congressional District of Camarines Sur

Abstract

INTRODUCTION

The K to 12 program as modeled from the educational system of the United States of America provides every student with education that may enable them to succeed based on knowledge and innovation. The K to 12 Basic Education Program law was passed on May 15, 2013 tagged as Republic Act No. 10533 or better known as "Enhanced Basic Education Act of 2013". However, school’s readiness is the foundation of equity and quality education. It is gaining global support as a viable means to help the public elementary schools reach their full developmental potential and engage in lifelong learning like the employment of the K to 12 Basic Education in the country. The researcher was motivated and inspired to conduct this project in order to help the school implementers to address their needs toward the provision of quality service and effective delivery of the new curriculum.

METHODS

A mixed method design was employed in this study which was the sequential explanatory strategy that answered the research problems. This was done through the collection and analysis of quantitative data in the first phase of the research using a survey questionnaire and the qualitative data were derived through the focus group discussion.

RESULTS

The challenges met as experienced by the respondents during the initial years of implementation were categorized into four areas, namely: limited resources, lack of technical competence, low performance of pupils and negative attitude of teachers. To address the challenges met by the respondents in the initial implementation of the K to 12 curriculum, the researcher is proposing the program entitled "Capability Building on the Implementation of the K to 12 Program".

DISCUSSIONS

Based on the findings, it could be inferred that the teachers of the 4th congressional are generally young in the service holding the position of Teacher 1 and they are trainable and could be assets in the realization of the goals of the K to 12 program. To address the challenges met by the respondents during the initial implementation of the new curriculum, the following interventions are hereby proposed: intensive monitoring of teachers, school learning action cell, school-based mentoring program, continuous teachers' development and capability building on the implementation of the K to 12 curriculum.