SOUTHVILLE INTERNATIONAL SCHOOL AND COLLEGES
1281 Tropical Avenue corner Luxembourg Street,
BF International, Las Piñas City
“An Overview of the Implementation of the K-12 Curriculum in the
Philippines”
In Partial Fulfillment of the Requirements of
Social Dimensions of Education
Submitted By:
Garcia, Alyanna Judith C. / BEED SPED 3
Fernandez, Tamika Kiarra A. / BEED SPED 2
Millares, Ma. Salve Trinidad E. / BEED SPED 3
Presented To:
Sir Rex Llonora
Professor
Academic Year 2018-2019
I.
Introduction
Securing college degrees is publicly acknowledged to be the means of having a
decent job that not only provides outstanding benefits but also good compensations. And
the conception is, this is achieved through obtaining proper education. ​The 1987
Philippine Constitution states that, “The State shall establish, maintain, and support a
complete, adequate, and integrated system of education relevant to the needs of the
people and the society.” A mandate such as this gives justice to the basic rights of every
Filipino child: the the right to a quality life and the right to quality education ​through
proficient instruction given by competent teachers​. ​Unfortunately, throughout the years,
the decline of the education system in the Philippines has been rampant and is commonly
evident among public schools. This could be due to the scarcity of educational tools, lack
of conducive infrastructures and inadequacy of teaching. Despite the negative aspects of
our educational system, ​the government actively seeks to improve the quality of
education and the competency of students. According to President Benigno S. Aquino,
“We need to add two years to our basic education. Those who can afford pay up to
fourteen years of schooling before university. Thus, their children are getting into the best
universities and the best jobs after graduation. I want at least 12 years for our public
school children to give them an even chance at succeeding.” ​(Velasco, 2012).​ And this
was the start of the implementation of the K-12 Curriculum in the year 2013.
For a majority of individuals, education is considered as successful if they were
able to obtain a job following graduation from high school. According to Department of
Education (DepEd) Secretary Leonor Magtolis Briones, “The main objective of the K-12
program is to improve the quality of education in the country and not solely to provide
immediate jobs for its graduates.” ​(Montemayor, 2018).​ This statement was concluded
due to the fact that the K-12 Curriculum was deemed to be a failure. This rose
speculations as to whether this was the best decision for the education of students.
Despite a lot of questions and complaints by most of the students’ parents and
school professionals; with some even holding rallies in front of the President’s palace,
shouting out their concerns regarding the implementation of the K-12 program, the
administration still pushed through with it. Despite all the money spent on this and more
than two years of its implementation, a lot of people are still fighting for its suspension.
Even with the graduates it has already produced, there are still a large number of people
who thinks the Philippines is not ready for this program. Some say it’s because of the
lack of resources and teachers, others say it’s because of the additional burden a lot of
parents will experience due to the added expenses.
Due to all the controversy surrounding this topic, our purpose for this research
will be to determine the preparedness of the Philippine government, the impact of the
resources we currently hold, and the implementation aftermath of the K-12 curriculum.
II.
Statement of the Problem
This research paper seeks to address the following problems:
■
■
■
III.
How did the Philippine government prepare for the implementation of the
K-12 Curriculum?
In terms of the resources: Technology, Environment and Economy that the
Philippines currently has, how does this impact the implementation of the
K-12 curriculum?
What is the aftermath of the implementation of the K-12 Curriculum?
Objectives
This research paper aims to answer the following objectives:
■
■
■
IV.
To find out how the Philippine government prepared for the
implementation of the K-12 Curriculum.
To determine how technological, environmental and economic resources
can impact the implementation of the K-12 Curriculum.
To explore the aftermath of the implementation of the K-12 Curriculum.
Review of Related Literature
Overview of the Philippine Education
The Philippines is at an academic drawback for a long period of time. According
to the Department of Education (DepEd), the congested curriculum is partly to blame for
this bleak situation. The Philippine education system is one of the 3 remaining countries
that has retained a 10-year basic education cycle wherein they have to learn the
curriculum while the rest of the world do so in 12 years. This is a big challenge to both
students and teachers and their performance. ​(Yap, 2011).​ According to University of the
Philippines Diliman College of Education Associate Dean Dina Ocampo, “One only has
to see public school students’ achievement test scores to see that the system has failed the
Filipino student. If one would look at the data, achievement scores are very low. So if one
would think about it, it’s really not working. We can’t keep it as it is because the
curriculum is too crammed” ​(Crisol & Alamillo, 2014).​ Furthermore, Education
Undersecretary Alberto Muyot describes the scores of the students as ‘really scary.’
Average National Achievement Test (NAT) scores of elementary school students are at a
failing 64 percent. The number further declines in high school, with the national average
at 46 percent. Filipino students fade even deeper into the background on the international
stage, as reflected in results of the 2003 TIMMS (Trends in International Math and
Science Study). Results of the test, taken by second year high school students, placed the
country 41st among 45 participating countries, lagging at the bottom with African
countries. Barely above students from Ghana and Botswana, Filipino students scored an
average 35 percent ​(Crisol & Alamillo, 2014).​
The present curriculum aka Basic Education Curriculum is described as congested
which is blamed for the low performance of students. Expounding that students are not
given sufficient time to perform educational tasks because the curriculum is delivered in
only 10 years when it is actually designed to be taught in a span of 12 years. An evident
result of this is the fact that most high school students graduate unequipped with the
readiness to take upon higher education or employment. These students do not possess
the necessary basic skills or competencies needed in the world of work. Furthermore, the
short duration of our basic education program puts Filipinos interested to work or study
abroad at a disadvantage. This is because other countries see our 10-year program as
incomplete, which then, causes Filipino graduates to not be considered as professionals
abroad​ (Velasco, 2012)​.
Given all these supporting facts, there is indeed a dire need to improve the quality
of basic education by enhancing it and by expanding the basic education cycle ​(Velasco,
2012)​.
In response to this, The Department of Education (DepEd) plan to extend the
basic education course by two years with new curricula developed for Grade 1 and 1st
Year High School in implementation of the K+12 (Kindergarten plus 12 years) program
(Quismundo, 2011). According to DepEd Primer, “K-12 means “Kindergarten and the 12
years of elementary and secondary education.” Kindergarten points to the 5-year old
child who undertakes the standardized curriculum for preschoolers. Elementary education
refers to 6 years of primary school (Grades 1-6) while secondary education means four
years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years
are now allotted for senior high school (Grades 11-12 or HS Year 5-6)” ​(DepEd Primer,
2011)​.
The DepEd discussion paper on the enhanced K-12 basic education program
explains that this new setup “seeks to provide a quality 12- year basic education program
that each Filipino is entitled to.” Furthermore, the intention of K-12 is not simply to add
two more years of schooling “but more importantly to enhance the basic education
curriculum” ​(DepEd discussion paper, 2010)​.
Preparedness of the Philippines
In 2011, the Department of Education mandated the shift to a fresh learning
scheme, the K to 12 program. This move aims to enrich local education to keep it at par
with the global standards. According to the Department of Education, “all 211 divisions
have finished planning and have figures on enrollment a year in advance. These plans
were reviewed by a separate team and finalized upon consultation with other
stakeholders” ​(K12Philippines, 2015).
To date, DepEd has built 66,813 classrooms between 2010 and 2013, 33,608
classrooms completed and undergoing construction in 2014, 5,899 senior high schools to
be built nationwide and 1,866 private schools had secured permits to offer senior high
school in 2016. As for teachers, 128,105 new teachers were hired between 2010 and 2014
with the ability to teach Core Subjects and Specialized Subjects per Track and 37,000
teachers will be hired for senior high school for 2016 alone. In addition to that,
elementary and junior high school textbooks for the new curriculum are in production
while senior high school with specialized subjects textbooks are in bidding
(K12Philippines, 2015).
The initial implementation is bombarded with questions on how to effectively
deliver the said program. Several factors, they say, may hinder the success of the K-12
Program, which includes the need for trainings of teachers, as well as the availability of
teaching resources and school facilities ​(Gatdula, 2018).​
According to Education Secretary Armin Luistro, the country is ​not yet 100%
ready for the opening of the senior high school program, but they, at the central office of
the Department of Education (DepEd), have done their part in the K to 12
implementation. “I had been going around the country and I can say we are 85% to 90%
ready. I have not been to all divisions, but that's my data. We are on the phase of
implementation already. It was already written and approved. The funds were approved
already for the K to 12 buildings. On the part of the [DepEd] Central Office, we're
already done with it. The remaining job is already up to their ​local counterparts –
DepEd's regional and division offices,” Luistro added, “If there will be unfinished
buildings for the program, right now, they have already alternative Plan B and Plan C.
They already have identified excess classrooms to be used or another program to address
that. I am confident of that” ​(Dullana, 2016)​.
While the rationale behind the creation and implementation of the K-12 system is
laudable, debate has taken place in recent years over the planning and capacity
constraints. In mid-2014, lawmakers even threatened to repeal or postpone the K-12 in
anticipation of major upheaval caused when no freshmen college students appeared in
2016 due to the additional two years of high school being provided. However, the
government has since committed unprecedented amounts of funding to K-12 while also
hinting at increased support packages for private sector institutions in order to improve
capacity and mitigate upheaval. The DepEd has also entered into agreements with
business organisations, chambers of commerce and industry players in order to ensure
that K-12 graduates will be considered for employment. A system of competency
requirements is being implemented in order to match the skills of the workforce to those
required by employers alongside an increased focus on College Readiness Standards.
Entrepreneurship skills are also being fostered, through a revised curriculum amended in
order to better fit the new programme. ​(The Report: The Philippines 2015)
K-12 Implementation Aftermath
Composed of Representatives Antonio Tinio and France Castro of ACT That
among Teachers Partylist; Carlos Isagani Zarate (Bayan Muna); Emmi de Jesus and
Arlene Brosas (Gabriela Partylist); Ariel Casilao (Anakpawis) and Sarah Jane Elago
(Kabataan Partytlist), the Makabayan bloc appeared to be convinced that the country is
not ready for a full-blast implementation of K to 12. “The Makabayan bloc noted that
issues triggered by the K to 12 program include “persisting shortages in school and
classrooms, particularly senior high school; lack of textbook, learning facilities and other
needs of students. They lamented that students and teachers are forced to shoulder the
expenses for such problems. Making matters worse is the fact that dropout rates in
elementary and high school have steadily climbed up since the K to 12 was implemented
in 2013, during the term of President Benigno “Noynoy” Aquino III. Data furnished by
the Department of Education indicated an 11-percent increase in dropouts in a span of
five years. The increase of students from elementary education tripled from 431,000 in
2011 to 1.4 million in 2016. Casualties remain high in high school at 3.4 million, DepEd
said ​(Rosario, 2018).​
According to Chito Chavez ​(2016),​ a news writer for the Manila Bulletin, the
League of Filipino Students (LFS) insisted that the K-12 program did not address any
problems in the educational system, and therefore worsened unemployment. A survey
conducted by the Philippine Business for Education (PBEd) revealed that only one out of
five companies were willing to hire senior high school (SHS) graduates.
As of December 2017, the number of those unemployed had increased from 40.3
million to 41 million. Based from the Philippine Statistics Authority (PSA), the data has
displayed that at least 663,000 jobs were lost last year. In addition to this, 20.4 percent of
those unemployed were college graduates, 14.1 percent were college undergraduates, and
30.6 percent were individuals who completed junior high school.
“We’ve always pointed out that K-12 is nothing but a trash program designed to
squeeze out profit from students and produce cheap export- and enclave-ready labor. The
results of a recent survey come as no surprise. Students are left with no choice but to
work as contractuals with low wages or find work abroad notwithstanding the fact that
they’ll be prone to abuse and exploitation by foreigners, with some of them even dying
due to inhumane working conditions. Dark days lie ahead for the youth. This is the future
Duterte envisions for the youth,” ​(Taggaoa, 2016).​
According to Kara Taggaoa ​(2016), “​ If they do happen to enter college, they’ll
just be slapped with exorbitant tuition and other school fees. Private schools seek to
widen capitalist-educators’ profit through annual tuition and other fee increases. In state
universities and colleges (SUCs), Duterte doesn’t intend to implement free education.
Students are still being charged tuition despite a free-tuition policy. Now, the government
keeps on making excuses for its negligence to issue the implementing rules and
regulations (IRR) for Republic Act No. 10931. We, however, see it as a maneuver to
maintain the profiteering scheme that has characterized public higher education,”
Taggaoa added.
Availability of Resources
Teaching science in more than 12,000 secondary schools in the Philippines has
been a challenge especially with regard to the lack of scientific equipment in instruction.
Data released by the DepEd in 2012 showed that out of 45,977 public elementary and
secondary schools only 5,821 or 13% have a science laboratory despite multiple
initiatives to address the need ​(The Manila Times, 2015)​.
In a survey that we have done from September 2013 to June 2014 participated in
by a total of 173 science teachers from selected public and private secondary and tertiary
schools from Northern Luzon, Central Luzon, Metro Manila, Southern Tagalog, Central
Visayas, Northern Mindanao and Southern Mindanao shows that 23% of teachers do not
have access to a laboratory and only 37% have access to a dedicated laboratory fit to
what he/she is teaching. Furthermore, access to modern instrumentation is limited to 33%
of the respondents. For public high schools, 36% of the respondents do not have access to
a laboratory, only 13% have access to modern instrumentation but only 4% of the
respondents use it for learning activities ​(The Manila Times, 2015)​.
The numbers are worse for public elementary schools where only 4.8% have their
own science lab. Regional variations also reflect the uneven development between city
and province. In NCR, roughly 42% of elementary schools have a science lab compared
to a measly 2.3% for ARMM. Secondary schools fare better, with around 50% of
secondary public schools nationwide having their own science lab (​The Manila Times,
2015)​.
Providing ICT tools to public schools nationwide has been one of the
department’s priorities, to complement the new curriculum and revolutionize education
using the limitless possibilities of technology. We have incorporated interactive learning
tools to build fundamental ICT skills, and tried to democratise information by posting the
entire curriculum and other learning materials online for use by teachers, students and
other interested stakeholders. ICT is also used as a tool to broaden access to basic
education, especially for non-mainstream learners who find it hard to attend school on the
traditional calendar or schedule. Programmes like the Open High School and Alternative
Learning System employ suitable on- and off-line technologies to reach marginalised
learners and develop their skills (​Armin Luistro, 2015).
Since November 2016, data from DepEd has revealed the shortages that the
Alliance of Concerned Teachers had yet to meet; 13,995 classrooms, 88,267 teachers,
235 million instructional and additional learning materials, 2.2 million school seats, and
66,492 sets, with each set containing 45 seats and 1 desk for the teacher. As a result of
this, the unavailability of learning materials became a burden to students as well as
teachers. “Teachers have to make do with the insufficient learning materials provided to
them. In National Capital Region (NCR) for instance, in a class with 50 students, only 35
learning materials are provided. It is worse for teachers in the regions where they were
not provided with learning materials at all. They have to look for their own learning
materials” ​(Joselyn Martinez, 2016).​Because of the lack of facilities provided for courses
such as automotive and baking, colleagues of Vladimir Queta, a senior high school
teacher at Araullo High School, had to teach without any hands-on exercises. This
prevented students to be taught the course in a practical manner. ​(Anna Marxze Umil,
2017) ​In addition to lack of facilities, the issue of large classes came into view. For a
school in Davao City, 70 students were confined in one classroom. As for 5th and 6th
graders at Muntinlupa Elementary School, classes were held in another school due to the
fact that the construction of additional classrooms was not yet finished ​(Joselyn Martinez,
2016).
While the government hopes that the changes to the K-12 education system will
leave its students better equipped for employment and further study, the effort has been
widely critiqued by Filipino students, parents, teachers, and others. Fear of financial
hardship is at the heart of many the concerns. Some parents, for instance, oppose the
reforms because the cost of keeping children in school and out of the workforce for two
additional years will be a financial strain. The Philippine Supreme Court received at least
six petitions seeking to block or delay the reforms. One petition argued that more than
70,000 staff at colleges would lose their jobs as a result of the changes. Others point to
inadequate staffing levels and classroom space, insufficient attention to the curriculum,
and even to school buildings that lack electricity and a water supply. The Court has
rejected these arguments, however, and in March 2016 refused to issue a restraining order
or writ of preliminary injunction (​Rachel Michael, Area Specialist, 2016).
V.
Detailed Outline
A. Introduction
This section introduces the topic of our research paper as well as providing
a rationale for our work. For this paper, our topic assesses the implementation of
the K-12 Curriculum in the Philippines. The introduction mentions the conception
and state of education in the Philippines and the controversy surrounding the K-12
implementation. It only reports a minimal portion of what our paper will consist
of for it will be further discussed in section 4 (Review of Related Literature).
B. Statement of the Problem
1. How did the Philippine government prepare for the implementation of the
K-12 Curriculum?
2. In terms of the resources: Technology, Environment and Economy that the
Philippines currently has, how does this impact the implementation of the
K-12 curriculum?
3. What is the aftermath of the implementation of the K-12 Curriculum?
C. Objectives
This is the overall purpose of our study. These are broad statements that
state precisely the general intentions we have for our research paper. This is a
crucial part in the paper for it emphasizes what we aim to accomplish by the end
of our research.
D. Review of Literature
This section in our paper is based on literature related to our topic.
Scholarly articles, books, and other sources are used to help provide a detailed
information or evaluation of any issues and factors regarding the K-12
Curriculum. This gives us information on how we can look around our topic and
find answers to our problem statements. Our review of literature is divided into 4
parts: Overview of Philippine education, Preparedness of the Philippine
government, K-12 Implementation aftermath and Availability of resources. Each
part is a playing factor towards reaching an answer regarding the K-12
Implementation in the Philippines. Our literature is mainly focused on a
integrative and systematic review. In addition, it provides an overview of
evidence that clearly formulates data regarding our study.
E. Significance of the Study
The significance of a study can reflect the problem statement for it has a
relation to one another. This section illustrates the contribution of our research to
the society. It also discusses how this study can be beneficial to individuals or
groups of people reading through our research.
F. Conclusion
This is the last section of our research paper that summarizes the entire
study. It restates the main argument and reiterates the most important evidence of
the research paper. The conclusion is intended to help the reader understand why
the research should matter to them after reading the paper.
VI.
Significance of the Study
The results of the study will be of great benefit to the following:
GOVERNMENT. ​The facts presented may be used as an incentive to take action in
critically assessing the state of education in the Philippines. This study can be reviewed
by the government to ponder over the quality of education and if it is contributing to the
well-being of the society and the economy. This study can also help them become fully
aware of how their actions and decisions affect the citizens.
SCHOOL DEPARTMENTS. This study will help them determine the strengths and
weaknesses of their program or curriculum based on assessment reports and the
evaluation by the students and teachers. It will also help to determine what specific areas
they should focus more and further enhance in order to make the program more
responsive towards preparing the students for their future professions.
INDIVIDUALS IN THE SOCIETY. ​The results will provide individuals or groups of
people the knowledge of how and why quality education is important in one’s life.
Through education, individuals can develop personally, physically and emotionally as
well as economically.
TEACHERS. ​The given data may serve as an eye-opener and a motive for teachers to
deliver instruction effectively and efficiently and to promote positive active interaction in
the classroom setting.
PARENTS. ​This study will provide parents with information regarding the K-12
Implementation and its strengths & weaknesses. As parents enroll their children in
school, they are hopeful that they will receive quality education, this is beneficial in a
way that they will be knowledgeable on the K-12 Curriculum and will not be left in the
dark.
FUTURE RESEARCHERS. ​The data presented may be used as reference data in
conducting new research or in gathering other related findings. This study will also serve
as their cross-reference that will give them a background or an overview of the current
state of education in the Philippines.
VII.
Conclusion
In spite of reports stating how prepared the Philippines is for the K-12 curriculum,
the aftermath shows us otherwise. The thousands of classrooms built in preparation for
the additional years in high school were still not enough. Schools still experience
shortages in terms of technologies and laboratories. Public high school Science teachers
do not have access to Science laboratories. Most public high school teachers are forced to
teach practical courses, such as automotive and culinary, with no hands-on instruction.
These are all due to lack of resources. The said shortages are one of the main reasons
teachers are not able to properly execute their lessons. These outcomes do not only prove
how poorly the government has prepared for the implementation of the K-12, but also
compromises the quality of education the students are receiving.
Seeing as the Philippine government took innumerable measures into the K-12
implementation, it was assumed that key resources such as the technology used, the
environment, and economy would not be an issue or significant component for the
enactment of this curriculum. Although, it initially became a concern as DepEd soon
realized that teachers did not have access to what they really needed in order to properly
carry out their instruction. Regardless of the fact that ICT tools were now the priority in
being provided for schools, the downside was that other classrooms were still in a
stumbling block of having adequate space, proper electricity, and having proper learning
materials. In addition to this, parents became troubled thinking about how they would be
able to pay off their children’s tuition. The K-12 curriculum required much from the
citizens of the Philippines, when it was evident that the country was not fully prepared for
these changes.
Despite all that was done to improve or further develop the K-12 Curriculum,
many individuals were still not in favor of it. With its goal of hoping that it would bring
forth better education for students, it only caused students and teachers to run into more
complications regarding lack of materials, lack of funds for tuition, and unemployment.
In addition, it had even increased the percentage of high school dropouts. Unfortunately,
it became considered as a program that not only “took” money from students, but also left
them with difficulties as to how they would obtain jobs after high school. Overall, the
K-12 curriculum did not provide any benefits for the students in the Philippines, and thus,
led to more negative factors towards the educational system.
VIII.
Bibliography
Alamillo, J. , Crisol, L. , Dioneda, L. (2014, March 8). A Comparative Study of the Attitudes
Between the Students and Teachers of Two Public Elementary Schools in Northern Mindanao
Toward K to 12 Curriculum Shift. Retrieved from.
https://s3.amazonaws.com/academia.edu.documents/49170585/LLI-II-012-FT.pdf?AWSAccess
KeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1552218157&Signature=gBi2T%2Bv31H8aS
HESY1f%2BLjgkQzY%3D&response-content-disposition=inline%3B%20filename%3DA_Com
parative_Study_of_the_Attitudes_bet.pdf
Cabansag, M. (2014, April 2). Impact Statements on the K-12 Science Program in the Enhanced
Basic Education Curriculum in Provincial Schools. Retrieved from.
https://pdfs.semanticscholar.org/e50a/80d97f1eca96158ab239514b75d17c88837b.pdf
Chavez, C. (2018, March 12). LFS: K-12 Does Not Address Problems on Education, Worsens
Unemployment. Retrieved ​from.
https://news.mb.com.ph/2018/03/12/lfs-k-12-does-not-address-problems-on-education-worsensunemployment/
Craddoc, A. (2016, June 7). Lawmakers Start to Worry About Impact of K to 12 Program on PH
Education System. Retrieved from.
https://wenr.wes.org/2016/06/philippines-k-12-reforms-poised-transform-higher-education-stude
nt-mobility
DepEd. (2010, October 5). Discussion Paper on The Enhanced K+12 Basic Education Program.
Retrieved from. ​https://www.ceap.org.ph/upload/download/201210/17115829500_1.pdf
Dullana, R. (2016). K to 12 Not 100% Ready, But We’ve Done Our Part. Retrieved from.
https://www.rappler.com/nation/134806-luistro-k12-implementation
Luistro, A. (2015). The Philippine Government Works to Implement its K-12 Programme While
Raising Educational Standards. Retrieved from.
https://oxfordbusinessgroup.com/overview/philippine-government-works-implement-its-k-12-pr
ogramme-while-raising-educational-standards
Ma, & Montemayor, T. (2018, June 05). K-12 program to improve quality of education: Briones.
Retrieved from. ​http://www.pna.gov.ph/articles/1037617
Philippine Daily Inquirer (2018, April 07). What Went Before: The K-12 Program. Retrieved
from.
https://newsinfo.inquirer.net/980733/what-went-before-the-k-12-program?utm_expid=.XqNwTu
g2W6nwDVUSgFJXed.1
Quismondo, T. (2011, October 07). DepEd Readies K+12 Curricula For Next Year. Retrieved
from.
https://newsinfo.inquirer.net/71693/deped-readies-k12-curricula-for-next-year?utm_expid=.XqN
wTug2W6nwDVUSgFJXed.1
Rosario, B. (2018, May 26). Lawmakers Start to Worry About Impact of K to 12 Program on PH
Education System. Retrieved from.
https://news.mb.com.ph/2018/05/26/lawmakers-start-to-worry-about-impact-of-k-to-12-program
-on-ph-education-system/
Symaco, L. P. (2013). ​Education in South-East Asia​. London: Bloomsbury Academic.
The Manila Times. (2015, April 8). Are We Prepared for the K-12? Retrieved from.
https://www.manilatimes.net/are-we-prepared-for-the-k-12/174317/
UNESCO. (2006, August). Retrieved from.
http://www.ibe.unesco.org/fileadmin/user_upload/archive/Countries/WDE/2006/ASIA_and_the_
PACIFIC/Philippines/Philippines.htm
Umil, A. (2017, June 6). New School Year, Same Old Problems: K to 12, Shortages in
Classrooms, Teachers. Retrieved from.
https://www.bulatlat.com/2017/06/06/new-school-year-old-problems-k-12-shortages-classroomsteachers/
Yap, R. (2011, June). K-12: The Key to Quality Education? Retrieved from.
https://www.senate.gov.ph/publications/PB%202011-02%20-%20K%20to%2012%20The%20K
ey%20to%20Quality.pdf