Department of Education
K-12 Basic Education Program
Paraluman R. Giron, Ed. D
Chair-TWG K to10 - PNU
CURRENT SITUTATION
WHERE ARE WE NOW?
Chronic underachievement of students
Insufficient mastery of basic competencies
due to congested curriculum
High school graduates (<16 year-old
graduates lack basic competencies and
maturity)
 Other countries view the 10 – year education
cycle as insufficient
 The Philippines is the only remaining country
in Asia with a 10 – year basic education
program
K-12 Basic Education
Program
Historical Background
• K+12 is not NEW…
• studies have been made since 1925
• need to be more competitive
• lack of political will
1925
1949
1953
1960
1970
-
Monroe Survey
UNESCO Mission Survey
Education Act
Swanson Survey
Presidential Commission
to Survey Philippine
Education (PCSPE)
1976 1990 -
1991 2000 2008 -
Survey of Outcomes of Elementary
Education (SOUTELE)
Philippine Education For All (EFA)
2015 National Action Plan
Congressional Commission on
Education (EDCOM) Report
Presidential Commission on
Educational Reforms
Presidential Task Force on Education
OVERALL GOAL
FUNCTIONAL LITERACY
FOR
ALL FILIPINOS
DepEd’s VISION
DepED IS GLOBALLY RECOGNIZED
FOR THE DEVELOPMENT OF
FUNCTIONALLY LITERATE AND GODLOVING FILIPINOS WHO HELP
ATTAIN THE NATIONAL GOALS OF
SOCIAL JUSTICE, UNITY, FREEDOM
AND PROSPERITY
VISION
•grounded on human
development
•achieved through an
enhanced curriculum
•with socio-economic
relevance
DepEd’s MISSION
PROVIDE QUALITY BASIC
EDUCATION THAT IS EQUITABLY
ACCESSIBLE TO ALL AND LAY THE
FOUNDATION FOR LIFELONG
LEARNING AND SELF-ACTULIZATION
NEEDED FOR EFFECTIVE CITIZENSHIP
AT THE LOCAL,
NATIONAL AND
GLOBAL MILIEU
SUB-GOALS
•To give every learner an
opportunity to receive
quality education based
on an enhanced and
decongested curriculum
that is internationally
recognized and
comparable.
SUB-GOALS
•To change public perception
that high school education is
just a preparation for college
Rather, it should allow one to take
advantage of opportunities for gainful
career or employment and/or selfemployment in a rapidly changing and
increasing globalized environment.
RATIONALE
1. Enhancing the quality of basic
education in the Philippines is
urgent and critical
2. The poor quality of basic
education is reflected in the low
achievement scores of Filipino
students.
3.
International tests results like 2003
TIMSS
(Trends
in
International
Mathematics and Science Study) rank the
Philippines 34% out of 38 countries in HS
II math and 43% out of 46 countries in HS
II Science; for grade 4, the Philippines
ranked 23rd out 25 participating countries
in both Math and Science. In 2008, even
with only the science high schools
participating
in
the
Advanced
mathematics category, the Philippines
was ranked lowest (Table 1).
Table 1 Philippine Average TIMSS Scores
Scores
International
Average
Rank
Participating
Countries
2003 Results
Grade IV
Science
332
489
23
25
Mathematics
358
495
23
25
Science
377
473
43
46
Mathematics
378
466
34
38
10
10
HS II
2008Results
Advanced
Mathematics
355
Source: TIMSS, 2003 and 2008
500
4. The congested curriculum partly explains
the present state of education
5. This quality of education is reflected in the
inadequate preparation of high school
graduates for the world of work or
entrepreneurship or higher education
6. Further, most graduates are too young to
enter the labor force.
7. The current system also reinforces the
misperception that basic education is just
a preparation for higher education.
8. Our graduates are not automatically
recognized as professionals abroad.
Table 3 Comparative Data on the Pre- University Education in Asia
Country
Basic Education Cycle Total
Brunei
12
Cambodia
12
Indonesia
12
Lao PDR
12
Malaysia
12
Myanmar
11
Philippines
10
Singapore
11
Thailand
12
Timor-Leste
12
Vietnam
12
Mongolia recently added grades to make basic education 12 years.
Aptitude for College SY 2006-2007
High Aptitude
for College,
9,066 , 0.72%
Low Aptitude
for College
, 777,236 ,
61.43%
General Scholastic Aptitude
Source: NETRC 2006
Moderate
Aptitude for
College
,
478,909 ,
37.85%
Aptitude for College SY 2007-2008
High Aptitude
for College
77,869
6%
Low Aptitude
for College
, 726,665, 60%
Moderate
Aptitude for
College
,
418,931,
34%
General Scholastic Aptitude
Source: NETRC 2006
18
Aptitude for Tech-Voc SY 2006-2007
Low Aptitude
for Tech-Voc
programs,
124,780,
10%
Moderate
Aptitude for
Tech-Voc
programs,
468,901,
36%
High
Aptitude
for TechVoc
programs
711,526
54%
Aptitude for Tech-Voc SY 2007-2008
Low
Aptitude
for TechVoc
programs
22%
High
Aptitude
for TechVoc
programs
19%
Moderate
Aptitude
for TechVoc
programs
59%
Aptitude for Entrepreneurship SY 2006-2007
Low
Aptitude
for Entrep
programs,
Moderate
3,849, 0%
Aptitude
for Entrep
High
programs,
Aptitude
544,006,
for Entrep
42%
programs,
757,356,
58%
Aptitude for Entrepreneurship SY 2007-2008
Moderate
Aptitude
for Entrep
programs
502,482
41%
Low
Aptitude
for Entrep
programs,
3,751,
0.31%
High
Aptitude
for Entrep
programs,
717,232,
58.62%
Unemployed VS. Available Skilled Jobs
972,458
Source: NSO, 2009 & 2010
887,678
650,000 ++
Available Skills
Based Jobs
681,340
607,012
405,707
College
Graduate
College
Undergra
d
203,544
HSGradu
ate
Elem
Undergra
d
No Grade
Complete
d
14,135
175,274
621,940
370,337
HS
Undergra
d
15,485
222,984
Graduate
192,014
972,458
Unemployed
HS Grad
554,092
Job-Skills Mismatch
WHITE COLLAR VS. BLUE COLLAR JOBS
EXECS
MANAGERS
TECHNICIANS
SKILLED
WORKERS
COLLEGE
STUDENTS
TECH-VOC
STUDENTS
24
Typical Progression of a Cohort of Pu
(based on cohort of Grade I pupils from SY 1995 -1996
to College Graduates SY 2008-2009)
Public and Private
PHILIPPINES
100
74
66 65
46
20 16
9. More importantly, the short basic
education program affects the human
development of the Filipino children.
10. Cognizant of this urgent and critical
concern and in line with the priorities of
the
Aquino
Administration,
the
Department of Education is taking bold
steps to enhanced the basic education
curriculum.
11. K-12 means
Kindergarten and the 12
years of elementary and
secondary education.
BENEFITS OF ENHANCED
BASIC EDUCATION PROGRAM
1.The Enhanced K-12 Basic
Education Program will be
instrumental in achieving the
nation’s vision of high school
graduates. The benefits of the
K-12 proposal far outweigh the
additional costs that will be
incurred by both government
and families.
To Individuals and Families
2. An enhanced curriculum
will decongest academic
workload.
3. Graduates will possess
competencies and skills relevant
to the job market.
4. Graduates will be prepared for
higher education.
5. Graduates could now be
recognized abroad.
For the Society and the Economy
6. The economy will experience
accelerated growth in the long run.
7.The Philippine education system
will be at par with international
standards.
8. A better educated society provides
a sound foundation for long-term
socio-economic development.
WHY ADD TWO YEARS?
Decongest and
enhance the basic
education curriculum
 Better quality
education
for all
K-12 Basic Education Program
“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 job after
graduation.
I want at least 12 years for
our public school children to give
them an even chance at
succeeding.”
President Benigno S. Aquino III
K-12
BasicEducationProgram
2 years Senior HS
4 years Junior HS
6 years Elementary
Kindergarten
K+6+4+2
K-12
Batang K-12, HandasaTrabaho o Kolehiyo, HandasaMundo
BasicEducationProgram
What will each graduate get?
Grade VI
Junior HS
Senior HS
What is the
proposed
K-12
curriculum
PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
NATURE OF THE LEARNER
. Has a body and spirit, intellect, free will,
emotions, multiple intelligences, learning
styles
. Constructor of knowledge and active
maker of meaning not a passive recipient
of information
NEEDS OF THE LEARNER
. Life skills
. Self-actualization
. Preparation for the world of the work,
entrepreneurship, higher education
NEEDS OF NATIONAL
and GLOBAL COMMUNITY
. Poverty reduction and human development
. Strengthening the moral fiber of the Filipino
people
. Development of a strong sense of nationalism
. Development of productive citizens who contribute
to the building of a progressive, just and humane
society
. Ensuring environmental sustainability
. Global partnership for development
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
SOCIETAL SUPPORT
Public-Private Partnership
Media,GO,NGO
ADMINISTRATIVE SUPPORT
CO, RO, DO School
PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
NATURE OF THE LEARNER
. Has a body and spirit, intellect, free will,
emotions, multiple intelligences, learning
styles
. Constructor of knowledge and active
maker of meaning not a passive recipient
of information
NEEDS OF THE LEARNER
. Life skills
. Self-actualization
. Preparation for the world of the work,
entrepreneurship, higher education
NEEDS OF NATIONAL
and GLOBAL COMMUNITY
. Poverty reduction and human development
. Strengthening the moral fiber of the Filipino
people
. Development of a strong sense of nationalism
. Development of productive citizens who contribute
to the building of a progressive, just and humane
society
. Ensuring environmental sustainability
. Global partnership for development
PHILOSOPHICAL
and LEGAL BASIS
•The 1987 Phil. Constitution
• B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance
Act
• The 4 pillars of education
(UNESCO)
• The vision-mission statement of
DepED
• The EDCOM Report of 1991
• BESRA
NATURE OF THE LEARNER
•Has a body and spirit, intellect, free
will, emotions, multiple intelligences,
learning styles, culture.
•Constructor of knowledge and active
maker of meaning not a passive
recipient of information
NEEDS OF THE LEARNER
•Life skills
• Self-actualization
• Preparation for the world of work,
entrepreneurship, higher education
NEEDS OF NATIONAL and GLOBAL
COMMUNITY
•Poverty reduction and human
development
•Strengthening the moral fiber of the
Filipino people
•Development of a strong sense of
nationalism
•Development of productive citizen who
contributes to the building of a
progressive, just and humane society
•Ensuring environment sustainability
• Global partnership for development
PHILOSOPHICAL and
LEGAL BASES
. The 1987 Phil. Constitution
. B.P. 232, Education Act of 1982
. R.A. 9155, Governance of Basic Education
Act of 2001
. The 4 pillars of education ( UNESCO )
. The vision- mission statements of DepEd
. The EDCOM Report of 1991
. Basic Education Sector Reform Agenda
(BESRA)
NATURE OF THE LEARNER
. Has a body and spirit, intellect, free will,
emotions, multiple intelligences, learning
styles
. Constructor of knowledge and active
maker of meaning not a passive recipient
of information
NEEDS OF THE LEARNER
. Life skills
. Self-actualization
. Preparation for the world of the work,
entrepreneurship, higher education
NEEDS OF NATIONAL
and GLOBAL COMMUNITY
. Poverty reduction and human development
. Strengthening the moral fiber of the Filipino
people
. Development of a strong sense of nationalism
. Development of productive citizens who contribute
to the building of a progressive, just and humane
society
. Ensuring environmental sustainability
. Global partnership for development
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
SOCIETAL SUPPORT
Public-Private Partnership
Media,GO,NGO
ADMINISTRATIVE SUPPORT
CO, RO, DO School
CURRICULUM SUPPORT SYSTEM
FAMILY SUPPORT
INTERNAL AND EXTERNAL
STAKEHOLDERS’ SUPPORT
INSTRUCTIONAL SUPPORT
Teachers’ CPD , Textbooks
and other IMs
SOCIETAL SUPPORT
Public-Private Partnership
Media,GO,NGO
ADMINISTRATIVE SUPPORT
CO, RO, DO School
MONITORING and EVALUATION SYSTEM
MONITORING and EVALUATION SYSTEM
Guiding
Principles
and Features
of K-12
Curriculum
Outcomes
Standards
competency
Comprehensive
Systematic
M&E System
based
Learnercentered
K-12
CURRICULU
M
Balancedassessment
Seamless
Developmentally
appropriate
Constructivist
Decongested
and enriched
Value-laden
Lean but meaty
K-12
CURRICULU
M
Inclusive
Integrative
Flexible
Inquiry-based
INCLUSION OF
CO-CURRICULAR
ACTIVITIES AND
COMMUNITY
INVOLVEMENT
PROGRAM
CORE CONTENT
1.COMMUNICATION AND
LITERACIES
2. CRITICAL THINKING AND
PROBLEM SOLVING
3. CREATIVITY AND INNOVATION
4. ETHICAL, MORAL and
SPIRITUAL VALUES
CORE CONTENT
5. LIFE and CAREER
COMPETENCIES
6. DEVELOPMENT OF SELF AND
SENSE OF COMMUNITY
7. NATIONAL and GLOBAL
ORIENTEDNESS
LEARNING DOMAINS
KNOWLEDGE and
UNDERSTANDING
ESSENTIAL SKILLS
ATTITUDES AND VALUES
PEDAGOGICAL
APPROACHES
•
•
•
•
•
CONSTRUCTIVIST
INQUIRY-BASED
INTEGRATIVE
COLLABORATIVE
REFLECTIVE
ASSESSMENT
ASSESSMENT as LEARNING
ASSESSMENTforLEARNING
ASSESSMENTofLEARNING
BALANCE OF TRADITIONAL and
AUTHENTIC ASSESSMENT
MONITORING and EVALUATION SYSTEM
OUTCOMES-and STANDARDSBASED, COMPREHENSIVE,
SYSTEMATIC, and VALID
MONITORING and EVALUATION
SYSTEM SET IN PLACE AIMED AT
IMPROVING THE QUALITY OF
BASIC EDUCATION
PROPOSED
ROADMAP FOR THE
K-12 PHILIPPINE
BASIC EDUCATION
PROGRAM
Grade
Level
K
1
2
3
4
5
6
7
8
9
10
11
Curriculum
Program
General Academic Program
Learning Domains
Core
Learning
Area
•Values Education
•Physical health &
•Eng
motor dev’t
•Social & emotional•Fil
dev’t
•Math
•Cognitive dev’t
•Creative Arts
•Language &
Readiness for Reading
& Writing
•Sibika at
•Language, Literacy &
Kultura
Communication
•English
•Filipino
•Mathematics
•Science & Health
•Science &•Heograpiya, Kasaysayan at
Health
Sibika
•MAPEH
•EPP
•EdukasyongPagpapakatao
•MAPEH
Specialization
Key Stage
Outcomes
NONE
•English
•Science
•Mathematics
•Filipino
•MAPEH
•Social Studies
•Values Education
•TLE
•Aptitude
Exploratory stage of test
Special Program in:
career paths/choices
NONE
NONE
Development of knowledge, skills, Development & mastery of
complex knowledge & skills;
attitudes and values; mastery &
dev’t of attitude & values
application of basic skill
•Adv English
•Adv Science
•Adv Math
•Adv Filipino
•Contemporary
Issues
(includes work,
ethic, business
ethics, etc.)
-Arts
-Sports
-Journalism
-Engineering Science Education Program
(ESEP)
-Mother Tongue & foreign Languages
-Technical-Vocational education
- Agriculture/Fisheries Consolidation of
- Arts & Trades
complex knowledge
& skills; dev’t of
attitude & values as a
result of a strong
liberal education.
Adequate
Consolidation of knowledge & skills;preparation for the
development of attitudes, values, world of work,
entrepreneurship,
aptitudes & interest
middle level skills dev’t
& higher education
12
Curr.
Program
Grade K
Level
1
2
3
4
5
6
7
8
9
General Academic Program
10 11 12
Grade Level
K
1
2
Core
Learning Area
Learning Domains
• Values Education
• Physical health &
motor dev’t
• Social &
emotional dev’t
• Cognitive dev’t
• Creative Arts
• Language &
Readiness for
Reading & Writing
• Language,
Literacy &
Communication
•MT
•English
•Filipino
•Math
•Science
& Health
•Sibika at Kultura
•MAPEH
3
Core
Learning Area
Grade Level
4
5
6
•MT
•English
•Filipino
•Mathematics
•Science & Health
•Heograpiya, Kasaysayan at Sibika
•MAPEH
•EPP (TLE)
•EdukasyongPagpapakatao
Core
Learning Area
Grade
Level
7
•MT
•English
•Science
•Mathematics
•Filipino
•MAPEH
•Social Studies
•Values Education
•TLE
8
Core
Learning Area
Grade
Level
7
8
•English
•Science
•Mathematics
•Filipino
•MAPEH
•Social Studies
•Values Education
•TLE
9
10
Core
Learning Area
Grade
Level
11
12
• English
• Science
• Math
• Filipino
• Contemporary Issues (includes
work ethic, business ethics, etc.)
Specialization
Grade
Level
7
8
9
10
Exploratory
stage of career
paths/
Special Program in:
- Arts
choices
11
12
- Sports
- Journalism
- Engineering Science Education
Program (ESEP)
- Mother Tongue & foreign Languages
- Technical-Vocational education
- Agriculture/Fisheries
- Arts & Trades
Alignment of curriculum
to the business and
industry needs (Key
Employment Drivers for
2011-2020)
DOLE Project Job
Fit 2020 vision
Industry Prospects
Growth of Philippine economy will be driven by:
1. High-value foreign direct investment (FDI) led
agribusiness
2. Infrastructure (roads and highways, logistics,
physical infrastructure projects
3. Tourism (diving edge)
4. Medical Tourism
5. Retirement Estates (Subic, NCR, and cities of
Tagaytay, Cebu, and Dumaguete)
Industry Prospects
6. BPOs (35% annual growth, $13 billion in
revenues in 2010)
7. Investment in ICT
8. Real estate (BPOs investing in office space,
growth in domestic and international
tourism0;
9. Shipbuilding (exports of ships to the US,
Mexico, and Norway); and
10. Long term demand for OFWs
Key
Employment
Generators
(KEG)
1. Agribusiness
2. Cyber services
3. Health and Wellness
4. Hotel, Restaurant and Tourism
5. Mining
6. construction
7. Banking and finance
8. Manufacturing
9. Ownership Dwellings and Real Estate
10. Transport and Logistics
11. Wholesale and Retail Trade
12. Overseas Employment
Emerging Industries
•Renewable Energy
•Power and Utilities
•Diversified Farming and Fishing
•Creative Industries
Key Stage
Outcomes
Grade
Level
K
1
2
3
Development of knowledge,
skills, attitudes and values;
mastery & application of basic
skill
Key Stage
Outcomes
Grade
Level
4
5
6
Development & mastery
of complex knowledge &
skills; dev’t of attitude &
values
Key Stage
Outcomes
Grade
Level
7
8
9
10
Consolidation of
knowledge, strategies, and
skills; development of
attitudes, values, aptitudes &
interests
Key Stage
Outcomes
Grade
Level
11
12
Consolidation of complex
knowledge & skills; dev’t of
attitude & values as a result of a
strong liberal education.
Adequate preparation for the
world of work, entrepreneurship,
middle level skills dev’t & higher
education
COMMUNICATION & LITERACIES CRITICAL THINKING
& PROBLEM SOLVING
CREATIVITY & INNOVATION
THE LEARNER
Grade
Level
K
1
2
3
4
5
6
7
8
9
10
11
Curriculum
Program
12
EMPLOYMENT
Core
Learning
Areas
ENTREPRENEURSHIP
MIDDLE LEVEL
SKILLS
DEVELOPEMENT
Specialization
HIGHER EDUCATION
Key Stage
Outcomes
ETHICAL, MORAL, SPIRITUAL VALUES
LIFE
& CAREER COMPETENCIES
DEVELOPMENT OF SELF & SENSE OF
COMMUNITY
NATIONAL & GLOBAL
ORIENTEDNESS
Current
Curricular
Innovations
included in the
K-12 BEP
1. Thematic Approach in
Kindergarten
• Domains: Values Education, Physical
Health and Motor Development, Social
and Emotional Development, Cognitive
Development, Creative Arts, Language and
Readiness for Reading and Writing &
Language, Literacy and Communication
• Themes: Myself, My Family, My School,
My Community & More things Around Us
2. Mother tongue-Based
Multilingual Education
• Mother tongue taught as learning area
and used as language of instruction from
Kindergarten to Grade 3
• Bridging or transition to Filipino and
English as language of instruction
introduced in Grade 3
3. Madrasah Curriculum: ALIVE
• Curriculum for Muslim learners
• ALIVE- Arabic language and
Islamic values education as
subjects to be taught in the
elementary and secondary
levels
4. Strengthened TechnicalVocational Education
• Competency-based curriculum
• Specialization of technical skills
in Grades 11 & 12
• Certification of competency
level will be given to students
in coordination with TESDA
HS
Language
Arts
Math
Science
Makabayan
Filipino
English and
Other Foreign
Languages
Grade VI
Language
Arts
Math
Science
Makabayan
Filipino
English
Grade V
Language
Arts
Math
Science
Makabayan
Filipino
English
Grade IV
Language Math
Arts (M.T.)
Math
Science
Makabayan
Filipino
English
Science
Makabayan
Filipino
English
Mother Tongue Language, Reading, Writing, Math
Sibika, Science
Filipino
English
LSRW
Grade II
Mother Tongue Language, Reading, Writing, Math
Sibika, Science
Filipino
LSRW
Oral English
Grade I
Mother Tongue Language, Reading, Writing, Math
Sibika, Science
Oral
Filipino
Oral English
Grade III
Kindergarten
Filipino
LSRW
Mother Tongue all subjects
School Year
Elementary
2011-2012
Kinder
Secondary
2012-2013
Curriculum
Enhancement
Grade 1
Curriculum, Enhancement
Junior High School
Grade 7
2013-2014
Grade 2
Grade 8
2014-2015
Grade 3
Grade9
2015-2016
Grade 4
Grade10
2016-2017
Grade 5
Senior
HS/grade 11
2017-2018
Grade 6
Grade
HS/grade 12
K-12
BasicEducationProgram
Ester B. Ogena, Ph.D.
President
Philippine Normal
University
The K-12 Program and the Need to Develop
Philippine competitiveness
The K-12 program will respond to the
need of developing the country’s
competitiveness. The challenges of
ASEAN 2015, particularly the opening
up of the ASEAN economic
community by 2015, puts much
pressure to our county. Thus there’s a
need to ensure that our graduates in
basic education have skills and
competencies that will allow them to
be at par with the global standards.
K-12
BasicEducationProgram
Ester B. Ogena, Ph.D.
President
Philippine Normal
University
The K-12 Program and the Need to Develop
Philippine competitiveness
We need to prepare our youth so that they
will have an equal chance to be employed in
a more open single economic community.
ASEAN is expected, in the very near future,
to openly hire people within the region that
have the capacity to respond to job
challenges. Of course, we don’t want our
graduates to have a slim chance of being
hired by big companies even in our own
country. We also want them to have the
ability to participate in knowledge and
wealth creation both for themselves and the
Philippines.
14. Tailoring co-curricular
activities and community
involvement program to
student and community needs
15. Assessment for and of
learning based on standards
16. Attitudes of teachers towards
K-12
If education could be
the only best option
to secure the future
of our youth, all of us
are here to support
this option.
92