Education: A Cardinal Right of the Citizenry is a term paper made to demo the construct of larning throughout life meets the challenges posed by a quickly changing universe. This term paper deserves the full and corporate support of all the pupils affecting a mentality that consider instruction as the factor in guaranting sustainable growing of the community. Education: A Cardinal Right of the Citizenry involves the acquisition of every pupil who instantly says that the art of acquisition is hard yet if we are persisting. we shall shortly better our cognition.
It officially introduces the History. Development and a New Curriculum adopt by our school system and how its execution affect the state every bit good as the peolpe. There are besides replies given here to some certain inquiries and jobs that most persons ask. THE AUTHORS i ACKNOWLEDGEMENT Writing a term paper is surely non an easy undertaking for novices like us who ne’er experienced yet how hard it is to do one. We would wish to show our heartfelt gratitude to the undermentioned people who took portion in doing this term paper possible and successful:
*To our of all time supportive and loving parents for their moral and fiscal support and encouragement in doing this term paper. *To our English instructor. Mrs. Marianita Patayon who let us do this term paper on our ain but besides guided us how to do it. We would besides wish to show our sincere thanks: *To the people who shared their thoughts. thoughtful unfavorable judgments and suggestions refering our subject. *And in conclusion to our Almighty God for His unconditioned love and His Holy presence that made us carry through this term paper on clip. two Chapter I ALL ABOUT THE PROBLEM 1 INTRODUCTION.
In pre-Spanish times. instruction was informal and unstructured in some countries. Children were provided more vocational preparation and less faculty members by their parents in the houses of tribal coachs. When the Spanish arrived in Manila. though. they were surprised to happen out a population with literacy rate utilizing a system of composing known as Baybayin which was higher than the literacy rate of Madrid. Under the Spanish. instruction of autochthonal population was ab initio left to spiritual orders. with primary instruction being overseen by parish mendicants who by and large tolerated the instruction of merely spiritual subjects.
The mendicants. acknowledging the value of a literate autochthonal population. built printing imperativenesss to bring forth stuff in Baybayin. The mendicants. made enormous attempts to educate the native population larning the local linguistic communications and the Baybayin book to better communicate with the locals. The Spanish missionaries established schools instantly on making the islands and wherever they penetrated. church and school went together. There was no Christian small town without its school and all immature people attended. The Augustinians opened a school in Cebu in 1565.
The Franciscans in 1577 instantly took to the undertaking of learning the indigens how to read and compose. besides industrial and agricultural techniques. The Jesuits in 1581 besides chiefly concentrated on learning the immature. They were followed by the Dominicans in 1587. which started a school in their first mission at Bataan. The Chinese linguistic communication version of the Christian Doctrine was the first book printed in the Philippines in approximately 1590 to 1592. A version in Spanish. and Tagalog. in both Latin book and the normally used Baybayin book of the Manila hanger-ons of the clip was printed in 1593.
2 The Problem of Education There must be a perfect balance in everyone’s life between pravritti and nivritti. Whenever this balance is disturbed. troubles arise. Mere pravritti drives a adult male loony. Resulting in inordinate outgo of energy. it turns out to be a curse alternatively of a blessing. Likewise. mere nivritti besides renders a man’s life useless. What is needed is a existent balance between activity and inaction. contemplation and non-contemplation. thought and non-thinking. uncertainty and non-doubtfulness. memory and forgetfulness. and linguistic communication and silence.
The physical demands of adult male dictate that he analyze and get the hang different topics with a position to fulfilling those demands. This has of course led people to believe that cognizing things. helpful in fulfilling physical demands. is all that there is in instruction. Knowing something about one’s ain ego has yet non come to be recognized as an indispensable portion of instruction. No enduring alteration has of all time been brought about through sermon. for linguistic communication and thoughts have their ain restrictions. They can at best touch the surface of our being ; they can non impact us deeply.
Repose and steadiness of head are the first measure to come on and transmutation. A stipulation for the gap of the path to inner transmutation is the development of a consciousness free from memory. imaginativeness and thought. Modern instruction concentrates all its attending on sharpening of our humor and mind. disregarding the head. Mere intelligence can non accomplish anything much. for all aberrances and immoralities originate in the head. In order to acquire rid of them it is indispensable to educate or develop the head. But today’s instruction regulations this out since it has no proviso at any phase for developing the head.
This is its major defect. No pupil is of all time made aware of his infinite interior potency. He ne’er comes to recognize the presence of an inner strength which far surpasses mere physical strength. 3 In fact. the modern pupil is blissfully incognizant of his critical life-force. Today’s instruction has nil in it to develop and bestir this life-force. Similarly. force has made adult male cruel and mad. Attachment to and accretion of secular goods are run outing critical energy. It is handily forgotten that anything that disturbs the balance of head besides. to that extent. wastes the critical energy.
Similarly. a leaning for utmost likes and disfavors besides has the same consequence. A sense of poise and balance is the sweet formula for stimulating the life-force. The chief purpose of instruction should be to enable the scholars to develop a head which is balanced. reposeful and wholly unflurried and still. Modem instruction turns out competent scientists. applied scientists. physicians and other specializers. However. their professional expertness does non free them of the leaning for contending. condemning and experiencing covetous. Driven to desperation. these people can even perpetrate self-destruction.
Mere sharpening of the mind without instilling the wont of holding a balanced attitude and head is at best a really limited signifier of instruction. 3 STATEMENT OF THE PROBLEM In this survey. we are traveling to meet many inquiries about Education: A Cardinal Right of the Citizenry ; *What is K+12? *How are we be aftering to implement the K+12 plans? *What will society addition from K+12? *What is Senior High School? *Why add two more old ages? 4 ANALYSIS K+12 means Kindergarten and the 12 old ages of simple and secondary instruction. Kindergarten refers to the 5-year old cohort that takes a standardised kinder course of study.
Elementary instruction refers to primary schooling that involves six or seven old ages of instruction. Secondary instruction refers to high school. After sing assorted proposals and surveies. the theoretical account that is presently being proposed by DepEd is the K-6-4-2 Model. This theoretical account involves Kindergarten. six old ages of simple instruction. four old ages of junior high school ( Grades 7 to 10 ) and two old ages of senior high school ( Grades 11 to 12 ) . The two old ages of senior high school intend to supply clip for pupils to consolidate acquired academic accomplishments and competences.
2 old ages of in-depth specialisation for pupils depending on the occupation/career path they wish to prosecute. Skills and competences relevant to the occupation market. The 2 old ages of senior HS intend to supply clip for pupils to consolidate acquired academic accomplishments and competences. The course of study will let specialisations in Science and Technology. Music and Arts. Agriculture and Fisheries. Sports. Business and Entrepreneurship K+12 will ease an accelerated economic growing. K+12 will ease common acknowledgment of Filipino alumnuss and professionals in other states.
A better educated society provides a sound foundation for long-run socio-economic development. Several surveies have shown that the betterments in the quality of instruction will increase GDP growing by every bit much as 2 % . Surveies in the UK. India and US show that extra old ages of schooling besides have positive overall impact on society. To decongest and heighten the basic instruction course of study. To supply better quality instruction for all. The Philippines is the lone staying state in Asia with a 10-year basic instruction plan. K+12 is non new.
The proposal to spread out the basic instruction day of the months back to 1925. Studies in the Philippines have shown that an extra twelvemonth of schooling additions net incomes by 7. 5 % . Surveies validate that betterments in the quality of instruction will increase GDP growing by 2 % to 2. 2 % . Minus 2 alternatively of plus 2 for those households who can non afford a college instruction but still wish to hold their kids find a good paying occupation. Right now. parents spend for at least 4 old ages of college to hold an employable kid. 5 Chapter II EDUCATION: A FUNDAMENTAL RIGHT OF THE CITIZENRY 6
Historical Background Many of the Filipinos who led the revolution against Spain in the 1890s were ilustrados. Ilustrados. about without exclusion. came from affluent Filipino households that could afford to direct them to the limited figure of secondary schools ( colegios ) open to non-Spaniards. Some of them went on to the University of Santo Tomas in Manila or to Spain for higher instruction. Although these educational chances were non available to most Filipinos. the Spanish colonial authorities had initiated a system of free. compulsory primary instruction in 1863.
By 1898 registration in schools at all degrees exceeded 200. 000 pupils. Between 1901 and 1902. more than 1. 000 American instructors. known as “Thomasites” for the S. S. Thomas. which transported the original groups to the Philippines. fanned out across the archipelago to open barangay schools. They taught in English and. although they did non wholly win in Americanizing their wards. instilled in the Filipinos a deep religion in the general value of instruction. Almost instantly. registrations began to mushroom from a sum of merely 150. 000 in 1900-1901 to merely under 1 million in simple schools two decennaries subsequently.
After independency in 1946. the authorities picked up this accent on instruction and opened schools in even the remotest countries of the archipelago during the 1950s and the sixtiess. 7 Education in Prehistory Most of human history lies in history. the period before the usage of authorship. and before written history. Throughout pre-history. most instruction was achieved orally and through observation and imitation. From the beginning of our species until about 10. 000 BC. most worlds lived as hunter-gatherers. Some were settled in a given locale/region and others exhibited a mobile life style across a big district.
These sets or folks had traditions. beliefs. values. patterns and local cognition which was passed orally for coevalss from individual to individual. The immature learned informally from their parents. extended household and family. At ulterior phases of their lives. they received direction of a more structured and formal nature. imparted by people non needfully related. in the context of induction. faith or rite. Some signifiers of traditional cognition were expressed through narratives. fables. folklore. rites. and vocals. without the demand for a authorship system.
Tools to help this procedure include poetic devices such as rime and initial rhyme. These methods are exemplifying of morality. The narratives therefore preserved are besides referred to as portion of an tradition. The coming of agribusiness prompted the Neolithic Revolution. when entree to nutrient excess led to the formation of lasting human colonies. the domestication of some animate beings and the usage of metal tools. Settlement. agribusiness and metalwork brought new cognition and accomplishments to be learned and taught by each coevals.
As communities grew larger. there was more chance for some members to specialise in one accomplishment or activity or another. going priests. craftsmans. bargainers. builders or laborers. Many accomplishments would hold been learned from an experient individual on the occupation. The increased size of communities besides brought alterations to methods of leading. political relations and organisation. together with early establishments. Society became less classless as chiefdoms. province. metropolis provinces and early civilisations replaced the earlier sets and folks. For illustration. the Uruk period ( c. 4000 to 3100 BC ) saw the outgrowth of urban life in Mesopotamia.
These early city states had strong marks of authorities organisation. The metropoliss grew to cover up to 250 estates ( 1 kilometer? ) and up to 10. 000–20. 000 people by the terminal of the period. 8 In big colonies. societal stratification began to develop. a hierarchal agreement of societal categories or castes within the society. [ 10 ] There might be a male monarch and Lords. There were frequently priests or other spiritual leaders. because spiritual beliefs in divinities or liquors frequently formed an of import portion of a civilization. In some societies. the position of adult females was lower than that of work forces ; in some there were slaves.
A person’s societal category. caste or gender might in bend determine or restrict the businesss which he or she might follow and the instruction that he or she would have. Before the development of authorship. it is likely that there were already heroic verse forms. anthem to Gods and conjurations ( such as those later found written in the ancient library at Ninevah. and the Vedas ) . and other unwritten literature ( for illustration. see ancient literature ) . In ancient India. the Vedas were learnt by repeat of assorted signifiers of recitation. By agencies of memorisation. they were passed down through many coevalss.
9 Formal Education in the Middle Ages During the Early Middle Ages. the monasteries of the Catholic Church were the Centres of instruction and literacy. continuing the Church’s choice from Latin larning and keeping the art of authorship. Prior to their formal constitution. many mediaeval universities were run for 100s of old ages as Christian cathedral schools or cloistered schools ( Scholae monasticae ) . in which monastics and nuns taught categories ; grounds of these immediate precursors of the ulterior university at many topographic points dates back to the early sixth century AD.
[ 46 ] The first medieval establishments by and large considered to be universities were established in Italy. France. and England in the late 11th and the 12th centuries for the survey of humanistic disciplines. jurisprudence. medical specialty. and divinity. These universities evolved from much older Christian cathedral schools and cloistered schools. and it is hard to specify the day of the month at which they became true universities. although the lists of studia generalia for higher instruction in Europe held by the Vatican are a utile usher.
Ireland became known as the island of saints and bookmans. Monasteries were built all over Ireland and these became Centres of great acquisition ( see Celtic Church ) . Northumbria was famed as a Centre of spiritual acquisition and humanistic disciplines. Initially the land was evangelized by monastics from the Celtic Church. which led to a blossoming of cloistered life. and Northumbria played an of import function in the formation of Insular art. a alone manner uniting Anglo-Saxon. Celtic.
Byzantine and other elements. After the Synod of Whitby in 664 AD. Roman church patterns officially replaced the Gaelic 1s but the influence of the Anglo-Celtic manner continued. the most celebrated illustrations of this being the Lindisfarne Gospels. The Venerable Bede ( 673-735 ) wrote his Historia ecclesiastica gentis Anglorum ( Ecclesiastical History of the English People. 10 completed in 731 ) in a Northumbrian monastery. and much of it focuses on the land.
[ 47 ] During the reign of Charlemagne. King of the Franks from 768 – 814 AD. whose imperium united most of Western Europe for the first clip since the Romans. there was a blossoming of scholarship. literature. art. and architecture sometimes referred to as the Carolingian Renaissance. Brought into contact with the civilization and acquisition of other states through his huge conquerings. Charlemagne greatly increased the proviso of cloistered schools and scriptoria ( Centres for book-copying ) in Francia. Most of the lasting plants of classical Latin were copied and preserved by Carolingian bookmans.
During the reign of Charlemagne. King of the Franks from 768 – 814 AD. whose imperium united most of Western Europe for the first clip since the Romans. there was a blossoming of scholarship. literature. art. and architecture sometimes referred to as the Carolingian Renaissance. Brought into contact with the civilization and acquisition of other states through his huge conquerings. Charlemagne greatly increased the proviso of cloistered schools and scriptoria ( Centres for book-copying ) in Francia. Most of the lasting plants of classical Latin were copied and preserved by Carolingian bookmans.
Charlemagne took a serious involvement in scholarship. advancing the broad humanistic disciplines at the tribunal. telling that his kids and grandchildren be knowing. and even analyzing himself under the tuition of Paul the Deacon. from whom he learned grammar. Alcuin. with whom he studied rhetoric. idiom and uranology ( he was peculiarly interested in the motions of the stars ) . and Einhard. who assisted him in his surveies of arithmetic. His great scholarly failure. as Einhard relates. was his inability to compose.
The English monastic Alcuin was invited to Charlemagne’s tribunal at Aachen. and brought with him the precise classical Latin instruction that 11 was available in the monasteries of Northumbria. The return of this Latin proficiency to the land of the Franks is regarded as an of import measure in the development of mediaeval Latin. Charlemagne’s chancery made usage of a type of book presently known as Carolingian small letter. supplying a common authorship manner that allowed for communicating across most of Europe. After the diminution of the Carolingian dynasty. the rise of the Saxon Dynasty in Germany was accompanied by the Ottonian Renaissance.
Cathedral schools and monasteries remained of import throughout the Middle Ages ; at the Third Lateran Council of 1179 the Church mandated that priests provide the chance of a free instruction to their flocks. and the 12th and thirteenth century Renaissance known as the Scholastic Movement was spread through the monasteries. These nevertheless ceased to be the exclusive beginnings of instruction in the eleventh century when universities. which grew out of the monasticism began to be established in major European metropoliss. Literacy became available to a wider category of people. and there were major progresss in art. sculpture. music and architecture.
Large cathedrals were built across Europe. foremost in the Romanesque. and later in the more cosmetic Gothic manner. It should be noted. besides. that art and architecture were critical educational mediums through which faith. doctrine and history were taught to multitudes of peoples who were chiefly illiterate. These ‘picture books in stone’ were kindred to other civilizations in Asia. Africa and South America who passed on history and thoughts through representative signifiers as good. 12 Education in the Modern Period The enlargement in the handiness of instruction was non ever accompanied by qualitative betterments.
Therefore. quality became a major concern in the 1970s and early 1980s. Datas for the 1970s show important differences in literacy for different parts of the state and between rural and urban countries. Western Mindanao Region. for illustration. had a literacy rate of 65 per centum as compared with 90 per centum for Central Luzon and 95 per centum for Metro Manila. A study of elementary-school alumnuss taken in the mid-1970s indicated that many of the respondents had failed to absorb much of the needed class work and revealed major lacks in reading. mathematics. and linguistic communication.
Performance was poorest among respondents from Mindanao and merely slightly better for those from the Visayan Islands. whereas the best public presentation was in the Central Luzon and Southern Tagalog parts. Other informations revealed a direct relationship between literacy degrees. educational attainment. and incidence of poorness. As a regulation. households with incomes below the poorness line could non afford to educate their kids beyond simple school. Programs aimed at bettering work productiveness and household income could relieve some of the jobs in instruction. such as the high dropout rates that reflected. at least in portion. household and work demands.
Other jobs. such as hapless instructor public presentation. reflected overcrowded schoolrooms. deficiency of peculiar linguistic communication accomplishments. and low rewards. These jobs. in bend. resulted in hapless pupil public presentation and high repeater rates and required direct action. Vocational instruction in the late 1980s was having greater accent so in the yesteryear. Traditionally. Filipinos have tended to compare the attainment of instruction straight with flight from manual labour. Thus it has non been easy to win general popular support for vocational preparation.
Catholic and Protestant churches sponsored schools. and there were besides proprietary ( in private owned. unsectarian ) schools. 13 Neither the proprietary nor the spiritual schools received province assistance except for occasional subsidies for particular plans. Merely about 6 per centum of simple pupils were in private schools. but the proportion rose aggressively to about 63 per centum at the secondary degree and about 85 per centum at the third degree. About a 3rd of the private school tertiary-level registration was in sacredly attached schools.
In 1990 over 10. 000 foreign pupils studied in the Philippines. largely in the regular system. although there were three schools for international students–Brent in Baguio and Faith Academy and the International School in Manila. These schools had some Filipino pupils and module. but the bulk of the pupils and module were foreign. largely American. Faith Academy served chiefly the kids of missionaries. although others were admitted as infinite was available. Chinese in the Philippines have established their ain system of simple and secondary schools.
Classs in the forenoon covered the usual Filipino course of study and were taught by Filipino instructors. In the afternoon. categories taught by Chinese instructors offered direction in Chinese linguistic communication and literature. Education policies fluctuated invariably and were likely to be changed before instructors became accustomed to them. Areas of dissension among Filipinos produced educational alteration as one cabal or another gained control of a extremely centralized public instruction disposal. One illustration was the community school plan that sought to affect schools in agricultural betterment.
It was pushed smartly in the 1950s. but small has been heard about it since. Another policy issue was the pick of a linguistic communication of direction. 14 Until independency. English was. at least in theory. the linguistic communication of direction from first grade through college. The accent on English was followed by a displacement toward local linguistic communications ( of which there were eighty-seven ) . with coincident direction in English and Pilipino in subsequently classs. Then. at least in official directives. in 1974 schools were told to drop the local linguistic communication. and a bilingual–English and Filipino–program was adopted.
15 Chapter III ENHANCING K+12 BASIC EDUCATION PROGRAM 16 ENHANCING K+12 The first kindergarten established in England was in 1852 ; the United States followed by set uping its first kindergarten in 1856. Though instruction was required of all kids in Massachusetts by that clip and many other provinces were following suit. non all schools provided. nor needed. kindergarten. Similarly. non all schools required a pupil to The K-12 instruction system is the public instruction system that most of us are familiar with today.
Comprised of 13 classs. kindergarten through 12th. the K-12 instruction system refers to the public school system in all of the United States. Canada. the UK. and parts of Europe as good. It is hard to nail the exact history of instruction. as instruction has been happening in some signifier for centuries in all parts of the universe. For the intents of this article. we will research the history of the K-12 instruction system we know today as it applies chiefly to the United States. Today. K-12 instruction represents the mandatory instruction required of all kids in the US.
Though a K-12 instruction can be attained from either publically or in private funded establishments. kids who have reached mandatory school age ( runing from age six to eight. depending on the province ) are required by jurisprudence to go to school. Compulsory instruction in the United States began over 150 old ages ago when Horace Mann established a statewide system of instruction in Massachusetts. which became the first province to go through school attending Torahs in 1852. By 1918. kids were required by jurisprudence to have an instruction in all provinces.
Kindergarten. being the first class in the K-12 instruction system today. was really developed anterior to mandatory instruction. Though it is non mandatory in all provinces. kids are required to get down school in most provinces at the age of six. If the kid is excessively immature to get down kindergarten the twelvemonth he turns five. kindergarten may technically be required since he will be turning six that school twelvemonth. The word kindergarten is of German beginning and means “child or children’s garden. ” The construct of kindergarten was the inspiration of Friedrich Froebel. a self-educated philosophical instructor.
Froebel sought to develop a topographic point of guided drama for kids to “bloom. ” therefore he came up with the name kindergarten. 17 Stay in school beyond a certain class. as mandatory instruction ab initio applied merely to elementary elderly kids. Many kids were besides permitted to lose parts of the school twelvemonth. particularly farmers’ kids who were needed at place for reaping harvests and fixing for the winter. The Education Act of 1918. or the Fisher Act. was an act of British Parliament written by Herbert Fisher that implemented alterations in progressive instruction and helped organize many facets of the K-12 instruction system we recognize today.
The Fisher Act raised the age at which kids could go forth school to fourteen and addressed instruction demands such as wellness reviews and adjustments for particular demands kids. This Act besides prompted a commission that reported to and made recommendations to policy shapers sing instruction. In the United States. unlike England. public instruction was governed by each single province. Equally early as 1791. 7 provinces had specific commissariats for instruction in their ain single fundamental laws and were formed partially on the footing of instruction without spiritual prejudice.
Prior to the passing of mandatory school attending Torahs. instruction was chiefly localized and available merely to the wealthy and frequently included spiritual instructions. Following the mandatory attending Torahs. Catholics banned together in resistance of provinces mandating common schooling and created private Catholic schools. In 1925. the Supreme Court ruled that kids could go to public or private schools for instruction. Over clip. each single province developed its ain section of instruction to supervise the public instruction system.
Compulsory attending grew to include kindergarten and authorization attending through the age of 16. Support beginnings for public instruction besides grew to include federal. province and local beginnings. Federal support was overseen by The United States Department of Health. Education. and Welfare from 1953 to 1979. until it was divided and the US Department of Education was formed as a stand-alone entity. By the fiftiess. compulsory instruction had become good established. but the K-12 instruction system we know today was truly still in its babyhood. Schools were still chiefly localized. but instruction was no longer available merely to the wealthy.
17 However. even in the fiftiess. segregation by race was still common pattern in public schools. Then came another landmark determination by the Supreme Court. In 1954. in the US Supreme Court instance Brown v. Board of Education of Topeka. Kansas. the Supreme Court ruled nem con that racial segregation in public schools was unconstitutional. Though this determination was met with opposition and it took many old ages before legalized segregation was wholly eliminated. particularly in southern provinces. the federal tribunals finally achieved success.
This accomplishment was non without its reverberations. and many urban and interior metropolis schools saw an hegira of affluent and middle-class white households. who moved to suburban territories. In clip. many urban territories were left merely with hapless households and it became hard to pull and pay for quality instructors and instruction. Since the formation of the US Department of Education in 1979. the K-12 instruction system has been similar to what we recognize today. but has undergone a series of developments and amendments to suit the altering demands of instruction.
Support has ever been a beginning of concern for public schools. particularly in hapless. urban territories. where quality of instruction besides came into inquiry. Presently. the K-12 public instruction system provides a 12th class instruction to eligible pupils for free. Families have the option of directing their kids to private schools. but are so responsible for tuition. The hereafter of K-12 instruction will doubtless see alteration and societal and economical challenges. merely as it have in the yesteryear.
K-12 instruction plans may shortly spread out to include pre-K mandatory attending and could even spread out to include options beyond the 12th class. as these are constructs. in their earliest phases. presently being explored. 18 Features of K 6-4-2 ( 1 ) Kindergarten and 12 old ages of quality basic instruction is a right of every Filipino. therefore they must be and will be provided by authorities and will be free. ( 2 ) Those who go through the 12 old ages rhythm will acquire an simple sheepskin ( 6 old ages ) . a junior high school sheepskin ( 4 old ages ) . and a senior high school sheepskin ( 2 old ages ) .
( 3 ) A full 12 old ages of basic instruction will finally be required for entry into third degree instruction ( come ining freshers by SY 2018-2019 or seven old ages from now ) . * An unfastened and advisory procedure will be adopted in the development and execution of K+12. * Change is double: ( a ) course of study sweetening and ( B ) passage direction. * What is the proposed execution program of DepEd? Phases of Execution: ( 1 ) Universal kindergarten will be offered get downing SY 2011-2012. ( 2 ) DepEd will get down unclogging the basic instruction course of study in SY 2012-2013.
( 3 ) The enhanced 12-year course of study will be implemented get downing with incoming Grade 1 pupils of SY 2012-2013. ( 4 ) Incoming freshers of SY 2012-2013 will be the first donee of a free Senior High School instruction that will be made available by DepEd in public schools get downing SY 2016-2017. Elective courses to be offered in Senior HS ( humanistic disciplines. music. tech-voch. . etc ) 19 In implementing the K-6-4-2 proposal. DepEd will take into history the issues and concerns of all stakeholders. including the high school alumnuss before 2016.
This will be done through regional audiences to get down early 2011. The mechanics and other inside informations of the passage program will be threshed out with HEIs in coordination with CHED. TESDA and other critical stakeholders. How much will this cost? * The immediate cost for the plan will non be needed until 2016 when the first twelvemonth of the two extra old ages is implemented. * Meanwhile. we will go on to shut the resource spreads in basic instruction – the President ordered DepEd to its close resource spreads in 2 old ages.
At this clip. we estimate the entire support demand to secure all needful resources at P150 billion for: 152. 569 new schoolrooms 103. 599 more instructors 95. 6 million More books 13. 2 million Seatings. Are private schools obliged to follow? * While we enjoy the support of private school associations. we are yet to discourse with them the execution of the plan. Where are we at now? * Insufficient command of basic competences is common due to a congested course of study. The 12 twelvemonth course of study is being delivered in 10 old ages.