TRENDS AND ISSUES IN EDUCATION

Role of CHED, DEPED, and TESDA in K to 12 relative to developing Philippine Human Resource.

Pursuant to Section 16 of Republic Act No. 10533, entitled An Act Enhancing the
Philippine Basic Education System by Strengthening Its Curriculum and Increasing the
Number of Years for Basic Education, Appropriating Funds Therefor and for Other
Purposes, otherwise known as the Enhanced Basic Education Act of 2013, approved
on May 15, 2013, and which took effect on June 8, 2013, the Department of Education
(DepEd), the Commission on Higher Education (CHED), and the Technical Education and
Skills Development Authority (TESDA), hereby issue the following rules and regulations
to implement the provisions of the Act.
The K to 12 system was signed into law with the passage of the Enhanced Basic
Education Act of 2013 (Republic Act 10533). It clearly states that the K to 12 reform is an
effort not exclusive to the Department of Education (DepEd), but cuts across the whole
landscape of Philippine education and labor, making a unique impact on each sector, while
at the same time requiring all these agencies to work together to ensure a smooth
transition into the new system.
The Enhanced Basic Education Act of 2013
RA 10533 outlines the role of CHED in this reform, which is fourfold:
Curriculum consultation (Sections 5 and 6) CHED has been actively involved as
part of the curriculum consultative committee for K to 12. CHED has tapped experts from
universities to contribute to designing and revising the K to 12 curriculum.
Teacher training and education (Section 7) CHED is also mandated to partner
with DepEd and other institutions for teacher training and education, including making sure
that the curricula of teacher education institutions meet standards of quality. This ensures
that the teachers of the next generation are equipped to teach young Filipinos under the
new K to 12 system.
Career guidance and counseling (Section 9) CHED is mandated to partner with
DepEd and DOLE in career guidance and counseling activities for high school students.
Helping students choose what courses to take in college can help them pursue careers
that lead to better jobs.
Strategizing through the transition (Section 12) Lastly, CHED is mandated to help
formulate and implement strategies to ensure a smooth transition into the new K to 12
system. This includes making sure that the college curriculum is revised to complement
the new K to 12 curriculum. CHED is also mandated to implement strategies to protect
higher education institutions and their employees from severe losses during the transition.
Impact on the Higher Education Sector
The new K to 12 curriculum in basic education will inevitably impact higher
education in the Philippines on two important fronts: the curriculum, and the people
working in the higher education sector.
First, K to 12 makes it necessary to adjust the college curriculum, to make sure
that college subjects build upon it in the best way.
Second, K to 12 impacts those working in the higher education sector: as senior
high school is rolled out nationwide this 2016, students go through two more years of high
school instead of going straight to college, resulting in low enrollment in colleges and
universities nationwide.
Dr. Isagani Cruz writes: New and major development: The heads of DepEd,
CHED, and TESDA have agreed that CHED will design the academic portion of the
curriculum of Grades 11 & 12 and TESDA will design the technical portion. DepEd will
focus on decongesting and updating the curriculum for K to Grade 10. Modeling (PLEASE
DO NOT USE THE TERM PILOT) will be planned before the end of February and
implemented starting June. The portion of the chart about 11 & 12, therefore, has to be
revised. Whatever has been done by the current TWG on 11-12 will be submitted to a new
TWG made up of CHED and TESDA experts.
Section 20. Role of the DepEd. The DepEd shall:
(a) Integrate career concepts in the curriculum and undertake teaching in relevant
learning areas;
(b) Conduct career assessments;
(c) Conduct regular career advocacy activities;
(d) Conduct continuous professionalization and capacity building of guidance
counselors, career advocates, and peer facilitators;
(e) Develop or accredit training programs on career advocacy;
(f) Establish a career advocacy unit and provide adequate office space in high
schools; and
(g) Designate guidance supervisors at the division level and career advocates at
the school level.

RULE II. CURRICULUM

Section 10. Basic Education Curriculum Development. In the development of the Basic
Education Curriculum, the DepEd shall be guided by the following:

10.1. Formulation and Design. Pursuant to Section 5 of the Act, the DepEd shall formulate
the design and details of the enhanced basic education curriculum. The DepEd shall work
with the CHED and TESDA to craft harmonized basic, tertiary, and technical-vocational
education curricula for Filipino graduates to be locally and globally competitive.