GLOBAL TRENDS

IN
EDUCATION
(EDU 206B)

Submitted by:
MARILOU T. CRUZ
Submitted to:
INICIA C. BANSIG, Ph.D.

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Table of Contents

I. Research Requirement

a. Comparative Analysis of Outcome Based Education and

Transformational Education.

b. Reaction Paper on this issue:

The government has many programs/projects to upgrade the

quality of education. Despite these programs/projects,
there is a continous deterioration in the quality of
education. How can this issue be resolved? Present some
solutions to the said issue.

II.Research Output presentation

Report topic: Education for sustainable development

III. Final Exam/Project

Literature review on OBE(atleast 10 references from

journals and other library resources)

IV. Reflection on the Graduate school Research forum 2018

with the theme,”Harnessing the grains of research towards
enhanced Interprofessional Collaborative Practice

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 I. Reflection Paper

As educational leaders, classroom teachers, students and parents

will agree, 21st century teaching carries with it a complicated mix
of challenges and opportunities. Challenges include the issues of
teacher turnover, accountability, changing student populations and
student expectations, mounting budget pressures, and intense demand
to build students’ 21st century skill. The last decade of the 20th
century was spent on stock taking and envisioning future development
at an international scale. A view was envisioned by experts in
education through a UNESCO report last may, 1998, entitled Learning
The Treasure Within. A point raised in this report by Jacques Delor
is the concept of lifelong learning and its evolution. It isn‘t
simply a stage which one must graduate from. The concept of a
learning society, which puts greater value to learning as a
fulfilling human endeavor, is emerging, and our learning institutions
and organizations must constantly reformulate themselves in keeping
up with this role.

There are many factors shaping the education scenario. First of

which is technology and the emergence of an information and knowledge
economy. More and more people are now engaged in information and
knowledge activities as their principal means of sustenance. The
internet and the world wide web have opened avenues for learning and
sharing knowledge. Major shifts are also taking place in the
governance of Education. The window of reform has taken larger and
deeper dimensions in practically every country in the_world. Policies

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and official processes are also taking steps toward change.
Specifically in our country, big changes have occurred and are
waiting to be fully implemented due to the new K12 program and the
ASEAN Integration. Changes to the traditional ways
of_teaching_are_anticipated.

Such changes in our country are also effected by yet another

factor that is shaping the future of education. Globalization. To be
able to meet the demands of the international stage and maintain an
edge in working here and abroad, it was deemed by educational experts
that Filipinos need to up their game in the field of Education. The
government, then, followed through with this new system called K12.
All of these magnifies the significance of the role of teacher
education institutions in shaping the future of education and rearing
those who will be at the forefront of education and learning for the
coming century. The model of teacher education is based on a series
of beliefs for teachers that provide the rationale for the existence
of coursework, experiences, outcomes, and assessments that occur
throughout. These beliefs represent a commitment by university and
local school community to ensure the quality preparation of new
teaching professionals.

The Issues and Challenges Foundations are also a source of

qualified teachers. These refers to non profit organizations, which
are not operating as educational institutions, contracted by DepEd
for a fixed period, to provide volunteers to teach in basic education
in areas where there is a shortage of qualified teachers. These
volunteers include graduates of Science, Math, etc., admitted by
foundations duly recognized for their expertise in the education
sector and who satisfactorily complete the requirements set by these
organizations. These volunteers must pass the LET within 5 years from
hiring. Graduates of technical or vocational courses may teach in

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their specialized subjects in the secondary education, provided that
these graduates possess the necessary certification issued by TESDA.

A teacher for the new K12 program may come from almost all the
fields of study and profession because Experts and Practitioners are
also allowed to teach. They do not need any LET requirement, MA, nor
teaching experience as long as they are qualified as experts in their
field of work. They may teach part time in secondary education. A
teacher needs passion and patience, but more than anything else, she
needs to know what she is talking about.

A number of models on technology support for teacher upgrading

are available. The teacher utilizes a variety of technologies to
support the design of materials, communication of knowledge, and the
storage and retrieval of information. Innovations and Strategies
Teachers also have the ability to socialize and communicate with
fellow teachers and experts from different fields via communities
online and they can easily track new innovations through the
internet. Innovations and Strategies Global Filipino Teacher program
by Globe telecom Launched in 2009, the Global Filipino Teacher
program trains teachers on Effective Classroom Management using ICT.
Going beyond just teaching GFTs to integrate ICT in the classroom,
the program also trains them to conduct problem-based learning. To
date, the program has benefitted 342 schools across 12 regions
nationwide, and has produced 262 proficient Global Filipino Teachers.
Technological Options And Tools With the dawn of the 21st century,
the global community is urged to keep up with the higher expectation
set forth by the advancing age of globalization and technology.
Particularly, the people become the gauge of progress. Countries need
to produce internationally competent human resource for stronger
economy, better governance, and a more productive society. To do
this, as what human capital theory suggests, the key is improving the
quality of education.

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 In this regard, a call for globalization of education in
catering new generations of Filipino learners needs to be answered.
This is definitely a huge challenge for the Philippines; in fact, it
has been a quest since then that until now the government tries to
accomplish. In pursuance of the aim of improving Filipino society, we
are continuously striving on our way to becoming at par with other
developed countries in terms of the quality of education as well as
fighting our way to solving many of its complications.

III. Final Exam

1. Explain the essence of Transformative and Outcome-based Education.

a. The Essence of Transformational Education. “Learning is about

transformation, it’s about change, it’s about seeing yourself in
relation to the world differently,” (Apte, 2003). This phrase
essentially summarizes the core concept of Meizrow’s theory
of transformational learning. Meizrow viewed learning as a journey of
a learner changing their frames of reference by interpreting
experience and these interpretations would then guide their actions
and empower the learner to give a rationale for those actions
(Meizrow, 2000). In essence, learning then becomes a shaping of
worldview, as it causes learners to reflect on the process of
validating ideas that are in conflict with assumptions brought
forward by the learner through prior knowledge, (Meizrow, 1991).

This journey of self-reflection involves series of paradigm shifts

that become the framework by which transformative learning occurs,
thereby undergirding a process of discovery (Meizrow, 2000). This
process of discovery helps each learner to navigate a shift

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exclusivity of learning to a more inclusive approach that allows the
learner to be more holistic in their application of experience and
prior knowledge to the process. Learning then also shifts from being
rigid and prescribed to more permeable and malleable as the learner
embraces the uniqueness of who they are, what they are learning and
why it is important the them in their particular situation of life
(Kroth & Boverie, 2009). Learning, then also becomes more integrated
into the life of the learner and not merely facts and figures that
are regurgitated in such a way merely be extrinsically assessed. The
assessment now becomes much more internalized as these paradigms
shifts help the learned differentiate learning from being and how to
balance the reality of needing to grow and develop while guarding
against becoming codified in their being (Csikszentmihalyi, 1990).
The discovery process enables learners to use intentional, deliberate
and assimilative inquiry to navigate changes in worldview that are
more transformative than learning facts and figures. In this sense it
could be said that the renewing of one’s mind in more
transformational than merely changing one’s mind which has a more
temporal reality (Plantinga & Wolterstorff, 1984). In congruence with
these philosophical, existential, and epistemological issues,
Meizrow, (2000) also crafted a series of elements that from the
learner’s perspective are critical in producing continued motion
towards this process of discovery and transformation. These elements
include:

1. A disorienting dilemma or trigger that leads to reflection and

begins the transformative process (Reushle, 2009). These
disorienting dilemmas can occur in two forms:

2. Self-examination, through a reflective questioning process which

can be accompanied by intense feelings of guilt, fear anger or
shame, (Taylor, 1997).

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3. Critical assessment of assumptions and the inspiration to think
Meizrow differently and face contradiction (Apte, 2009).

4. Sharing with others one’s discontent with the process and

connecting with others to balance the internal with the external
(Lang, 2004).

5. Exploration of new roles, relationships and actions that will help

correct the course of the learner and point them into a new
direction based on the new ideas that have entered into their
noetic structure (Plantinga & Wolterstorff, 1984) which is a
philosophical framework of how ideas and beliefs, like schema,
connect (Davis, 1991).

6. Planning a course of action to validate the learning that is

occurring and assimilate it into the learner’s individual reality.

This process of action planning requires the final three elements of

Meizrow’s theory to ensure that the plan of action is developed,
implemented and evaluated in the life of the learner. The learner, as
a part of the action process must acquire knowledge and skills
sufficient for implementing the new action plan, provisionally try
out the new roles that are associated with the new action plan
(Meizrow, 2000) (Kuhl, 1985), and reintegrate the action plan, the
new ideas, the shifts of belief and other paradigm shift into their
life in such a way that their transformed noetic structure and
worldview is now dictated by a new perspective (Reuschle, 2009).

b. Outcome-based education is more of a philosophy than a uniform

set of practices. Many states and school systems have adopted the
philosophy in part by emphasizing outcomes schools are expected to
achieve, but few have changed all of their rules and regulations to
be compatible with the notion that every aspect of schooling must be
based on outcomes rather than on other considerations, such as length
of the school year. Similarly, some programs that are consistent with
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the OBE philosophy do not use that terminology. Some have no special
designation; some are called results-based or performance-based. The
programs described below represent some of the varied approaches to
OBE.

The importance of outcome-based education

It has been argued, and for good reasons, that outcome-based
education (OBE) represents the most important development in
education in the past two decades. A clear specification of the end
product of training and the associated learning outcomes is essential
for effective curriculum planning. We would not commission an
architect to build a new house until we had approved the plans. The
seeds we plant in our garden and how we cultivate them, including the
growing conditions we create and the fertilisers we use, will depend
on the plants we expect to grow. In the same way, in OBE recognition
is given to the importance of the end product of the training
programme and the competencies expected of the doctor trained. Who
could disagree with that? In this OBE backward or reverse-planning
model, the course content and the teaching, learning and assessment
methods are derived from the expected learning outcomes.
Curriculum development in medical education traditionally is
associated with a forward-planning approach, with course content and
teaching methods determined first. This approach, however, has failed
to meet the needs of the population and systems of healthcare (Frenk
et al. 2010) and there is compelling evidence and an overall global
consensus that it is no longer appropriate for the training of a
21st-century doctor.
OBE is an important element in the move away from the perception of
the curriculum as a syllabus comprising a body of knowledge and
skills to be transmitted to the student. Set out in OBE are the
expected learning outcomes and the competences or abilities required
in healthcare professionals if they are to move on to the next stage

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of their training programme or be accredited to practice
independently as healthcare professionals. The rapid development of
an outcome-based approach to education was recognised in the March
2002 issue of Medical Teacher, which had OBE as a theme with
international developments in the field highlighted. A subsequent
issue of the journal in 2010 featured a series of papers on
competency-based education (CBE) authored by the International
Competency-Based Medical Educators (ICBME) collaborative. In this
chapter we will not distinguish between the concepts of OBE and CBE
and for practical purposes will treat them as the same.

2. Explain the interplay of environment, society, and economy in

Education for Sustainable Development.

In the light of the vast array of definitions and descriptions of

sustainable development, the best way to understand it is an
evocative vision rather than as a nearly defined concept. We can
hence delimit the notion of sustainable development as follows:

Sustainable development is perhaps more a moral precept than a

scientific concept, linked as much with notions of fairness as with
theories of global warning.

Sustainable development involves the natural sciences and economics,

but it is primarily a matter of culture. It is connected with values
people cherish and with the ways in which they perceive their
relationship with others.

Sustainable development is a response to the unavoidable need to

develop a new approach to relations between peoples and a new
understanding of habitat – the foundation and nourishing source of
human existence.

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Sustainable development occurs when we acknowledge the relationship
between human needs and the natural environment. The interdependence
of humans and the environment necessitates a refusal of the obsessive
pursuit of any single development or environmental objective to the
detriment of others. The environment cannot be protected in a way
that leaves half of humanity in poverty.

Linking social, economic and environmental concerns is a crucial

aspect of sustainable development. Creating such links demands a
deeper, more ambitious way of thinking about education, one that
retains a commitment to critical analysis while fostering creativity
and innovation. In short, it demands an ethic and value system
sensitive to the value of cultural identity and multicultural
dialogue.

To avoid false dilemmas, we must understand sustainable development

as a new and viable long-term relationship between human beings and
their habitat, one that places humanity in the forefront.

We can also affirm what sustainable development should be by

formulating its opposite:

Sustainable development does not embody a new, fully formed theory of

human existence. Rather, it incarnates a plea for integral thinking –
thinking responsive to the complexity of the real systems of everyday
life.

Sustainable development in not a magic answer; it is a new vision of

the future. It requires, on the one hand, that the countries of the
North take radical steps to address problems related to consumption,
production and their impact. On the other hand, developing countries
must promote fairness, alleviate poverty, reinforce justice and

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democracy, adopt development strategies that benefit all strata of
society, and address today’s serious environmental problems.

Sustainable development is not an end in itself but a way of managing

possible feasible scenarios for the future and fostering new
approaches to social dialogue. It is about searching for ways of
promoting new equilibria, new priorities and new options and
possibilities, while maintaining harmony in all things.

The idea of sustainable development brings nothing new. It is an

invitation to goodwill in fostering prevention, risk control and
harmony. It contributes to the creation of new synergy among social
actors and of strategies that promote more efficient and transparent
governance.

Sustainable development is not a new way of dividing society into

sectors. It reflects and promotes a quest for unity, a respect for
multiculturality, acceptance of diversity and integrative responses
to the complex problems we are obliged to face.

Sustainable development does not imply the affirmation of a neo-

liberal economic model; rather, it proposes (a) a world of solidarity
that would accompany profound changes in existing economic
arrangements; and (b) a reassurance of democratic procedures.

Sustainable development is not new utopian vision. Rather, the call

for sustainable development is an alarm bell set off by the lack of
respect for humane values in everyday life.

Sustainable development is not an abstraction. Rather, it is rooted

in common sense and gives value to what is essential, thus placing it
at the service of new ways of living.

A commitment to sustainable development is in not a search for new

forms of government that ensure the continued exercise of power by

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minorities in ways that reflect a disregard for human security,
freedom and autonomy.

3. Give atleast 3 advantages and 2 disadvantages of ICT in Education.

The advantages of ICTs help improve the quality of education.

ICTs can enhance the quality of education in several ways: by

increasing learner motivation and engagement by facilitating the
acquisition of basic skills, and by enhancing teacher training. ICTs
are also transformational tools which, when used appropriately, can
promote the shift to a learner-centered environment.

Motivating to learn. ICTs such as videos, television and multimedia

computer software that combine text, sound, and colorful, moving
images can be used to provide challenging and authentic content that
will engage the student in the learning process. Interactive radio
likewise makes use of sound effects, songs, dramatizations, comic
skits, and other performance conventions to compel the students to
listen and become involved in the lessons being delivered. More so
than any other type of ICT, networked computers with Internet
connectivity can increase learner motivation as it combines the media
richness and interactivity of other ICTs with the opportunity to
connect with real people and to participate in real world events.

Facilitating the acquisition of basic skills. The transmission of

basic skills and concepts that are the foundation of higher order
thinking skills and creativity can be facilitated by ICTs through
drill and practice. Educational television programs such as Sesame
Street use repetition and reinforcement to teach the alphabet,
numbers, colors, shapes and other basic concepts. Most of the early
uses of computers were for computer-based learning (also called
computer-assisted instruction) that focused on mastery of skills and
content through repetition and reinforcement.

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Enhancing teacher training. ICTs have also been used to improve
access to and the quality of teacher training. For example, At Indira
Gandhi National Open University, satellite-based one-way video- and
two-way audio-conferencing was held in 1996, supplemented by print-
materials and recorded video, to train 910 primaryschool teachers and
facilitators from 20 district training institutes in Karnataka State.
The teachers interacted with remote lecturers by telephone and fax

Disadvantages of ICT

One of the major barriers for the cause of ICT not

reaching its full potential in the foundation stage is teacher’s
attitude. According to Hara (2004), within the early years education
attitudes towards ICT can vary considerably. Some see it as a
potential tool to aid learning whereas others seem to disagree with
the use of technology in early year settings. Blatchford and
Whitebread (2003:16), suggests that the use of ICT in the foundation
stage is “unhealthy and hinders learning”. Other early years
educators who are opposed to offering ICT experiences within the
educational settings take a less extreme view than this and suggest
that ICT is fine, but there are other more vital experiences that
young children will benefit from, (Blatchford and Whitebread, 2003).
In theory some people may have the opinion that the teachers who had
not experienced ICT throughout their learning tend to have a negative
attitude towards it, as they may lack the training in that area of
the curriculum.

Another important drawback to using ICT in schools is

the fact that computers are expensive. According to the IT learning
exchange (2001), in most schools ICT will be the single largest
curriculum budget cost. This may be seen as a good thing but on the
other hand there will be little money left over for other significant
costs.

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4. Explain the Pillars of ASEAN Integration.

The ASEAN Community started when 5Southeast Asian leaders decided to

form a union to foster the bond within their respective nations. This
union of Southeast Asian nations was created through the ASEAN
Bangkok Declaration. The countries included in this union are
Indonesia, Malaysia, the Philippines, Singapore and Thailand. Over
the past years more countries have joined the ASEAN union including
Brunei Darussalam, Vietnam, Laos, Myanmar and Cambodia.

This union aims to help strengthen and stabilize each country’s

economic growth and development. Basically, the ASEAN union was
created to help Southeast Asian countries to develop Economic growth,
Socio-cultural development and Political-Security. All of the plans
made by the ASEAN union for the betterment of each member country are
integrated in the ASEAN Economic Blueprint. Supposedly, the leaders
of the ASEAN union have envisioned the completion of their goals by
the year 2020 but they changed it to 2015 instead, to make sure that
they can fast track the growth and development of their countries.

Through the ASEAN integration, member countries support each other in

preventing the likes of rampant piracy, terrorism and drug
trafficking. This initiative also aims to foster economic development
meaning more job opportunities,more investors to develop
industries,promote social responsibilities in times of disaster and
more opportunities for education.

The three pillars of the ASEAN Community, namely the ASEAN Political-
Security Community (APSC), the ASEAN Economic Community (AEC) and
the ASEAN Socio-Cultural Community (ASCC), are the most crucial areas
deemed necessary for the progress and evolution of ASEAN and its
peoples.

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The ASEAN Political-Security Community (APSC) Blueprint
envisages ASEAN to be a rules-based Community of shared values and
norms; a cohesive, peaceful, stable and resilient region with shared
responsibility for comprehensive security; as well as a dynamic and
outward-looking region in an increasingly integrated and
interdependent world.

The ASEAN Economic Community (AEC) is the realisation of the region's

end goal of economic integration. It envisions ASEAN as a single
market and production base, a highly competitive region, with
equitable economic development, and fully integrated into the global
economy.

ASEAN Socio-Cultural Community (ASCC) seeks to forge a common

identity and build a caring and sharing society which is inclusive
and where the well-being, livelihood, and welfare of the peoples are
enhanced. ASCC is focused on nurturing the human, cultural and
natural resources for sustained development in a harmonious and
people-oriented ASEAN.

IV. Research Requirement

a. Comparative Analysis of Outcome Based Education and

Transformational Education

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 Outcome-based is an educational theory that bases each part of
an educational system around goals or outcomes. By the end of the
educational experience, each student should have achieved the goal.
Outcome Based Education is more of a philosophy than a uniform set of
practices. Many school systems have adopted the philosophy in part by
emphasizing outcomes schools are expected to achieve, but few have
changed all of their rules and regulations to be compatible with the
notion that every aspect of schooling must be based on outcomes
rather than on other considerations, such as length of the school
year.

Similarly, some programs that are consistent with the OBE

philosophy do not use that terminology. Some have no special
designation; some are called results-based or performance-based Under
ODDM, students are informed of the outcomes and expected to assume
responsibility for achieving them (Brandt 1994). ODDM is described as
having a strong philosophical and psychological base as well as a
technical one. Spady lists four principles that he believes should
characterize OBE: 1. Clarity of focus (having specific outcomes gives
a strong sense of purpose to everything teachers and students do).2.
Design down, deliver up (when planning curriculum, educators start
with the outcomes and work backwards; when planning instruction,
teachers teach what students need to learn to demonstrate the
outcomes).3. High expectations (OBE departs from traditional
education in its assumption that all students can learn well—although
not in the same way and not necessarily on the same day), an.4.
Expanded opportunities (students must be permitted to demonstrate
their learning in different ways, and they must have numerous
opportunities to demonstrate the outcomes, not just one. Spady calls
this “grading in pencil”).Mastery learning, they explain, is a
technique for insuring that more students learn well, but it applies
to any content. Outcome-based education incorporates the principles

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of mastery learning but goes beyond them to be concerned with what
students are to learn and why.Educators who accept the OBE philosophy
begin by involving teachers, parents, citizens, and students in
establishing the outcomes students are to demonstrate. These outcomes
may be traditional—in terms of subject matter—or may include other
outcomes, such as ability to communicate in a variety of forms, or
the ability to perform life roles, such as “creators and producers.”.
When outcomes have been established, educators should design
curriculum to give students the knowledge and skills they need to
demonstrate the outcomes. In many cases the outcomes will be such
that they can be assessed only with performance assessment, not
conventional tests, so the school's assessment processes will need to
be different.

Finally, educators need to examine every other aspect of the

school's operation to determine what changes are needed—in grading
policies, for example—to insure that larger numbers of students will
in fact be prepared to demonstrate the outcomes. Outcome-Based
Education (OBE), which is both a comprehensive reform strategy and a
curriculum model. OBE model suggests that it is more coherent than
the fragmented effective schools model. Its elements seem to relate
to and support one another. . In Spady's published works, he
identifies these principles or characteristics as important in a
"fully operational outcomes-based school": 1. A collectively endorsed
mission statement that reflects commitment to success for all
students and provides the means for translating that commitment into
action. 2. Clearly defined, publicly derived "exit outcomes" that
reflect changing societal conditions and that students must
demonstrate before they leave school. (He argues that the best OBE
schools focus on "life-role" competencies as their intended
outcomes.) 3. A tightly articulated curriculum framework of program,
course, and unit outcomes that derive from the exit outcomes. The

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framework integrates knowledge and competence across domains and
facilitates the accomplishment of outcomes. 4. A system of
instructional decision making and delivery that employs a variety of
methods, assures successful demonstration of all outcomes, and
provides more than one chance for students to be successful. (He
advocates giving "incomplete" grades until students achieve mastery.)
5. A criterion-referenced and consistently applied system of
assessment, performance standards, credentialing, and reporting. 6. A
system of instructional placement, grouping, and eligibility that
facilitates individual progress. 7. An ongoing system of program
improvement that includes staff accountability, effective leadership,
and staff collaboration. In a study of the implementation of OBE in
Utah, Applegate and Evans found that in the 10 districts that had
achieved fullest implementation of OBE, 97 percent of the staff
surveyed reported attitudes and beliefs in agreement with OBE
principles; in the 10 districts that had the least implementation, 67
percent were in agreement.8. Burns and Wood determined that teachers
were positive about the effects of the implementation of OBE,
elementary teachers slightly more so than secondary teachers.9. It
should be noted, however, that teachers surveyed and interviewed in
10 OBE sites in Minnesota reported some confusion about and some
disagreement with OBE principles. Spady describes this approach as a
"design down" process, moving from exit outcomes to lesson outcomes
in a carefully structured manner. , it should be noted here that they
advocate the use of multiple learning methods, including cooperative
learning.

Transformational teaching is based on the idea that an

instructor’s purpose is greater than delivery of information. Rather
than being content-focused, transformational teachers help students
become meta-critical participants in the learning process and well-
practiced at critical thinking, goal setting and reflection. Inquiry-

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based learning, service learning, and project-based learning are all
forms of transformational education. Teachers who use these methods
have a high burden of preparation and flexibility, but the short-term
time investment has long-term payoff, particularly when a classroom
of learners becomes a tight-knit and engaged community capable of
reflecting on their needs and interests as learners. Engaging
students as active learners is key to transformational learning.
Class or small-group discussions built around real-world problems
that encourage students to apply their learning and synthesize and
empathize with ideas can be incredibly helpful for engaging students
as problem solvers. Active classrooms sometimes require collaborative
or team-based work in order to address some of the case studies or
service projects that make transformative teaching most successful.
While some instructional models have a negative view of group work,
transmission-style education is unique in its pushback against
collaboration. When students leave the classroom, they will be
engaged in a work world that frequently requires group work or
someone to act as a team leader. Transformative classrooms push
teachers to embrace such work now as a means of preparing students
for their collaborative future. Another key aspect of
transformational teaching is the concept of struggle. Recent
educational research looks to long-term student success and has
identified one of the key traits among those with the highest
educational success as persistence. Where students' active engagement
in developing knowledge and skills, critical thinking, higher-order
skills, and communication are facilitated.by.the.instructor.
It is difficult to accomplish transformational
teaching without understanding and implementing constructivist
pedagogy -- facilitating hands-on experiences --where students
construct meaning through active learning. However, the checklist
below suggests some tactics: Transformational teachers know that
artful teaching without science lacks efficacy, and scientific

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teaching without aesthetics lacks vision. Says child psychologist Dr.
David Elkind, "The art comes from the teacher's personality,
experience, and talents.

With the descriptions of the two concepts, the following are the
comparison points of the Outcomes-Based Education and
Transformational Education.

1. Outcomes-Based Education is interested with the end goal of any

learning endeavour. This means that the teacher and the learners are
more concerned with the results of the teaching-learning process
while Transformational Education is concerned with the practical
applications of the teaching and learning process. It means that the
learners are not only focused on the end goal but rather on thinking
on ways on how to make the concepts learned be more meaningful and
relevant to their lives.

2. The approach in Outcomes-Based Education is to provide the

students with the learning opportunities to attain the goals of
education however Transformational Education gives the learners the
kind of education that is hands-on, sensory rich, and experience-
laden which will eventually develop their human potential.

3. Outcome-Based Education is strongly grounded on the idea that all

education institutions have goals that supposedly guide their work.
When educators plan curriculum or teachers plan lessons for their
classes, they usually start by clarifying the purposes on the other
hand transformational education is anchored on the strong idea that
education should develop the skills to cope with a world in which so
much can go wrong.

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b. Reaction Paper

Trending Topic Philippine K-12 Education Program

INTRODUCTION

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We live in a world where change is inevitable. We all undergo the
process of change. Our educational system was not spared with such
changes. Undoubtedly, the major move of the Department of Education
to embrace the K-12 curriculum did not pass through a smooth
transition but rather it gained a lot of issues, doubts and
controversies.

Hence this reaction paper is geared toward the discussion of the

issues that confronted the new curriculum. Solutions were also
presented to address these issues. Recommendations were also stated
to erase the doubts of the implementation. Prior to the
implementation of the K-12 curriculum guide, the Philippines was one
of only three countries in the world and the only one in Asia that
still had only 10 years in basic education. This has always been seen
as a disadvantage for our students who are competing in an
increasingly global job market. Therefore, the longer educational
cycle of the K-12 curriculum was implemented with the main objective
which to provide Filipino students a higher quality of education
making them more prepared to enter the labor force.

BODY

The K-12 Curriculum did not happen overnight. It was a product of the
collaborative efforts of the different sectors of the society. Hence
the history of the K-12 could be attributed to the following events:

1. October 05, 2010-DepEd announced the K+12 proposal.

2. December 2010- DepEd started the Universal Kindergarten (start of

the K+12 curriculum).

3. January 01, 2011 – The education department encouraged parents to

pre-register their children in the public kindergarten program.

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4. June 17, 2011- The enhanced K+12 Basic Education Program has
begun implementation for S.Y. 2011-2012.

5. February 13, 2012 – Preparation for the adoption of the new

curriculum under the K to 12 program for all grades 1 and 2 public
school teachers nationwide.

6. March 31, 2012 – The enhanced 12-year curriculum implemented

starting with incoming grade 1 students and freshmen of S.Y. 2012-
2013 who are the first beneficiaries.

From its historical background it is also noteworthy that the current

state is also presented

1. March 11, 2015- After 4 years of implementation of the K-12

program, the first graduates of Junior High School will now undergo
Senior High School Program.

2. June 11, 2016 – The Pilot batch of the K+12 Program will be the
first beneficiaries of a free Senior High School before entering
college.

Future Direction of the new curriculum

1. March 11, 2018 – After 6 years of the implementation of K+12

program, the pilot batch completes 6 years of High School and now are
ready to go to college.

2. June 11, 2018 - A full 12 years of basic Education will eventually

be required for entry into tertiary level education.

3. Year 2021-First graduates in new educational system in the

Philippines.

What makes DepEd insistent of the program? The following were the
strong points stated by the department to implement the new
curriculum.

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1. Sufficient Instructional Time

With K-12 education, students will have sufficient instructional

time for subject-related tasks, making them more prepared in every
subject area. With the old system, Filipino students were
consistently behind on achievement scores. In 2008, for instance,
international test results revealed that Filipinos were behind
compared to other countries when we finished dead last in Math.

2. More Skilled and Competent Labor Force

Another reason to support K-12 education is because the

graduates of this program will be more prepared to enter the labor
force. High school graduates of the 10-year curriculum were not yet
employable since they were not competent or well–equipped enough for
the workplace.

In addition, high school graduates of the 10-year curriculum are

not yet 18. With the new curriculum, senior high school students can
specialize in a field that they are good at and interested in. As a
result, upon graduation they will have the specific job-related
skills they need even without a college degree. When they graduate
from high school, these young people will be 18 and employable,
adding to the nation’s manpower.

3. Recognition as Professionals Abroad

Finally, with K-12 education, Filipino graduates will be

automatically recognized as professionals abroad because we are
following the international education standard as practiced by all
nations.

There will be no need to study again and spend more money in

order to qualify for international standards. With a K-12 education,
Filipino professionals who aspire to work abroad will not have a hard

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time getting jobs in their chosen field. Furthermore, they will be
able to help their families in the Philippines more with remittances,
property purchase, and small businesses.

So what are the benefits of the new curriculum?

• Preparedness for tertiary learning – With adaptation of K-12

scheme, students are expected to graduate at age a bit older than
past graduates’. This is an advantage, according to DepEd, as
graduates will be considered young adults. Hence, they will be more
equipped to deal with much higher level of learning as they enter
college education.

• Readiness to join the workforce – Unlike the old system, K-12

does not compel each student to take college after completing Senior
High School (SHS). In fact, this scheme empowers students to make a
choice on their own. They may not pursue college education especially
if they have chosen a track other than academic track. The good thing
is SHS graduates will be equipped with skills (through electives)
that will make them good at certain field(s).

• Skill competency in the global job market – K-12 system aims to

improve Filipino students’ mathematical, scientific, and linguistic
competence. With the new curriculum, DepEd promised to offer higher
quality education through tracks. Each track will give students
enough time to master a field and enhance their skills. In the end,
K-12 graduates will become globally competitive and are set to obtain
spot in the stiff labor market

Strengthening Early Childhood Education (Universal Kindergarten)

• Every Filipino child now has access to early childhood education

through Universal Kindergarten. At 5 years old, children start
schooling and are given the means to slowly adjust to formal
education.

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• Research shows that children who underwent Kindergarten have
better completion rates than those who did not. Children who complete
a standards-based Kindergarten program are better prepared, for
primary education. Education for children in the early years lays the
foundation for lifelong learning and for the total development of a
child. The early years of a human being, from 0 to 6 years, are the
most critical period when the brain grows to at least 60-70 percent
of adult size.

• In Kindergarten, students learn the alphabet, numbers, shapes,

and colors through games, songs, and dances, in their Mother Tongue.

Making the Curriculum Relevant to Learners (Contextualization and

Enhancements)

• Examples, activities, songs, poems, stories, and illustrations

are based on local culture, history, and reality. This makes the
lessons relevant to the learners and easy to understand.

• Students acquire in-depth knowledge, skills, values, and

attitudes through continuity and consistency across all levels and
subjects.

• Discussions on issues such as Disaster Risk Reduction (DRR),

Climate Change Adaptation, and Information & Communication Technology
(ICT) are included in the enhanced curriculum.

Building Proficiency (Mother Tongue-Based Multilingual Education)

• In Kindergarten to Grade 3, the child's dominant language is

used as the language of learning.

• Filipino and English language proficiency is developed from

Kindergarten to Grade 3 but very gradually.

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• Mother Tongue is used in instruction and learning materials of
other learning areas.

• The learners retain their ethnic identity, culture, heritage and

values.

• Children learn better and are more active in class and learn a
second language even faster when they are first taught in a language
they understand.

Ensuring Integrated and Seamless Learning (Spiral Progression)

• Basic concepts/general concepts are first learned.

• More complex and sophisticated version of the basic/general

concepts are then rediscovered in the succeeding grades.

• This strengthens retention and enhances mastery of topics and

skills as they are revisited and consolidated time and again.

• This also allows learners to learn topics and skills appropriate

to their developmental and cognitive skills.

Gearing Up for the Future

Ensuring College Readiness

Working with CHED to:

• Ensure alignment of Core and Applied Subjects to the College

Readiness Standards (CRS) and new General Education (GE) Curriculum.

• Develop appropriate Specialization Subjects for the Academic,

Sports, Arts and Design, and Technical Vocational Livelihood Tracks.

Strengthening TVET Integration in SHS

Working with CHED to:

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• Integrate TVET skills, competencies and qualifications in TLE in
JHS and Technical Vocational Livelihood (TVL) track in SHS

• Ensure that any Grade 10 finisher and all Grade 12 TVL graduates
are eligible for TESDA competency/qualifications assessments (i.e.
COC, NC I or NC II)

• Prepare learning resources that are consistent with promulgated

Training Regulations.

• Develop appropriate INSET and certification programs for TLE

teachers.

Nurturing the Holistically Developed Filipino (College and Livelihood

Readiness, 21st Century Skills)

After going through Kindergarten, the enhanced Elementary and Junior

High curriculum, and a specialized Senior High program, every K to 12
graduate will be ready to go into different paths – may it be further
education, employment, or entrepreneurship.

Every graduate will be equipped with:

• Information, media and technology skills,

• Learning and innovation skills,

• Effective communication skills, and

• Life and career skills.

Adoption, Integration and Implementation in Education

The K-12 program as supported and embraced by the stakeholders:

• Dominica Chua from Ramon Aboitiz Foundation, Inc. emphasized the

support they will provide for DepEd’s ongoing campaign. Chua

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mentioned that 60% of their budget is dedicated to education. “We are
your biggest fan,” she added.

• EmilianoSalceda II said that the Energy Development Corporation

(EDC) pledges to integrate their programs to that of the K to 12
curriculum. Consultations are currently being made in the division
and regional level. EDC also pledges to assist the department on
their Technical-Vocational Track in SHS -- being the only center in
the locality offering this track.

• Mr. Marcus Leslie Suntay from the Philippine Transmarine

Carriers, Inc. who shared the triumphs and challenges their company
faced during the early implementation of the program. He also
extended his gratitude for the support of the Local Government and
other private companies in addressing their concerns.

• Most of private Higher Education Institutions (HEI) and some SUC

have taken active parts in the implementation of the k-12 curriculum.

The year has strike for full implementation of K-12 educational

reform program of the Aquino administration however the law continues
to have its share of detractors and perennial problems addressed by
netizens that may serve as a hindrance for the success of the
program’s main objective which to produce “globally
competitive”graduates are still turtle in progress.

Problems and Issues of the K-12 curriculum as perceived by different

sectors:

• Coalition of Teachers Appeals for Suspension of K-12 Program

Last March 2015, a coalition of teachers and staff of higher

educational institutions around the Philippines petitioned the
Supreme Court to suspend the K-12 law. As head of the coalition,
Professor Rene Tadle of the University of Santo Tomas told CNN

30
Philippines that the group agrees with the objectives of the program.
Nevertheless, he said that the law should be suspended because the
government is not yet prepared to implement it, especially with
regard to labor. The K-12 program does not take into account the
labor rights of teaching and nonteaching staff who will be displaced
by the program.Alliance of Concerned Teachers (ACT) urged the
government to suspend the K to 12 program, citing lack of
preparation, especially in terms of facilities, equipment, and the
hiring, training and salaries of teachers. “We are not ready” for it,
said ACT national chair BenjieValbuena.

• Senator Antonio “Sonny” F. Trillanes IV Pushes for Suspension of

K to 12 before its Full Implementation in 2016

"It is in the best interest of the country to suspend the K to 12

Program while we are addressing the perennial problems of our
education system, such as the lack of classrooms and school
materials, high student-teacher ratio, and low salary of teachers. In
addition to this is the government's unpreparedness to the threatened
retrenchment of around 85,000 college professors and employees when
the program commences in 2016," said Trillanes, who conducted a
country-wide inspections and consultations on K to 12.

"At this point it is more appropriate to call this the K minus 12

program because of the problems besetting the program: inadequate
resources, inadequate tools, inadequate classrooms, inadequate
teachers, inadequate preparation and planning, inadequate time to
prepare for its implementation, inadequate information dissemination
among its stakeholders, inadequate consultations among affected
sectors, inadequate coordination between the government and private
sectors, inadequate opportunities for those who will graduate from
the program, inadequate capacity of parents to send children for

31
additional 2 years in high school, and inadequate heart," Trillanes
said in a statement.

Other Problems Hounding K-12 Program

Failure information dissemination

Aside from the use of mother tongue language as medium of instruction

in grades one to three, aside from additional two years in the four
years of high school, what is K-12 program? Unsuccessful linking of
program to household resulted parents view senior high school as an
additional expense.

Two years is an added burden to parents

Alliance of the Concerned Teachers (ACT) said the additional two

years in the four years of high school is an additional cost to
parents. “A parent does not only spend money in tuition but also in
transportation, school projects and food,” said France Castro,
secretary general of ACT. “Most of the parents are not aware of the
details of this program, including the financial burden it would
bring them," said Professor Rene Luis Tadle, head of Coalition for K
to 12 Suspension.

Retrenchment of teaching and nonteaching staff

Government is unprepared and has no clear vision to the threatened

mass termination of college professorsand non- academic personnel of
schools since there would be no incoming freshmen in S.Y. 2016- 2017,
statement supported by Senator Antonio “Sonny” F. Trillanes IV.

Not all high schools offered and qualified for senior high
school

Most rural high schools are not yet ready for senior high so students
are obliged to move out from the countryside to enroll the additional

32
2 years in high school wherever school offers program that will fits
their interests. This concern raised by stipulators will just lead
less fortunate students to stop after finishing their junior high
school.

High student-teacher ratio and lack and unconducive classrooms

Congested classrooms with lack of facilities is a great hindrance for

effective transfer of learning. For example a ratio of 50 students is
to 1 teacher, students will make noise simultaneously added by
classroom lack of facilities such as lighting and ventilation, do you
think teaching and learning process can be made possible in its
better form? Clearly, it’s a no!

Rushed teachers’ trainings & lack of materials

Teachers were trained at a very short time and teaching guides are
not massively distributed. Teachers noted that trainings they have
undergone were rushed and not well thought of. France Castro,
secretary general of the Alliance of Concerned Teachers (ACT) said
the time spent for teachers’ training is not enough. “There are lots
of new things for teachers to learn in order to implement the new
curriculum. One to two months training is not enough”. Castro added,
teaching guidelines and learning modules have not yet been
distributed to teachers. “Supposedly teaching guidelines and learning
modules are given to teachers while they are on training. But,
according to the teachers who underwent the training, some of them
have yet to receive the said materials”. Public school teachers,
believe that to properly implement the “flagship” program of
President Benigno “Noynoy” S. Aquino III, enough time for teachers’
training is essential.

Errors in textbooks

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Antonio Calipjo-Go an educator has been studying DepEd textbooks for
years and spotted thousands of errors. He says not much has changed.
"Once we are teaching these children in black and white all of these
errors, what happens?"As it says, the criminal of all criminals is a
teacher who is consciously and unconsciously teaching wrong to the
students. Why? Because he/she doesn’t only victimizing one at a
single time but he/she is depriving the chance of numbered children
who are laying their future to him/her.

Given these problems with regards in implementation of K-12 law, many

can't help but ask: Are government, DepEd, and other affected sectors
really ready for the K-to-12 program?At the end of the day, those who
will bear the burden are public school students likewise the
teachers.

SOLUTIONS

Mitigations initiated to address various problems in the

implementation of the K-12 Curriculum

• Public Private Partnership in filling numerous gaps in the

program implementation

o The Department of Education signed an agreement “with two

winning consortia which will undertake the construction of close to
10,000 classrooms.”

o The department’s Public Private Partnership for School

Infrastructure Project (PSIP) will give schools the physical space
they need and “provides the private sector the business opportunity
to invest in the design, construction and maintenance of classrooms.”
Philippine Education Secretary Armin A. Luistro has said he hopes
that by doing so, the classrooms would stand as a testament to
Filipino capability and efficiency. Progress is well underway;
construction of more than 9,000 classrooms began in March of this

34
year. But making more room for students is only half the solution;
someone has to teach them and as of early last month, the Department
of Education still hadn’t filled over 61,500 teaching positions.

o The only solution of the government to fill in the shortages in

the country’s education system is through Public-Private Partnership
projects. According to the PPP website, the PPP for school
infrastructure project (PSIP) seeks to supplement the current
initiatives and program of the DepEd on classroom construction
nationwide. “The objective of the government is to expand the supply
of classrooms in all public school systems as fast as it could
reasonably be done and cut the current shortage of around 66,800
classroom units nationwide.”

o The project was awarded to consortiums of Citicore Holdings

Investment, Inc.-Megawide Construction Corp., Inc. and BF Corp.-
Riverbanks Development Corporation last Dec. 12, 2012. The project
would involve the design, financing and construction of about 9,300
one-storey and two-storey classrooms, including furniture and
fixtures, in various sites in Region I, III and IV-A.

o The PSIP is now on its second phase where 10,680 classrooms are
targeted to be constructed, including school furniture and comfort
rooms – in 14 regions nationwide. The government targets to close the
gap in classrooms nationwide by 2013.

• Cooperation with other countries to help provide for various

needs

o Australia extends a helping hand

o Australia has long been a friend to the Philippines – donating

time, funding and other resources, as well as working with the nation
to develop and ensure quality. The country granted PHP 8.4 billion
(nearly US $193 million) “to address basic education issues and

35
support the implementation of the K-12 program.” They have also
funded a project to “enhance the skills of school officials in
managing school processes and turn schools into learner-centered
institutions that continually improve and build on its best
practices.” In return, Australia is surely hoping Filipino schools
and students will select Oz as their destination of choice for
partnerships and study. As ICEF Monitor reported in February, the
Philippines is one of the top ten student markets for Australian
schools, colleges and universities.

• Assistance to those whose employment were directly affected by

the implementation of the program

o Jesus Mateo, assistant secretary of planning and development of

the Department of Education, told CNN Philippines that the government
has set in place programs to accommodate displaced workers. He says
that the government will set aside funding over the next several
years to support a transition fund and several other programs. About
P20 billion in funding has been slated for 2016, as well as P26.7
billion for 2017. Amid claims that a number of teachers stand to be
unemployed because of the K to 12 Program, Luistro gave his assurance
saying, "The situation is manageable. We will be hiring an estimated
30,000 to 41,000 high school teachers for 2016 and 2017 and we will
give priority to the displaced teaching and non-teaching staff."

o DepEd Green Lane – The Department of Education needs to hire

30,000 new teachers and 6,000 new non-teaching staff in 2016-2017
alone, and about the same number again for 2017-2018–more than enough
to absorb all the displaced personnel from the higher education
sector. DepEd will open a “Green Lane” to prioritize and fast-track
their hiring, in keeping with RA 10533, and will match them according
to locality and salary.

36
o DOLE Adjustment Measures Program – Those who will opt not to
transfer to DepEd, on the other hand, will benefit from the
Adjustment Measures Program of the Department of Labor and
Employment. DOLE will provide income support for a maximum duration
of one year, employment facilitation that matches their skills to the
current job market, and training and livelihood programs in case they
may want to pursue entrepreneurship,

o CHED Development Packages

o CHED, for its part, has designed the following development

packages for faculty and staff who will experience a much lower
workload during the transition, with the view of not only curbing the
adverse effects of the transition but also, and more importantly,
upgrading higher education in the country:

o ■Scholarships for Graduate Studies and Professional Advancement

– CHED will give a total of 15,000 scholarships to higher education
personnel: for 8,000 to complete master’s degrees and another 7,000
to finish doctorate degrees.

■Development Grants for Faculty and Staff – Those who may not wish to
go on full-time study may still avail of grants that will allow them
to retool, engage in research, community service, industry immersion,
and other programs throughout the transition period.

■Innovation Grants for Institutions – Higher education institutions

may likewise apply for innovation grants to fund the upgrading of
their programs through: (1) international linkages, (2) linkages with
industry, (3) research, or (4) the development of priority, niche, or
endangered programs.

o The creation of several task force to keep track of the

infrastructure, facilities and material needs for the delivery of
lessons in the curriculum

37
o Create regional committees to review content, appropriateness
and effectivity of the delivery of lessons especially those that were
introduced as new / added topics or subjects like the use of mother
tongue in the delivery of lessons.

o Constant, effective quality assurance measures to ensure that

the students acquire competencies expected of them to exhibit at
various levels in the curriculum

o Portal to input valuable feedbacks from the various stakeholders

for the effective implementation of the curriculum and improvement of
various processes.

o Continuous program to address skills gaps especially to teachers

in the TVL tracks and other strands needing the same.

o Prompt responses to address operational problems distinct to

provinces and various areas across the country

CONCLUSION

According to George Bernard Shaw “Progress in impossible without

change, and those who cannot change their minds cannot change
anything”.

The hardships and setbacks experienced in the migration of the

country’s educational system to the K-12 curriculum is no different
from the experiences the citizen have with other agencies in the
government.

In conclusion allow us to quote

“Without mistakes there are no lessons. Without lessons there is no

progress. Without progress there is no achievement” Paul Irvine.

References:

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ANNE MARXZE D. UMIL and IGAL JADA SAN ANDRES, Bulatlat.com, May 30,
2012

ANNE MARXZE D. UMIL and PARTICIA LOURDES VIRAY,Bulatlat.com, May 30,

2012

Paolo Taruc, CNN Philippines, April 17, 2015

Miguel Ortilla, CNN Philippines, June 25, 2015

http://www.ched.gov.ph/index.php/ched-k12-transition-program/the-k12-
transition-in-higher-education/

http://www.deped.gov.ph/press-releases/deped-gears-k-12-full-
implementation

http://k12philippines.com/three-practical-benefits-of-the-
philippines-k-to-12-curriculum/

http://www.deped.gov.ph/press-releases/industry-partners-back-full-
implementation-k-12

http://cnnphilippines.com/news/2015/04/17/k-12-unresolved-issues.html

http://newsinfo.inquirer.net/692757/act-joins-call-for-k-to-12-
program-suspension#ixzz46f63cqvn

http://www.trillanes.com.ph/media/press-releases/trillanes-suspend-
implementation-of-k-to-12/

http://bulatlat.com/main/2012/05/30/two-years-is-an-added-burden-
%E2%80%93-parents/

http://news.abs-cbn.com/nation/03/07/15/trillanes-spearheads-
coalition-vs-k-12

http://bulatlat.com/main/2012/05/30/rushed-trainings-lack-of-
materials-mar-implementation-of-k-to-12/

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http://cnnphilippines.com/incoming/2015/06/25/Problems-hounding-K-to-
12-program-Part-2-Errors-in-textbooks.html

http://hubpages.com/education/The-Implementation-o-the-K-12-Program-
in-the-Philippine-Basic-Education-Curriculum

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