We’ve been together for three years now. We had a lot of struggles in our beloved profession but we made it to this new school year together – supporting and sharing our knowledge for the welfare of each other. We are always there for each other as we dream of a smooth and productive school year. Together we will withstand any challenges. And now, we have uploaded our Week 2 – 3rd Quarter Daily Lesson Log | November 4 – 8, 2019 DLL
Thanks to all our Contributors, File Editors and Tech Volunteers who manage our website contents as well as our social media selflessly without reservations. Thanks to all of you for your continued support and your collective notions.
And now as we start on another journey with our students and new challenges that are yet to come, we shall stick together as one – a solid DepEd Teachers Club!
No Teacher left behind.
This week’s News that matter:
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DepEd Eyes Release of K to 12 Review Initial Results by 2020
Taking into consideration the recent feedback and concerns raised by stakeholders, the Department of Education (DepEd) is eyeing the release of the initial results of the K to 12 program review by early next year.
DepEd Undersecretary Tonisito Umali, in a recent interview, said there are talks about the possible release of the initial results of the K to 12 in the first quarter of 2020.
He said the initial “update and findings” of the ongoing review is in line with the “feedback and comments that we are getting” on the implementation of the K to 12 program – particularly on the Senior High School (SHS) program and the employability of its graduates as pointed out by House Speaker Alan Peter Cayetano recently.
Umali said DepEd is currently reviewing the curriculum and assessing the areas for improvement. It is also gathering data on the graduates of the SHS program which was rolled out nationwide in 2016.
DepEd welcomed the first batch of SHS graduates in 2018.
Umali said DepEd is also preparing a tracer study to check how many students proceeded to the four exits envisioned for SHS graduates which are higher education, entrepreneurship, employment, or middle-level skills development.
“We need to check really how many of them wanted to get a job after graduating Grade 12 versus those who went to college or helped their parents in their businesses,” he added.
‘We told you so’
Meanwhile, the Alliance of Concerned Teachers (ACT) Philippines noted that a “comprehensive” review of the K to 12 program is “very much needed” in order to address challenges and problems in its implementation.
ACT Director General Raymond Basilio, in an earlier interview, said the government and the DepEd prioritize the urgent review of the K to 12 program. “We already warned you, we told you, even before the implementation [of the K to 12] started that this is something that was not studied and was not prepared for carefully, so who suffers the most now? The learners and also the teachers,” he said.
“They said that upon the completion of the K to 12 program, the graduates will be work-ready, job-ready, but where are they now?” Basilio asked.
Prior to the implementation of the K to 12 Program, ACT opposed the planned education reform noting that this will only serve as an additional burden to Filipino families.
The K to 12 program is considered the biggest education reform to date which overhauled the entire basic education system.
Aside from learners, the K to 12 also affected teachers since they will be the ones who has to teach using the new curriculum. “What happened to our teachers?
They said, in the SHS, there would be focus on each specific field but it is not happening right now,” Basilio noted. “At the end of the day, it’s the teachers who get the blame again,” he added.
Despite this, Basilio noted that stopping the implementation of the K to 12 program now has more disadvantages than benefits. “Many will be affected if the implementation of the K to 12 is stopped,” he said. “I think a comprehensive review is very much needed to look into where we are, what’s the problem and what can we do about it,” he added.
Key considerations on K to 12 review
For ACT, the addition of two years in basic education through the SHS “has only resulted in worse shortages in the educational system given the government’s consistent tack to scrimp on the education budget.”
Given this, ACT said that the impact of the K to 12 on basic inputs and resources should be highlighted. “Deficiency in classrooms now number to more than 100,000, which is the main culprit to ballooning class size and the adoption of class shifts in schools with big enrollments,” ACT noted. “DepEd’s request for 40,000 new teaching items for 2020 reflects the grave shortage in the number of teachers – worse is the inadequacy in the number of education support personnel in schools that force teachers to take on non-teaching duties,” it added.
Aside from classrooms and teachers, the K to 12 review should also look into the availability of textbooks and other learning materials for K to 12. ACT alleged that learning materials – particulalry textbooks for a number of subjects and grade levels – “remain absent.”
“Farther from reach is DepEd’s illusion of attaining 21st-century education through the extensive utilization of technology in pedagogy and learning,” ACT said. “These glaring shortages, coupled with DepEd’s pressure on teachers to deliver on the demands of the K to 12 program, have rendered the underpaid mentors more cash-strapped and overworked,” the group added.
ACT also underscored the need to emphasize “nationalism and patriotism” in the K to 12 curriculum. “The study of Philippine History and social science was the first casualty in the K to 12 curriculum restructuring,” the group said.
For instance, ACT cited that study hours for Araling Panlipunan (AP) were “shorter” than those of other major subjects while Philippine History was “stricken off” the junior high school curriculum and was downgraded to elementary level, split between Grades 5 and 6. “The study of Mathematics and Natural Science, which is crucial in the development of analytical, scientific, and critical thinking, was rearranged in a manner that has fragmented the study of knowledge development,” ACT said. “Outcome-based approach translated to output-centric student evaluation that rely-heavily on submitted works, as how laborers are pressed to produce commodities,” it added.
ACT also pointed out that changes in the basic education curriculum “equally hit” tertiary education with the removal of Filipino language and Philippine Literature subjects from the list of required subjects in general education curriculum. “Study of Humanities and Social Sciences in college general education was weakened as the drive towards specialization and development of technical skills intensifies,” it added.
Overall, ACT urged the DepEd and other branches of government-mandated to oversee the implementation of the K to 12 program to “thoroughly assess” it to make it “truly meaningful” for the Filipino people’s aspiration for national development and social progress.
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- Manila Bulletin
- By Merlina Hernando-Malipot
- Published
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Week 2 – 3rd Quarter Daily Lesson Log
November 4 – 8, 2019 DLL
Kindergarten Daily Lesson Log
Grade 1 Daily Lesson Log
Grade 2 Daily Lesson Log
Grade 3 Daily Lesson Log
Grade 4 Daily Lesson Log
Grade 5 Daily Lesson Log
Grade 6 Daily Lesson Log
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