K-12 Education Policy: An Enhanced Curriculum for Filipino Learners

Keith C Censoro, MSCS, MPP

Diversity in the Education Sector

Multiculturalism theory promotes equality and inclusion for people from different cultural
origins by recognising and valuing cultural diversity. Multiculturalism in the educational
area emphasises the significant contribution of cultural diversity which promotes equality
and inclusiveness in the education-setting.

Multiculturalism is incorporated in country by crafting the curriculum based on regional

culture. For instance, Sergio (2011) found that enhancing the curriculum based on
community culture showed that learners are more interested and eager to absorb learning
efficiently.

Multiculturalism is promoted also through promotion of culturally aware teaching methods.

Culturally responsive teaching refers to instructional strategies that acknowledge and
consider pupils' linguistic and cultural backgrounds. It approaches the need to adapt
teaching strategies to the ways in which students' linguistic origins influence their
preferred learning styles and preferences according to a study by Almanza (1980),
trainings intensively focused on culture and traditions practiced by the community have
provided impactful progress on learners performances.

The encouragement of inclusion in schools is another facet of multiculturalism. This

recognizes the socioeconomic statuses of students and the challenges they face to attain
quality education like poverty. Support services must be made available for students who
are experiences these challenges in life. A study by Ziomek-Daigle (2016) argued that
schools with enhanced academic support facilities and programs had a bigger impact in
students’ education.

K-12 Program: A Reform

In the Philippines, an initiative to reform education was started in 2013 with the K–12
programme. Its primary objective is to follow the education curriculum in ASEAN
perspective by providing relevant subjects in preparation for a competitive higher
education. The curriculum has added important topics to enhance their analytic and
problem-solving skills. According to a research by Abulencia (2015), the K–12
programme gives kids access to a more challenging and varied curriculum, raising the
bar for education in the Philippines.

Moreover, the enhancement of the curriculum secured students to be well-prepared in

the reality of job suitability as part of workforce. According to a study by Abulencia (2015),
the K-12 has addressed the gap in relation to labour demands and education through the
provision of student’s industry exposures and trainings.
K–12 Education versus Multiculturalism

The K-12 Education Policy was passed to capacitate student in preparation of labour
demands and level up the quality of education based on international standard. The
education policy embodies multiculturalism ideals, which gives emphasis to respecting
diversity through culture-centered curriculum.

The curriculum encourages students to use the first or mother tongues as an integral
enhancement of learning through local or regional knowledge. Based on the ideology of
multiculturalism, it is important to identify and recognize the diversity of culture in terms
of customs, traditions, language, and practices so that it could promote inclusiveness in
education. For instance, imparting indigenous knowledge and customs such as weaving,
singing, and dancing is a in some other regions in the country (Department of Education,
2012). Thus, it promotes cultural awareness and preservation in education.

The K-12 education policy also recognizes the needs of students with disabilities which
actually advocates the inclusion of disabled students to attain quality education. For
instance, some schools have hired special education teachers and provided classrooms
and learning facilities which are PWD friendly (Cabanlit, 2019). Thus, it advocates
inclusivity in country’s education.

Possibilities and Limitations

Strengths:

Multiculturalism promotes variety and inclusiveness in education. The K–12 curriculum

emphasises diversity and inclusion while teaching pupils about different cultures and
viewpoints. Cerezo et al (2023) said the K-12 program's diverse curriculum has helped
diversity grow. Multiculturalism promotes tolerance of different cultures, beliefs, and
traditions. K–12 curriculum emphasise critical thinking, problem-solving, and questioning
presumptions and biases, leveling the international standard of education. Cerezo et al
(2023) say the K–12 curriculum fosters tolerance and critical thinking.

The challenging K to 12 Program utilises high-standard educational programmes to

enhance students' knowledge and skills in a variety of subject areas. These programmes
include classes that prepare students for employment once they have completed their
secondary education. The days are long gone when people could finish their college
degrees at ages as early as 20 yet still be unable to compete with their Asian counterparts
(Business Mirrors, 2022).

In addition to improved training and the acquisition of additional skills (Department of

Education, 2012), students are provided with three different tracks and several strands of
study that will assist them in forging a path towards the area of specialisation or job they
intend to pursue. The Department of Education (DepEd) is committed to provide
education of a higher standard through these pathways, which will give students sufficient
time to develop their expertise in a particular area. In the long run, graduates of K-12
programmes will be able to compete successfully on a global scale and be prepared for
an expanding labour market.

In addition, if a student wants to work after graduating from senior high school, they will
have the knowledge and abilities to do so thanks to the education they had from
kindergarten through 12th grade. In addition to the academic and vocational programmes
that are available to students in senior year of high school, students will also have the
option of enrolling in entrepreneurship classes. These classes will equip students with the
knowledge and abilities necessary to launch successful businesses once they have
graduated from high school.

Weaknesses:

The customs and beliefs of minority groups may not be integrated as part of the education
curriculum. This may indicate that K–12 curriculum prioritises the dominant culture over
other cultures. Porferio (2020) found that K–12 curricula may neglect minority cultures.

Multiculturalism has been criticised for emphasising cultural prejudices above individual
uniqueness. This would mean that K–12 education policy would continue to teach cultural
stereotypes, which would undermine personal diversity. Porferio (2020) found that K–12
curriculum may foster cultural prejudices.

Since it was passed into law, there have been five petitions filed by students, teachers,
and parents alleging that the new K to 12 educational programme will, among other
things, make it more difficult for families in the Philippines to make ends meet and force
millions of students to quit school (Business Mirror, 2022). This petition count is still
increasing. Unfortunately, this added financial load also leads thousands, or possibly
millions, of students to drop out of school because of the additional costs associated with
their education. Students in the Philippines can benefit from this educational progress;
yet, their families and parents are not prepared for it.

The educational system and the support from the government are still lacking, and as a
result, the addition of two more years to the overall curriculum might not be carried out as
perfectly by all schools across the country. Students still need to climb mountains and
cross rivers, and teachers still have to pay for their own supplies out of their own pockets.

The Philippines' K to 12 programme may be making it challenging for teachers and pupils
to provide and access formal education. The K to 12 programme is being implemented in
the Philippines instead of enhancing the educational system as a whole and giving all
schools and institutions with the tools and equipment they need to maximise student
learning.
Addressing the Gap

Value pluralism requires understanding and respecting society's diverse values and
beliefs. To improve the K-12 education policy based on multiculturalism, value pluralism
may be added to the K–12 curriculum.

Value pluralism values and respects society's diversity of viewpoints. To create a more
inclusive educational system, the curriculum may need to include more perspectives and
worldviews. Indigenous knowledge and traditions in the curriculum could make an
inclusive educational system more inclusive (Porferio, 2020). Moreover, Value pluralism
promotes tolerance and respect for diverse opinions. Banks (1974) claims it fosters a
respectful and tolerant classroom and educational system. This could make education
more inclusive and respectful of student differences. The theory emphasises the
complexity of social issues and the diversity of point of views. Language and cultural
variety, their interactions, and social status are complex and these differences may help
people understand educational system problems better (Porferio, 2020).

In Australia, several discussions about multiculturalism in education highlighted by

advocates while also directing to theoretical confusions. According to Smolicz (1981), “the
concepts of 'transitional,"residual,' and'stable' or enduring multiculturalism are dissected
and discussed in this article as potential manifestations of multiculturalism in communities
that are composed of many ethnic groups.” Sooner, this was argued that multiculturalism
are connected to assimilation of culture which can be resolved by pluralism.

Moreover, Smolicz (1981) discussed that such a concept of ethnic cultures has its unique
core. From this point, the K-12 education policy shall cultivate such shared values and to
convey the cores of all cultural groups within a social matrix that is dynamic and capable
of change. Pluralism is a meaningless concept unless it can be seen to permeate the
lives of individuals from all groups in society, so only then can it be considered to have
any real potential for growth (Smolicz, 1981).

Value Pluralism could improve the Philippines' K–12 education by embracing student
cultural diversity and background differences. Policymakers and educators may be able
to tackle complicated education issues and create a more equal and inclusive system by
identifying these differences in culture, tradition, languages, practices and values.

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