Name: Angel Jainez B.
Silorio Course: BSEd 3 Social Studies
Looking Back, Was the K to 12 Curriculum Better Than the Former Basic Education Curriculum?
I. Introduction
The K to 12 Curriculum was implemented in the Philippines in 2013. This marked a significant shift in
the country's education system. This reform added two years of senior high school to the former Basic
Education Curriculum and aimed to make education more quality-oriented, as well as better prepared for
higher education, employment, and entrepreneurship. Several of the changes brought by the K to 12
program include universal kindergarten, specialized senior high school tracks, and focus on 21st-century
skills. However, despite its ambitious goals, the effectiveness of the K to 12 curriculum compared to the
Basic Education Curriculum remains a subject of considerable debate. This paper argues that while K to
12 introduced valuable changes, its implementation was hampered by several challenges, ultimately
making it less effective than the Basic Education Curriculum.
II. Counter Argument
Proponents of K to 12 curriculum often comment on how it can make learners more competitive globally,
better in terms of career readiness, and better prepared for further education. They argue that the two
additional years would enable students to specialize and hone their skills in what they choose to pursue
later in life. They also attribute the curriculum's conformity to international standards, which they think
make Filipino graduates more competitive in the global job market.
III. Your Argument
Overcrowded curriculum and lack of depth although the K to 12 curriculum aimed at giving a more
comprehensive education, critics argue that added content made the curriculum overcrowded, making it
hard for students to grasp and understand concepts fully. This superficiality of learning might have
ultimately led students to be "jack of all trades but master of none." In an effort to encompass so many
different subjects, the curriculum might have foregone the ability for students to really understand and
gain a mastery over certain subjects, which can limit the extent of knowledge and skill. This hasty
implementation and pressure to cover a huge amount of material may have resulted in superficial
understanding of concepts, thereby failing to develop critical thinking and problem-solving skills.
Inadequate teacher training and resource allocation the rapid implementation of K to 12 raised great
concerns about inadequate teacher training and insufficient resources. Teachers might, therefore, not have
efficiently implemented the new curriculum that was introduced in schools in the absence of adequate
preparation. In addition, with inadequate resources, such as textbooks, learning materials, and
infrastructure, the efficiency of the program might be compromised. Lack of efficient support for teachers
and their students may also undermine what the K to 12 curriculum could achieve. The lack of resources
and proper training may have widened the gap in educational attainment between students from different
socioeconomic backgrounds, since those from marginalized communities might have had less access to
necessary support.
The impact of K to 12 on student performance is still under debate, even though it was meant to achieve
these goals. While some believe that the current curriculum, which focuses on 21st-century skills, has
boosted student outcomes, others argue that the overcrowded curriculum and unprepared teachers might
have depressed academic achievement. Further study is needed to determine precisely how the program
has influenced student performance in terms of standardized test scores, college readiness, and
employability rates. While the K to 12 curriculum aimed to develop 21st-century skills, it may have
overlooked the importance of critical thinking and problem-solving, which are fundamental to success in
any field. The focus on memorization and standardized testing may have hindered the development of
these essential skills.
IV. Conclusion
The K to 12 curriculum has introduced some good changes such as universal kindergarten and senior high
school. However, its implementation has been crippled by challenges that have made it less effective.
Perhaps overcrowding of the curriculum, lack of teacher training, and a lack of resources have made the
students learn less. The intention was there, but its implementation wasn't as promising. For that reason,
the curriculum became less effective compared to the previous one called Basic Education Curriculum.
References
DepEd. (n.d.). K to 12 Curriculum: Six Reasons Why It Is Beneficial to the Philippines. K to 12
Philippines. Retrieved from https://k12philippines.com/six-reasons-why-k-12-curriculum-in-philippines-
is-beneficial/
DepEd. (2013). K to 12 Basic Education Curriculum: Framework. Department of Education.
Looking forward, do you think that the MATATAG Curriculum for K to 10 will make a
transformative impact on our learners? What kind of support should be given for its
implementation?
I. Introduction
This would transform the educational system in the Philippines, particularly through the introduction of
the MATATAG Curriculum for K to 10. In fact, this new curriculum, implemented in
2023, would fill gaps and answer criticisms that surfaced against the old K to 12
curriculum, as well as address gaps and concerns by enhancing foundational skills, promoting critical
thinking, and increasing knowledge and appreciation of the Filipino culture and identity. While the
MATATAG Curriculum has much promise in enhancing learning outcomes, success in its
implementation depends on the availability of adequate support and resources. This paper argues that the
MATATAG Curriculum has the potential to make a transformative impact on learners, but this
potential can only be achieved with a comprehensive and well-coordinated approach to its
implementation.
II. Counter Argument
Some argue that in MATATAG Curriculum, foundational skills and cultural understanding are not enough
for addressing the complex issues concerning Philippine education. It further states that the curriculum
requires a more emphasis on the skills of the 21st century, including the need for digital literacy, critical
thinking, and creativity in preparing students for rapid change in the global scene. They also fear that the
focus on Filipino culture will restrict the exposure of students to global perspectives and limit their ability
to compete in an increasingly interconnected world.
III. Your Argument
The MATATAG Curriculum's focus on building foundational skills, especially in reading, writing, and
numeracy, is a critical step toward transformative learning. Research has always shown that solid basic
skills are the key to academic achievement and lifelong learning. It is in this regard that the MATATAG
Curriculum can create a more equal and inclusive learning environment wherein all learners can reach
their full potential. This is through a focus on foundational skills which helps fill learning gaps
and create a solid base for them as they progress in school.
Focus on Filipino culture and identity is equally important under the MATATAG Curriculum. By
incorporating local knowledge, traditions, and perspectives in the curriculum, students learn more about
their heritage, thereby relating learning to real life. This way of teaching may make learning much more
meaningful and interesting while also helping students to find their identity and pride in what they do.
Additionally, being familiar with one's own culture gives a critical approach in understanding and
appreciating other cultures, which therefore develops global citizenship and intercultural understanding.
The success of the MATATAG Curriculum is heavily dependent on its effective implementation such as
Provide teachers with training and professional development on the new curriculum. The training will
cover new methodologies in teaching, content, and assessment strategies.
Teachers must be adequately prepared for the implementation of the curriculum, especially on issues of
critical thinking and cultural awareness
IV. Conclusion
The MATATAG Curriculum for K to 10 is a promising path toward transformative learning. It has the
potential to empower learners and create a more equitable and inclusive education system by
strengthening foundational skills, fostering cultural understanding, and promoting critical thinking.
However, this potential can only be achieved through a comprehensive and well-coordinated approach to
its implementation. Investment in teacher training, provision of sufficient resources, and curriculum
assessment are ensuring that the curriculum is successful. These core areas will enable the Department
of Education to achieve making the MATATAG Curriculum transformative force in Philippine education.
References
Philippine Basic Education Curriculum. (2023). StuDocu. Retrieved from
https://www.studocu.com/ph/document/bukidnon-state-university/general-education/philippine-basic-
education-curriculum/44553462
