Abstract
The Philippine Educational System is undergoing a major overhaul that shifts from a 10-year education to 12 years known as Enhanced Basic Education Curriculum or K-12. The purpose of this mixed-methods sequential explanatory study was to identify factors that determine readiness of select higher education institutions to the full implementation of the K-12 program. Results were obtained through a survey questionnaire in the quantitative phase and followed up with semi-structured interviews from purposely selected participants. In the quantitative phase, five factors were found to be predictors of readiness, they are: eligibility, staffing guidelines, course streamlining, workforce surplus management, and alternative programs, while in the qualitative follow-up; the phenomenological inquiry yielded five essential themes related to readiness, namely: requalifying the teachers, retooling the teachers, realigning the curriculum, reclassifying the teachers, and redirecting professional development. Both, the quantitative and qualitative findings from the two phases of this study prove that the higher education institutions are ready for the new structure and demonstrate active involvement in ensuring a smooth transition and successful implementation of the new program. Implications and recommendations are provided for policy makers, concerned government institutions, higher education institutions, and teachers to consider in adopting the country's biggest education reform agenda.
Highlights
The Philippine constitution stipulates the right of everyFilipino to quality education at all levels
The quantitative phase of this study addresses the factors that influence readiness as to how the faculty-related variables and preparation plan variables, namely: eligibility, staffing guidelines, course streamlining, workforce surplus management, and alternative programs serve as predictors that determine readiness of higher education institutions to the K-12 implementation
By understanding how readiness is related to eligibility or requalifying the teachers; staffing guidelines through retooling the teachers; streamlining courses by realigning the curriculum; managing surplus of workforce by reclassifying the teachers, and creating alternative programs by redirecting professional development activities; there is no doubt that the current education reform agenda is geared toward the attainment of quality, excellence, and equity
Summary
The Philippine constitution stipulates the right of everyFilipino to quality education at all levels. Education occupies a central place in Philippine political, economic, social, and cultural life. The higher education sector of the Philippines known as HEIs (Higher Education Institutions) is divided into public, private sectarian and private non-sectarian. All these tertiary level institutions are managed and supervised by the Commission on Higher Education or CHED [3]. A proactive strategy was initiated by the Philippine government through a reform in the educational system This education reform resulted to implement the K-12 basic education curriculum which aims to address the onslaught of globalization and regional cooperation for the graduates of Higher Education Institutions to be globally competitive [6].
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