thesis statement about implementing k to 12 education system in the philippines

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RESEARCH REVIEW ON K-12 CURRICULUM IMPLEMENTATION IN THE PHILIPPINES: A GENERIC PERSPECTIVE

Fernan Abragan , Vangie Abarcas Ivy Mae Aquıno Rowena E. Bagongon

When people heard news of the K-12 program implementation in the country, it received mixed reactions. Suddenly, there was a combination of backlashes and praise in the background with the students left puzzled on whose voice to listen to. There are still challenges and standards of quality to consider but the important thing is to establish that development is present as a result of the new program. Now that the K to 12 system is fully implemented in the country, how did it affect the Philippine education system? And was it successful in its objectives prior to implementation? This analysis used a systematic approach and review design to come up with a general idea that answers the main objectives of this research review. This research specifically looked into the different perspectives of the teachers, parents and students on the implementation of the K-12 program in the Philippines which added two more years before a student can proceed to college. It also described the various problems that arise as a result of the implementation of this new program and the action plans established by the government to address these issues. Moreover, to make possible recommendations that help improve the curriculum to make sure that quality education can be delineated to all the learners who will be part of this new program.

Perspective , K-12 , Action Plan

• Abueva, A., (2019). Why Does the Philippines Need the K-12 Education System? Retrieved from https: //soapboxie.com/social-issues/ The-Implementation-o-the-K-12-Program-inthePhilippine-Basic-Education-Curriculum.
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• Bernobasa, J., (2013). Retrieved from http://www.slideshare.net/yethan/thesis-24524096
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• Calderon, M. F. (2014). A Critique of K-12 Philippine Education System. International Journal of Education and Research. Vol. 2 No. 10. Retrieved from http://www.ijern.com/journal/2014/October-2014/42.pdf Caup, A., Duda, A.K., (2017). PERCEPTIONS OF PARENTS, STUDENTS, AND TEACHERS OF PIKIT NATIONAL HIGH SCHOOL, PIKIT, COTABATO ON THE IMPLEMENTATION OF THE K TO 12 PROGRAM OF THE DEPARTMENT OF EDUCATION. 2nd International Conference on Educational Management and Administration (CoEMA 2017).
• Combalicer, L. (2016). Best practices and problems in the initial implementation of the K+12 Curriculum among teachers in Infanta, Quezon: its implications to an effective implementation of senior high school. Journal of Education and Social Sciences. Retrieved from https://www.jesoc.com/wp-content/uploads/2016/08/Edu-4.pdf
• Cruz, I. (2010). Reasons why we should support K to 12 Basic Education Program in the Philippine Basic Education Curriculum. Retrieved from http://udyong.gov.ph/index.php?option=com_content&view=article&id=6182:reasons why-weshould-support-k-to-12- basic-education-program-in-the-philippinebasiceducation-curriculum&catid=90&Itemid=1267.
• Department of Education. (2010). Discussion Paper on the Enhanced K+12 basic Education Program. Department of Education. Retrieved from http://ceap.org.ph/.
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• Dizon, R. , Calbi, J., Cuyos, J., and Miranda, M., (2019). Perspectives on the Implementation of the K to 12 Program in the Philippines: A Research Review. International Journal of Innovation and Research in Educational Sciences Volume 6, Issue 6, ISSN (Online) : 2349– 5219
• Nacorda, S.H., Paras, M.C. Olila, J.N. , & COgal, M.N. (2019). Effective implementation of thesenior high school curriculum: a descriptive analysis. International Engineering Research and Technology. Retrieved from https://www.ijert.org/research/effectiveimplementation-of-the-seniorhigh-school-curriculum-a-descriptive-analysisIJERTV8IS120084.pdf
• Mohammad, N.K., (2016). THE PERCEPTION OF THE PARENTS AND STUDENTS ON THE IMPLEMENTATION OF K – 12 BASIC EDUCATION PROGRAM IN THE PHILIPPINES. International Conference on Education (IECO) Proceeding, 2016 ISBN: 978-602-6988- 218

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Understanding DepEd K-12 Program in the Philippines

The K-12 program was officially signed into law as Republic Act No. 10533, also known as the “Enhanced Basic Education Act of 2013.” This law paved the way for the restructuring of the country’s education system, adding two more years to the traditional 10-year basic education cycle. The implementation of the K-12 program in the Philippines was initiated under the administration of then-President Benigno “Noynoy” Aquino III. The Department of Education (DepEd) , led by Secretary Armin Luistro during that time, played a huge role in developing and rolling out the K-12 curriculum.

The K to 12 curriculum includes Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School) to allow for adequate time for concept and skill mastery, develop lifelong learners, prepare graduates for tertiary education, middle-level skill development, employment, and entrepreneurship. The system addresses the need for a more globally competitive education system by adding two years to the traditional 10-year basic education cycle.

Countries such as the USA, Australia, Canada, Japan, India, China, Singapore, and Germany are also under this system. This guide explores the objectives, goals, grades, subjects, curriculum, and enrollment process of the K to 12 Program, providing an in-depth understanding of its structure and why it’s a good change.

Table of Contents

The implementation of the K-12 curriculum aims to enhance the quality of education in the Philippines and align it with international standards. Before this, our country’s basic education cycle only covered ten years. While this has worked for our system for decades, it was not enough to fully prepare our students for the challenges of tertiary education and employment in the global setting. The K-12 program addresses this gap by providing learners with a more holistic and comprehensive educational experience.

Objectives & Benefits

Just like any other DepEd program of the government, this K-12 also presents some objectives:

• Improved Quality of Education – By extending the basic education cycle, this may help improve the overall quality of education in the Philippines.
• Enhance Global Competitiveness – The program aims to produce graduates who are globally competitive, well-rounded, and equipped with the necessary skills. In addressing the goals of the K-12 program, the Philippine government also aims to align its education system with international standards. This alignment enhances the country’s competitiveness on the global stage, ensuring that Filipino students are adequately prepared to meet the demands of a rapidly evolving and interconnected world.
• Holistic Development – Emphasizing holistic development, K to 12 focuses on intellectual, emotional, and social growth to produce well-rounded individuals.
• Quality Basic Education – Ensure the delivery of high-quality basic education that meets international standards.
• Equitable Access – Provide equal access to education for all students across different regions and socio-economic backgrounds.
• Relevance – Align the curriculum with the needs of the global job market, ensuring graduates are equipped with practical skills. The additional two years in senior high school serve as a bridge between basic education and either tertiary education or employment.

This component of the project is designed to equip students with specialized skills and knowledge, making them more marketable and ready to meet the demands of various industries.

Grades in K-12 Explained

The K to 12 Program redefines the traditional grading system by adding two additional grades, Grade 11 and Grade 12.

• Kindergarten – Early childhood education focuses on developing foundational skills.
• Grades 1-6 – Elementary education focuses on fundamental subjects like Math, Science, English, and Filipino.
• Grades 7-10 – Junior High School, which includes a more specialized curriculum and the introduction of tracks leading to specific career paths.
• Grades 11-12 – Senior High School, where students choose a specific strand (Academic, Technical-Vocational-Livelihood, or Sports) based on their interests and career aspirations.

What are Strands?

These strands are part of the Academic Track which provides students with more specialized knowledge and skills in specific fields of study. The four strands under the Academic Track are:

STEM (Science, Technology, Engineering, and Mathematics)

This strand is designed for students interested in pursuing careers in the fields of science, technology, engineering, and mathematics.

Core Subjects: Pre-Calculus, Basic Calculus, General Biology, General Physics, General Chemistry, and General Mathematics.

ABM (Accountancy, Business, and Management)

This strand is suitable for students who aspire to pursue careers in accountancy, business, entrepreneurship, and management.

Core Subjects: Applied Economics, Business Ethics and Social Responsibility, Fundamentals of Accountancy, Business, and Management 1 and 2, and Basic Calculus.

HUMSS (Humanities and Social Sciences)

The HUMSS strand is for students interested in humanities, social sciences, and other related fields.

Core Subjects: Creative Writing/Malikhaing Pagsulat, Introduction to World Religions and Belief Systems, Creative Nonfiction, Trends, Networks, Critical Thinking in the 21st Century Culture, and Philippine Politics and Governance.

GAS (General Academic Strand)

The GAS strand is a flexible strand that allows students to choose subjects from different academic disciplines.

Core Subjects: Humanities, Social Science, Philosophy, Applied Economics, Organization and Management, Disaster Readiness and Risk Reduction, and Research.

Each strand provides a strong foundation in the chosen field of any student and serves as a preparation for higher education or entry into the workforce. It’s important to note that curriculum details may have evolved since the moment of writing. Hence, it’s advisable to check with the Department of Education (DepEd) or relevant educational authorities for the most current information on the K-12 strands in the Philippines.

Subjects and Curriculum

The K to 12 curriculum is designed to provide a well-rounded education and includes core subjects such as Math, Science, English, Filipino, and Social Studies. Additionally, students can choose specialized subjects based on their chosen strand in Senior High School. The ABM track, for example, offers subjects relevant to specific industries, preparing students for immediate employment after graduation.

Purpose of this additional 2 Years in the Philippine education system. 

• Aligning with International Education Standards – The Philippines aimed to align its education system with international standards to produce globally competitive graduates. By adding two years to the basic education cycle, the country sought to provide students with a more intensive curriculum, better preparing them for higher education and the global workforce.
• Enhanced Basic Education – The traditional 10-year education cycle was considered insufficient to equip students with the necessary skills and knowledge for the challenges of the modern world. The additional two years in Senior High School (SHS) allow for more specialized and focused learning, catering to the diverse interests and career paths of students.
• Workforce Readiness – K to12 aims to make students more job-ready by incorporating technical-vocational courses and work immersion programs at the Senior High School level. This is intended to address the gap between the skills acquired in school and the skills demanded by the workforce, helping students make informed decisions about their future careers.
• Decongestion of Curriculum – The expanded curriculum allows for the distribution of lessons across more years, resulting in a less crowded and more balanced approach to teaching and learning. This can potentially lead to a better understanding and retention of the subject matter.
• Alignment with ASEAN Integration – The K-12 is designed to align with the goals of the Association of Southeast Asian Nations (ASEAN) integration, promoting regional cooperation and standardizing education practices across member countries.
• Quality of Education – By adding two years to the basic education system, policymakers aimed to improve the overall quality of education in the Philippines. The longer duration provides more time for students to acquire not only academic knowledge but also critical thinking and life skills.

How to Enroll in the K-12 Curriculum for Senior High Scholl (SHS)

This is targeted towards those who have completed Grade 10 prior to the implementation of K-12. Those who have not yet finished high school or are still in elementary school will automatically be enrolled in the new program.

Step 1: Enrollment in Senior High School involves choosing a specific track (Academic, Technical-Vocational-Livelihood, or Sports).

Parents and students should attend orientations or career guidance sessions to make informed decisions about the preferred track.

Required documents may include the student’s Junior High School report card, a clear photocopy of the birth certificate, and a filled-out enrollment form.

Visit the chosen Senior High School and follow the school’s enrollment process. Private schools may have different requirements, so it’s essential to communicate with the school administration.

Step 2: Selecting a Senior High School Track

Students need to choose a track based on their interests and career aspirations.

Career guidance counselors at schools can assist in making informed decisions about the best-fit track for each student.

Step 3: Payment of Fees (if applicable)

Public schools generally have minimal or no tuition fees, but there may be other fees for miscellaneous expenses. Private schools may have tuition fees, and parents should inquire about the payment schedule and any available discounts or scholarships.

Step 4: Orientation and School Requirements

Attend orientation sessions conducted by the school to understand the rules, regulations, and expectations. Fulfill any additional requirements specified by the school, such as medical examinations, uniform purchase, and submission of additional documents.

Parents or guardians may inquire at their local public schools or private institutions for more information on admission requirements and enrollment procedures. Students who have completed Grade 10 are eligible to enroll in Senior High School, where they can choose a specific strand based on their interests and career goals.

Can Students after Grade 10 Proceed to Finding Jobs?

Students may also choose to enter the workforce after completing Grade 10, as there are technical-vocational courses available in Senior High School for those who wish to gain employment immediately. However, the K-12 program also aims to make students more competitive in the job market, and completing Senior High School may provide better opportunities for employment.

Overall, the K-12 program aims to provide a more comprehensive and relevant education for Filipino students, preparing them for success in higher education, the workforce, and global citizenship. So while students may choose to enter the workforce after Grade 10, completing Senior High School can give them an edge in a competitive job market.

The additional two years in the Philippine education system offer various benefits that aim to enhance the overall quality of education and produce globally competitive graduates.

Video: K-12 curriculum, babaguhin; bagong classrooms at special allowance, kasama sa 2023 plans – DepEd

In this video, DepEd Secretary Sarah Duterte Carpio announced some of the changes that will happen to the current K-12 program in the Philippines. Some of the mentioned improvements are new classrooms and special allowance.

DepEd K-12 Program is a transformative initiative to start improving the quality and relevance of basic education in the Philippines. With its objectives centered around global competitiveness, holistic development, and improved quality of education, the system introduces additional grades, specialized tracks, and a curriculum designed to prepare students for the challenges of the modern world.

This educational curriculum might require parents and students effort, time, and money, but it will surely change the lives of new graduates for the better. Understanding the structure, objectives, and enrollment process of the K to 12 Program is advisable for parents, students, and educators as they navigate the evolving landscape of Philippine education.

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All set for K to 12 implementation

By Melanie P. Estacio

The Davao Region officials headed by Atty. Alberto T. Escobarte were in full force in the K to 12 Caravan Cum Forum conducted in different divisions.

Through the caravan, local government officials, private sectors, parents, teachers, and students displayed their support to what they consider as the greatest reform there is in education.

“I was so negative with this new curriculum before, but when I joined the summit I realized that it could help the students gain more knowledge in preparation for college and in getting a job easier,” a grade 10 student from Kauswagan National High School in Panabo City said.

To prove that K to 12 program has been instrumental in equipping students with skills thereby providing them opportunities for jobs, Tagum City Schools Division Superintendent Cristy C.  Epe cited Tagum National Trade School as one of the successful implementers of the curriculum being the Senior High School (SHS) Model.  It has already produced two batches of graduates where most of them have already landed a decent job.

Recognizing the roles of the parents in educating other parents, Epe encouraged them to share their first-hand information on K to 12 and the steps undertaken by the department which is closely coordinated with the Commission on Higher Education (CHED) and Technical Education and Skills Development (TESDA).

K to 12 Milestone

The Universal Kindergarten Implementation began in School Year 2011-2012. All 5-year-old children are required to be in Kindergarten before they will be accepted to Grade 1.

In School Year 2012-2013, the enhanced curriculum for K to 12 was implemented. In 2013, K to 12 was enacted into law known as RA 10533.  SHS Curriculum was finished in 2014 and for 2015, the Department is getting ready for the implementation of the SHS.

The Regional Office through Regional Memorandum no. 127, s. 2015 published the list of private schools and Higher Education Institutions (HEI’s) with provisional permit to offer SHS.  However, private schools are subject for evaluation and validation by the regional office headed by the Curriculum and Learning Management Division.

The evaluation will run from August 5, 2015 to October 15, 2015.  Private schools found to have some discrepancy in their implementation requirements may not be recommended to offer on 2017 unless the issues will be addressed.

Program Implementation 

To facilitate the transition from the existing 10-year basic education to 12 years, DepEd is also implementing the SHS and SHS Modeling.

The K to 12 curriculum is standard and competency-based. It is inclusive and built around the needs of the learners and the community.  The K to 12 program was carefully studied and designed based on research from other countries and our own local successes and failures in education .   The curriculum is available on DepED website.  It is the first time in history that the entire curriculum is digitized and made accessible to the public.

DepEd XI provided a list of core and applied subjects to be uniformly offered in Grades 11 and 12 in all senior high schools. This is to make sure that all the students are taking the same core and applied subjects in every semester.  This will provide easy facilitation in case students may transfer from one school to another.

Achievements and Plans According to the Official Gazette Source of statistical data on K-12 Basic Education Program, the classroom shortage of 66,800 in SY 2010 has been addressed. There are 86,478 classrooms as of February 2015 with 41,728 ongoing construction for kinder to SHS.

The teacher item shortage of 145,827 was also addressed.  About 128,105 teachers were hired as of December 31, 2014 with 39,066 additional items for 2015.

The water and sanitation shortage was also prioritized.  From 135,847 shortage, about 80,197 were completed with 23,414 ongoing construction and 43,536 ongoing procurement as of May 2014 with 13, 586 programmed in 2015.

From the textbook shortage of 61.7 million, a 1:1 student textbook ratio has been accomplished since 2012 with 69.5 million additional learning materials for 2015.

For the shortage of seats counted as 2,573,212, a 1:1 student school seat ratio has been accomplished since December 2012 and 1,547,531 additional new seats for 2015.

Voucher Program 

The SHS Voucher Program provides qualified public and private junior high school completers with government subsidies which will enable them to enroll and study in Non-DepEd schools.

The voucher amount is determined by the location of the school where an SHS student is enrolled in. Cluster 1 has a full value of Php 15,000 for public Grade 10 graduate and approximately 80 percent value of Php 12,000 for ESC private Grade 10 graduate.

Cluster 2 has a full value of Php 17,500 for Public Grade 10 graduate and approximately 80 percent value of Php 14,000 for ESC private Grade 10 graduate.

Cluster 3 has a full value of 20,000 for public Grade 10 graduate and approximately 80 percent perfect value of Php 16,000 for ESC Private Grade 10 graduate.

Cluster 4 has a full value of Php 22,500 for Public Grade 10 graduate and approximately 80 percent value of Php 18,000 for ESC Private graduate.

A critical feature of the SHS voucher is that its value approximates the cost of public provision. What this implies is that government considers this program not as a means to reduce costs of provision  but as a parallel form of education service delivery since the same investment is spent by government on those studying in public and non-DepEd schools.

To ensure that the voucher is equitable and that more students will be able to participate in the program, the SHS voucher value will not be a flat rate. Based on our initial estimates, it is likely that we will have three to four regional tiers with different amounts for the regional groups.

Within a region,  we will classify our public school students into at most two groups. Public school students would receive full voucher value while the private school beneficiaries comprising mostly of ESC grantees would come from the second tier of grantees receiving approximately 80 percent of the voucher value. 

DepEd recognizes that private school students have some capablity to share part of the cost of tuition, thus there is a difference in voucher values. Nevertheless, these amounts are much higher than the current subsidies that ESC students enjoy today which is either Php 6,500 or Php 10,000 a year.

On average, the voucher amount ranges from Php 15,000-16,000. This excludes the rider amount, which we estimate now to be about Php 5,000. We are continuously refining these estimates based on the latest available data.

What is also important to remember is that the voucher amount being paid to a school is determined by the school/SHS provider’s location and not where a student graduated from. It is possible therefore that a student who graduated from a school in Region 3, who holds a full value voucher, can enroll in a school in NCR and redeem the full value amount for NCR. This supports our objective of expanding student choice. (Reports from Ken Harvey C. Famor and Harley B. Aglosolos)

Title: Assessing the Impact of Emerging Technology Integration on Knowledge and Skills Acquisition of K-12 Students in the Philippines: A Systematic Literature Review

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A Research Paper on K-12 Curriculum

Related Papers

Researchers: PIANDO, VERONICA . BALANA, KYLA JOYCE . RITO, KARLA. MAGALONA, BEATRISHA. ALAMIL, CHRISTIAN This research approach will measure the overall effectiveness of the implication of the implementation of the K-12 Curriculum to the Grade 10 students of Divine Word College of Legazpi. It covers how the implementation of K-12 curriculum affects the Grade 10 students of DWCL. Moreover, this study also tackles the advantages and disadvantages of implementing the K-12 Curriculum to the Grade 10 students of DWCL.Specifically; this sought to answer the following questions which are under the statement of the problem 1. What is the extent of the implementation of the K-12 curriculum? 2. What are the problems encountered by the persons who benefited the implementation of the K-12 curriculum? 3. What are the recommendations to the problems encountered? The researchers made use of Quantitative analysis: surveys and questionnaires in order to have a primary source of data. Some of the research devices were also used by the researchers such as books, encyclopedias, magazines, thesis as well as internet for additional information. We are interested to know how the implementation of the K-12 curriculum affects the students especially the grade 10 students. We also want to know the advantages and disadvantages that the K-12 curriculum can give and for us to know if the implementation of the K-12 curriculum by the DepEd is successful as of now The survey questionnaire was divided into three parts ; First, the extent of the implementation of the K-12 curriculum. Second, the problems encountered by the persons who benefited the implementation of the K-12 curriculum. Third, the recommendations to the problems encountered. Through the data gathered from the survey questionnaire , the following conclusion was formulated, 1.) The students that are involved in the study said that the implementation of the K12 program that it is a must, because the primary objective of the program is to improve the quality of education so that, when the students finished the basic education they will be more productive. 2.) The K-12 Program will not only help the students but also our country in terms of Education. 3.) the most important contribution of the program to the students is to improve their abilities, and revolutionized the Philippines in terms of educational attainment. In line with this conclusion, the researchers recommend the following: To Future researchers - looking for better and easiest ways of doing your research papers could have greatly improved your findings. Gathering information could be taken from various sources such as books, encyclopedias, other thesis, and internet. To People - primary and secondary sources could probably give you a big help in order to develop your research papers. Acknowledge the importance of your topics to emphasize the connection of your findings. To Groups - in performing your research papers, communication and cooperation is needed to provide the different information that comes in your group.

Kristel Ann Hermosa

In the Philippines, change has shaken the whole country when K-12 curriculum had its full implementation where Kindergarten was mandatory and an additional two (2) years in Senior High School (SHS) were added to the formerly 10-year basic education. “The K to 12 Program was mandated by Republic Act 10533, otherwise known as ‘Basic Education Act of 2013.’ DepEd began the new learning program in its efforts to make a change towards a better Philippines as early as 2011.” What, therefore, made the researchers conduct this study was to find out how was the implementation of the K-12 curriculum in selected Senior High Schools in Masbate City Division, namely: Masbate National Comprehensive High School (MNCHS), the biggest and premiere secondary school in the city; Bolo National High School (BNHS), a secondary school in coastal part of the city; and lastly, Nursery High School (NHS) utilizing SHS teachers’ perspectives. They have sought to identify the challenges and concerns raised by the SHS schools in Masbate City and to offer plausible solutions for the benefit of many.

Ijaems Journal

The Philippines adapted the K+12 program to uplift its educational standards in order to become comparable to those of other countries. RA 10533 was enacted and mandated that all schools both public and private must comply with its provisions/guidelines to better equip its citizens with the necessary knowledge and skills to meet the higher educational demands of life and work of the 21st century. This study assessed the curriculum, instruction, challenges, adjustments, and compliance to the standard of the K+12 program

amiel ryan rapista

Psychology and Education: A Multidisciplinary Journal

Psychology and Education , Roy Basa

This descriptive research study aimed to determine the extent of the Grade 7 teachers' implementation of the K to 12 Secondary School Curriculum in the public high schools in Bacolod City. All the 281 Grade 7 teachers were utilized as participants in the survey, while purposive sampling was used in the semi-structured interview. The data were generated using the researchermade survey instrument and semi-structured interview. The mean, t-test of independent sample means, analysis of variance (ANOVA), and frequency count were used to treat the data. Results revealed that the extent to which Grade 7 teachers implemented the K-12 Curriculum in terms of: a) curriculum objectives, b) curriculum content, c) learning experiences and materials, and d) evaluation of learning, was high. No significant differences were found in the implementation of K-12 Curriculum in the areas of learning objectives, learning content, learning experiences and learning evaluation when Grade 7 teachers were grouped according to designation, however, significant differences were found in the area of learning evaluation when the teachers were grouped according to academic areas they specialized and their teaching loads. The problems encountered in the implementation of the K-12 curriculum are: a) lack of materials and b) computer/digital illiteracy. Program for the Improvement of the Implementation of the Grade 7 K to 12 Curriculum was also designed.

Christopher Cocal

The implementation of K+12 means larger budget for the Department of Education and more expenditure for the families who will be sending their children to school. K+12 is not only an issue of economics, is more importantly an issue of personal and professional growth and development that will serve as catapult of economic development. This study determined the anticipatory resource management employed by the principals in the different schools of Pangasinan to ensure greater and successful implementation of the K+12 program. The respondents of the study were the 230 out of 539 principals of the different public elementary schools of the six schools divisions of Pangasinan. Results of the study show that the existing physical plant and facilities and instructional resources of the different public elementary schools in Pangasinan do not met the standard requirements set by the Department of Education. There is a great need for the schools to improve their physical facilities and instructional resources to effectively and efficiently implement the K+12 Program. Financial resource is the major problem of the schools with regards to the implementation of the K+12 Program.

Psychology and Education

This research aimed to determine the level of implementation, and challenges of K-12 program in public secondary schools of District VI, Quezon City, to serve as a basis for an action plan. The study used the descriptive survey method of research. It used a survey questionnaire in a checklist form to gather the data from two groups of respondents: the teachers, and the school leaders/ coordinators. Based on the findings, it was found out that the level of implementation of the K-12 program was high in terms of instructional materials, school facilities and equipment, and teachers' preparedness as assessed by the two groups of respondents. In addition, there was a significant difference between the assessment of the two groups of respondents on the level of K-12 implementation in terms of instructional materials, but no significant difference in terms of school facilities and equipment, and teachers' preparedness. Moreso, the challenges encountered by the teachers with regard to the K-12 program implementation were a) congested most essential learning competencies, b) time allotment is not enough, c) lack of additional training, d) the student-teacher ratio is not proportional and, e) facilities are lacking like advanced laboratories for experiments. On the other hand, the group of school leaders/ coordinators encountered challenges as follows; a) lack of technology-based equipment for advanced subjects, b) insufficient number of training days, and c) time allotment is not enough to cover all the lessons.

julius paolo Basa

Ayejae Patena

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