CHED Chairperson Dr. Patricia B. Licuanan and DepEd Secretary Bro. Armin Luistro participated in a panel discussion on harmonizing K to 12 policy initiatives, including the crucial alignment between the basic and higher education curricula, changes in pre-service training of teachers, and the CHED K to 12 Transition Program for personnel who may be at risk of displacement, among other related matters.
The conference, hosted by the Private Education Assistance Committee (PEAC), was held at the SMX Convention Center from December 1 to 3, 2015, and attended by over 2000 delegates from the education sector.
Dr. Licuanan’s talk centered on policy initiatives undertaken by CHED since the inception of the K to 12 reform, beginning most significantly with the adoption of the Revised General Education (GE) Curriculum, put forth in CHED Memorandum Order No. 20, series of 2013. It reduces the required number of GE units from 64 to 36, taking into account the removal of subjects considered remedial, which will now be mastered by learners in Senior High School. In line with this, the policies, standards and guidelines (PSGs) specific to each college course are also being reviewed and revised, in time for a roll out by SY 2018-2019, when the first cohort of SHS graduates enters college.
“This has given rise to many questions that the number of years of college would be reduced following the full implementation of K to 12,” said Dr. Licuanan. “However, I suppose it would be a great disservice to a strong basic education base if we do not take higher education to the hilt and have it equip our graduates with deeper, better knowledge and skills to survive and succeed in this more exciting and more challenging labor landscape that they will enter as soon as they walk out the halls of our universities.”
She also discussed the ways CHED is supporting DepEd’s implementation of SHS, through the development of materials and teacher training, and the engagement of State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) as providers of SHS to help augment supply in areas where there is high demand for particular tracks or strands. In addition, she discussed the K to 12 Transition Program which aims to mitigate the adverse effects of the transition on higher education personnel, while upgrading their qualifications. In line with this, she encouraged interested higher education institutions to submit their letters of intent to open new graduate programs where CHED-funded scholars may enroll during the transition.
She ended her talk by sharing about the enthusiasm of potential partners in Canada for the K to 12 program, which, as she cites, like “in our many conversations with partners both here at home and abroad, the K to 12 reform is an effort that is fundamental to ensuring equitable access to quality education, especially as a strong base to technical-vocational education, higher education, and ultimately, to lifelong learning.”
Explore our website for more information on the K to 12 Transition Program and other initiatives.