Evaluation on the Significance of the Enhanced K+12 Basic Education Program to the Philosophy of Alfred North Whitehead

            Education is not supposed to be a luxury. Neither, it is an ornament nor just a symbol of ones status in life. Rather, education is a necessary facet for development. In the realm of Philippine Educational System, there is a challenge now among the teachers and learners to meet to the demands of the fast changing world. 

            With the vision and fundamental goals and objectives of the Enhanced K+12 Basic Education Program, it signifies the change in curriculum and the transition management. However, the researcher is trying to focus on the curriculum for it is the subject of the study. Since this program aims to decongest and enhance the basic education curriculum, it shows that we can expect better and quality education for all if properly implemented. Additionally, this gives the students more time to master competencies and skills as well as the time for more learning experiences and opportunities beyond the classroom, thus allowing them for more holistic development. The program tries to offer minus 2 instead of plus 2 years for those families who cannot afford a college education but still wish to have their children find a good paying job. In today’s competition in the world of work, you need to win the race with your college diploma if none you will be just the least priority. Most parents spend for at least 4 years of college to have an employable child. In this model of educational system, parents will not pay for 2 years of basic education that will give them an employable child. In effect, the program is saving parents 2 years of expenses. The plan is not “Plus 2 years before graduation” but “Minus 2 years before work. These two years in the program will be utilized in the preparation of the individual tasks to be mastered upon for future advantage in the world of work. Whitehead’s aims of education agrees that knowledge should be utilized to a particular end and that would be in the world of work, for future career. This is to say that the mastery of the subject matter is necessary and integration will follow afterwards to seize it in the application of new acquired knowledge. Integration will also take place within the individual when he uses the knowledge and skills he learned in meeting the complex problems of life. To make this more sensible, this is somewhat the preparation of the learner for him to utilize in the field of employment. 

            In the educational theory of Whitehead, education is a temporal, growth-oriented process, in which both student and subject matter move progressively. Growth is a part of physical and mental development, with a strong element of style understood as a central driving motif. Similarly, the subjects contained in a comprehensive and enhanced curriculum need to comprise these elements of emotional involvement, exactitude in detail and the philosophical consideration of broad generalizations. This may also be an analogous to the Enhanced K+12 Basic Education Program wherein citizens are equipped with the essential competencies and skills for both life-long learning and employment. So learning is not a mere passive, mechanical process of adding simple units on a ‘tabula rasa’ and so piling up a heap of isolated bits of knowledge. On the contrary, learning is an active process of assimilation, of actively integrating new elements into pre-existing dynamic cognitive structures. 

            The given ample time for the learners in the mastery of the competencies and skills is directly related with the idea of Whitehead that the subjects and study should be undertaken at fitting times when we have reached the proper stage of mental development. Accordingly, it will also be relevant to emotional maturity of the individuals in encountering certain learning task. Consequently, a person who will undergo in this program will end up being more emotionally mature and thus, ready to face the world of work competently. This is also due to the enhanced curriculum that provides relevant context for the individual to learn and attuned with the changing needs of the times. Thus, basic education will ensure sufficient mastery of core subjects to its graduates such that graduates may opt to pursue higher education if they choose to.  

            Moreover, the graduates now can compete in the world market because of the standardized and enhanced curriculum. The recognition of such can boost their sense of self as being recognized professionals in other countries. Hence, we can say that basic education is not just preparation for college life but preparation for working life, for job employment, for future career. The utilization of knowledge to a particular end that Whitehead was trying to point out is manifested in the competence of the individual to contend in the world of work in the world market.

            In addition to that, a better educated society provides and brings a sound foundation for long-term socio-economic development and will experience accelerated growth in the long run.

The Educational Theory of Alfred North Whitehead

“Education is the acquisition of the art of the utilization of knowledge” (Whitehead, 1929, p.4). This is one of the striking principles that Whitehead claims in his introductory essay on Aims of Education. It shows and enlivens that education cannot be dissected from practice. They should go hand in hand for the better and more conducive learning experiences and eventually will have positive and quality outcome. 

 

Alfred North Whitehead is known less for his educational ideas than for his work in the fields of formal logic, mathematical physics and metaphysics. Nevertheless, he also developed creative ideas on such topics as learning and teaching on the basis of his challenging process metaphysics. In his days, and even today, these ideas have to be termed bold. They leave behind many of the traditional concepts and propose a radically new approach.

Utilizing the knowledge and skills that were taught to students to a particular end (Whitehead, 1929, p.1) is considered to be the knowledge that is worthwhile learning for. This is where Whitehead is actively interested upon. He believed that there is certain goal of education for life. Education has to impart an intimate sense for the power and beauty of ideas coupled with structure for ideas together with a particular body of knowledge, which has peculiar reference to the life of being possessing it (Whitehead, 1929, p.10). He argued we should aim at "producing men who possess both culture and expert knowledge in some special direction (Whitehead, 1929, p.1).”

Knowledge is a social construct to the extent it "stimulates activity of thought and not what he calls inert ideas, that is to say ideas that are merely received into the mind without being utilized, or tested, or thrown into fresh combination"( Whitehead, 1929, p.1). “[A] major cause of poor performance on tasks that require the generation of relevant sub-problems, arguments, and explanations is that most curricula emphasize the memorization of facts and the acquisition of relatively isolated sub-skills that are learned out of context and hence result in knowledge representations that tend to remain inert (Brown, Collins & Duguid, 1989; Cognition and Technology Group at Vanderbilt, 1990; Resnick &MN Klopfer 1989).” This speaks what he felt about education that had too much of these inert ideas which rendered the process useless. He rejected in this sense the theory of mind that maintains as a kind of tool, or dead instrument, needing, honing and sharpening. Nor is it a kind of repository for "inert" ideas, stored up in neatly categorized bundles. Further, he argued that knowledge is a kind of repository stored up in neatly categorized bundles. Instead, it is an organic element of an indissoluble mind/body unit, in continuous relationship with the living environment, both social and natural. He wanted us to utilize knowledge for it was useless if we didn't. Thus, "utilizing knowledge and ideas is relating it to the stream~ compounded of sense, perceptions, feelings, hopes, desires and of mental activities adjusting thought to thought which forms our life" (Whitehead, 1929, p.1).

The concept of education is based upon a false psychology of the process of mental development which has gravely hindered the effectiveness of our efforts (Whitehead, 1925, p.17). In this context, he referred to the traditional concept of education that somehow hinders the effective learning outcome of the individual. The acquisition of knowledge and skills should be undertaken at fitting times when the individuals have reached the proper stage of mental development. Thus, it points out that proper time for learning environment should be considered to give effect of the quality learning results. Adequate time is given an emphasis. This is to assure the preparedness of the learners to grasp new life experiences for future needs.

To produce experts without the loss of the essential virtues of the amateur (Whitehead, 1929, p.11) is the object of learning. Learning is internalizing knowledge that is then utilized to some end.

The Enhanced K+12 Basic Education Program

What is this K+12? K+12 means Kindergarten and the 12 years of elementary and secondary education. Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum.  Elementary education refers to primary schooling that involves six or seven years of education; meanwhile secondary education refers to high school (DepEd, 2010).  The main point of the K+12 is not just to add two years of schooling that will somehow add burden to the parents and students but more importantly to enhance the basic education curriculum so as to prepare the individuals for the world of work.

This education program initiative and responsive action has its vision.

                        Every graduate of the Enhanced K+12 Basic Education Program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one's self (DepEd, 2010).

Furthermore,

The complete human development of every graduate is at the core of the Enhanced K+12 Basic Education Program. Every graduate holds an understanding of the world around and a zest for life-long learning, which addresses every child's basic learning needs, including learning to learn, the acquisition of numeracy, literacies, and scientific and technological knowledge as applied to daily life The graduate also has the courage, the drive, and the relevant skills to engage in work and have a productive life. Every graduate will be able to embark in the modern world prepared to meet challenges. Every graduate will be able to think for himself/herself and make sound decisions on the best courses of action to take in the different circumstances of his or her life. The graduate's autonomous thinking is a product of the capability for comprehension and critical thinking as well as the full development of one's unique personality. Every graduate is inculcated with the respect for human rights and values, notably, Maka-Diyos, Maka-tao, Makabansa, and Maka-Kalikasan . This makes every graduate empowered to effect positive changes in his/her life and that of others (DepEd, 2010).

 This is the vision grounded on human development.  This is believed to be achieved through this enhanced curriculum that will provide the benefit to every graduate formed in the mastery of the core competencies and skills. It also assures the opportunity for each individual who equipped with such competencies and skills to be productive in their chosen field specifically on the field of work.

The goal of the Enhanced K+12 Basic Education Program is:

      To create a functional basic education system that will produce productive and responsible citizens equipped with the essential competencies and skills for both life-long learning and employment. To give every student an opportunity to receive quality education based on an enhanced and decongested curriculum that is internationally recognized and comparable. To change public perception that high school education is just a preparation for college; rather, it should allow one to take advantage of opportunities for gainful career or employment and/or self-employment in a rapidly changing and increasingly globalized environment (DepEd, 2010).

In connection with the agenda of President Aquino of having quality education as a long-term solution to poverty, the program is intended to implement for such concern. The program will enhance the basic education system to full functionality to fulfill the basic learning needs of students. In order to achieve these goals, the program has to develop a curriculum that is rational and focused on excellence (decongested, uses research-based practices, uses quality materials and textbooks, etc.). Basically, the program should also produce a pool of highly qualified and adequately trained teachers as the direct persons involved in the implementation of this program and of this desired goals. This is also a way to achieve high academic standards, especially in Mathematics, Science, and English at all levels wherein the status level of the subjects are at risk. Furthermore, it guarantees that the system will produce graduates who are globally competitive and whose credentials are recognized internationally. Not only that, but also to produce graduates who possess skills and competencies that will allow them to be productive members of society or pursue higher education. 

The model that is currently being proposed by DepEd is the K-6-4-2 Model. This model involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12).  The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies. The curriculum will allow specializations in science and technology, music and arts, agriculture and fisheries, sports, business and entrepreneurship, etc.

Kindergarten and 12 years of quality basic education is a right of every Filipino, therefore these should be provided by government for free in public schools. Those who go through the 12-year program will get an elementary diploma (6 years), a junior high school diploma (4 years), and a senior high school diploma (2 years) . A full 12 years of basic education will eventually be required for entry into tertiary level education (entering freshmen by SY 2018-2019 or seven years from now)(DepEd, 2010).

The Educational System in the Philippines

The Philippine Constitution states that “The State shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society”(Art. IV Sec. 2). It shows that every Filipino be provided of quality basic education needed for lifelong learning. The Department of Education which is being the education arm of the state to make this responsibility and accountability to the people, its citizen, must take actions for its realization. All throughout the country, there are several institutions both public and private that strive hard to meet this goal and objective of the educational system as a whole. Thereby formulating this educational goal and objective will determine the whole subject or subject matter to be covered and will guide in the selection of the content to be given stress or emphasis according to the needs, scientific studies and philosophy of education. Moreover, it will also guide the institution in determining what learning activities and experiences should be used in developing the content. This contributes as the guiding principle of the system towards attaining its educational goals. As stated from the 1992 Manual of Regulations for Private Schools, the following objectives are:

To provide the basic knowledge and develop the foundation skills, attitudes and values, including their moral and spiritual dimensions essential to the child’s essential development and necessary for living in and contributing to a developing changing social milieu. To provide learning experiences which increase the child’s awareness of and responsiveness to the changes in society, and to prepare him for constructive and effective investment. To promote and intensify the child’s knowledge of, identification with and love for the nation, and the people to which he belongs. To promote work experience which develops and enhances the child’s orientation to the world of work and creativity in order to prepare him to engage in honest and gainful work (Sec. 8). To continue to promote the objectives of elementary education, but shifting in emphasis from the mastery of the basic tools of learning, expression and understanding to the use and extension of the tools for exploring and acquiring intellectual, social, moral and physical concepts, ideals, attitudes and skills in   order to develop the whole  human   being.  

 To discover and enhance, in addition, the different aptitudes and interests of the individual student so as to equip him with skills for productive endeavor and thus prepare him for work in the real world and/or further formal studies in higher education (Sec. 9).

These are the elementary and secondary objectives respectively and the same objectives stated under Batas Pambansa 232 (Educational Act of 1982). These manifest a clear vision and organized plan of the educational system for the Filipinos in responding to the call of globalization and hard competition of survival. However, this big vision that the system is trying to implement in the vast horizon of educational realm as a primary solution that the government sees in it has no effect on the problems encountered and suffered by most Filipino. Still, the education seems to be an impossible dream in assuring its promise of good life in the future for it provides the citizen below standard or low quality education needed for life long learning.

As years progress, the country fails to upgrade these standards and results to an insufficient education for the public. The poor quality of basic education is one of the reasons of the low quality learning output. This is reflected in the low achievement scores of Filipino students. According to the surveys, many students who finish basic education do not possess sufficient mastery of basic competencies. One reason is that students do not get adequate instructional time or time on task. The National Achievement Test (NAT) for grade 6 in SY 2009-2010 passing rate is only 69.21%. Although this is already a 24% improvement over the SY 2005-2006 passing rate, further reforms are needed to achieve substantial improvement. The NAT for high school is 46.38% in SY 2009-2010, a slight decrease from 47.40% in SY 2008-2009. Three International tests results like 2003 TIMSS (Trends in International Mathematics and Science Study) rank the Philippines 34th out of 38 countries in HS II Math and 43rd out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23rd out of 25 participating countries in both Math and Science.  In 2008, even with only the science high schools participating in the Advanced Mathematics category, the Philippines was ranked lowest. The former basic education curriculum is a congested curriculum designed to teach a 12- year curriculum, yet it is delivered in just ten years. Furthermore, this quality of education reveals the status of the educational system in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. This is somehow a failure. High school graduates also do not possess the basic competencies or emotional maturity essential for the world of work. About 70.9% of the unemployed are at least high school graduates and 80% of the unemployed are 15-34 years old (World Bank Philippines Skills Report, 2009).  It shows that there a significant gaps in critical skills of graduates in context of work such as problem-solving, initiative and creativity, and, to a lesser extent, gaps in job- specific technical skills. Further, most graduates are too young to enter the labor force. This implies that those who do not pursue higher education would be unproductive or be vulnerable to exploitative labor practices (DepEd, 2010).

The short duration of the basic education program which refers to 10 year basic education curriculum also puts the millions of overseas Filipino workers (OFWs) especially the professionals, and those who intend to study abroad at a disadvantage. Our graduates are not automatically recognized as professionals abroad. Filipinos face mutual recognition problem in other countries that view the 10-year education program as insufficient. The Philippines is the only country in Asia and among the three remaining countries in the world that has a 10-year basic education program. The Washington Accord prescribes 12- years basic education as an entry to recognition of engineering professionals. The Bologna Accord requires 12 years of education for university admission and practice of profession in European countries (DepEd, 2010).

            In line with this attentive response to the need of transformation of the educational system facing critical concerns, the Department of Education is acting its best efforts to enhance the basic education curriculum in taking bold steps in pursuing it. The agency intends to raise the quality education through the enhancement of the curriculum and expansion of the basic education cycle. Thus, the Enhanced K+12 Basic Education Program is presented and implemented to seek to provide for a quality 12- year basic education program that each Filipino is entitled to.