COCOPEA North Luzon Consultation
November 27, 2010 at the University of Baguio, Baguio City
I. COMPREHENSIVE POLICY IMPACT ANALYSIS
The formulation of Policy for the K+12 Education System requires rigorous systems analysis. Many patchwork of issues, opinions and statistical analysis have already been presented by so many sectors in so many meetings and consultations. But what is more important to see now is the entire picture, the whole tapestry of Cause-Effects and Costs-Benefits that the policy, if adopted, will create.
Actually we did this partially today. But it seems we also need the help of Education Economists to prepare a comprehensive policy impact analysis and simulate varying policy options under different policy assumptions and conditions.
II. DIFFERENT CONDITIONS, DIFFERENT ASSUMPTIONS, DIFFERENT POLICIES
Different conditions generate different assumptions, which in turn create different policies. The success of any policy depends on the correctness of its policy assumptions.
Taking this fact into consideration, should we make policy assumptions based on current realities? Or should policy be based on policy conditions we would want to happen, but which may not exist by the time we start implementing the policy?
The proposed K+12 Education System poses a very challenging case, in as far as selecting the most realistic policy assumptions is concerned. These policy assumptions and the appertaining conditions affecting them are as follows:
1. Increasing Basic Education from 10-12 years automatically expands the educational financing requirements for infrastructure, personnel, learning resources, training and development. These requirements can only be achieved if the following conditions are met:
1.1. Enough National Government and Local Government Budget (LGU) Budgets are made available.
1.2. Families can meet the financial burden for the additional 2 years of study to
(a) Pay for Daily Allowance of Students and
(b) Contribute to under-funded School programs, services and expenditure items (e.g., laboratories for information technology, sciences, vocational arts; multimedia resources; maintenance and operating expenses for repairs and utilities, etc.)
1.3. Operational efficiencies and synergies are created within the public school system to create savings which can be re-allocated to more essential programs.
1.4. The educational policy must not destroy the financial viability of private Schools. Otherwise, students which may be orphaned by Private School closures and program terminations will simply create new financial and logistical burdens for the public schools.
2. Increasing Basic Education from 10-12 years requires a higher level of organizational core competence which can only be achieved if the following conditions are met:
2.1 If the core competencies of secondary schools administrators and teachers can be upgraded to the level of Technical-Vocational and College administrators and faculty. The Senior High School Curriculum requires the core competencies of Technical-Vocational and Tertiary Schools (Junior College). As they are now, our secondary schools cannot manage the senior High School Curriculum.
2.2. If Teacher Competence can be enhanced to use cost-effective tools and methods, such as information and communications technologies and multimedia.
3. Increasing Basic Education from 10-12 years requires a re-programming of the curricula and re-engineering of the entire educational system. This re-programming and re-engineering starts from the pre-school, elementary, secondary, through the technical-vocational, and tertiary education levels; aligning them in a step-ladder progression to achieve international professional standards mandated for various industries and socio-economic sectors. More specifically,
3.1 We need to re-program curricula in the different educational levels by streamlining them to remove obsolete and redundant courses/subjects/contents. We also need to continually benchmark and update curricula based on global standards.
|PRE-SCHOOL & ELEMENTARY||SECONDARY||TEC-VOC||UNDERGRADUATE & GRADUATE|
|1. Define the International Competency Standards required for each Grade Level.||1. Define the International Competency Standards required for each Year Level.||1. Define the ladderized International Competency Standards required for each Skills Competency Cluster.||1. Define the ladderized International Competency Standards required for each professional cluster.|
2. Define a streamlined curriculum for each Grade Level.
|2. Define a streamlined curriculum for each Year Level.||2. Define a streamlined curriculum for each Skills Competency Program.||2. Define a streamlined curriculum for each Professional Degree Program.|
|3. Define the core knowledge and skills that each Subject of the curriculum must develop||3. Define the core knowledge and skills that each Subject of the curriculum must develop||3. Define the learning competencies required to achieve industry acceptance in each Skills Competency Course||3. Define the learning competencies required to achieve industry acceptance in each Professional Degree Program.|
|4. Define the upward Learning Continuum required to achieve the entry-level Secondary learning competencies.||4. Define the required entry-level Secondary learning competencies. And define the upward Learning Continuum required to achieve entry-level Tec-Voc and Undergraduate learning competencies||4. Define the required entry-level Tec-Voc learning competencies. And define the upward Learning Continuum required to achieve entry-level Undergraduate learning competencies or industry employment||4. Define the required entry-level Undergraduate learning competencies. And define the upward Learning Continuum required to achieve entry-level Graduate learning competencies or industry employment|
|5. Define different curricular streams of Elementary School preparation (i.e., regular, accelerated)||5. Define different curricular streams of Secondary School preparation (i.e., General comprehensive, Physical Sciences, ICT Sciences, Arts & Music, Business & Entrepreneurship, Technical & Engineering)|
3.2 After synchronizing curricula we need to re-engineer the educational machinery so it will be capable of implementing the educational programs effectively and efficiently. I am using the word re-engineer because aside from re-structuring educational agencies and organizations we need to overhaul educational management and teaching-learning processes to facilitate faster, more economical, and higher quality learning.
The implications of faster, more economical and higher quality learning are:
4. Increasing Basic Education from 10-12 years requires that proper consideration of student needs, interests, capabilities and differences be made in the formulation of policy.
For example, if the achievement standard upon which the two (2) additional high school years is calibrated, is based on the expected academic performance of AVERAGE STUDENTS, what options are there for RETAINED STUDENTS, LOW ACHIEVERS and HIGH ACHIEVERS?
It is the belief of some educators that the K+10 Education System failed because it lacked 2 more years of study. Of course this is one reason. But the bigger reason why K+10 Education System failed is because of poor educational inputs and processes which surely would not yield positive outcomes.
So the biggest issue the K+12 Education System must address are its pre-requisite educational inputs and processes. If these are not given solution, the K+12 Education System policy is already doomed from the very start.
**image courtesy of www.proactiveinvestors.com