K-12 in the PH: Are we assured of globally competitive graduates in the 21st Century?

By Chie Credo - Monday, June 03, 2019

An essay on any challenges confronting the present educational system now that the K-12 is now in full swing, including Senior High School, free tuition, upgraded salaries of teachers, etc. What else needs to be done? Are we assured of globally competitive graduates in the 21st Century?

Considering our fast-paced and progressive world, rebuilding the Philippines' basic educational system through the K to 12 Program is an intense however key move by the administration to guarantee that it produces proficient graduates who can fill in as the backbone for a highly skilled and employable labor constraint.

Global competitiveness can be portrayed as the arrangement of aptitudes and components that help individuals’ personal and professional productivity in the world. Being globally competitive today requires developing global competence. Equipping students with specific hard skills to compete in a global job market is imperative yet developing their capacities to viably share thoughts and convey crosswise over societies in fitting and deferential ways is perilous.


Current and emerging K–12 educational exertions promote students’ global competence. Yet, while these endeavors are developing in ubiquity, they are yet not accessible to most students. Forfeiting little regard to where the students live, or their financial status and social foundations are equally deserving of educational skills that prepare them to be globally competent. Lack of infrastructure is also one of the issues confronting the Department of Education prior to and during the initial implementation of the program. More than the shortage of classrooms and textbooks, our more pressing problem is the shortage of quality teachers. So how do we as educators continuously generate opportunities and convey instruction that ensures global competence for all? One alternative is to offer students with instructional practices that reliably engage worldwide substance, diverse perceptions and critical thinking across branches of knowledge.


The framework, approach, and even substance of training in the Philippines are inconsequential random uprooting from the West. It is in this way Eurocentric, culturally insensitive, and non-reflective of the adjacent environment. This depends on the xenocentric (foreign-centered) jolt that other culture is much more unrivaled than one's own.


Global competence is an essential overhaul in our comprehension of the purpose of education in an evolving world. Students wherever merit the chance to succeed. As education is of paramount importance in this highly-competitive world, the finest global education methods perceive the states of mind, abilities and knowledge students need to explore, add to and thrive globally and they incorporate exercises that deliberately settle opportunity holes among students daily.




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