CAREER EXIT ASSISTANCE PROGRAM AS A TOOL FOR AN EFFECTIVE K-12 PROGRAM IMPLEMENTATION OF ANHS CHAPTER 1 PROBLEMS AND ITS BACKGROUND INTRODUCTION This chapter discusses the problem in the study
CAREER EXIT ASSISTANCE PROGRAM AS A TOOL FOR AN EFFECTIVE K-12 PROGRAM IMPLEMENTATION OF ANHS
PROBLEMS AND ITS BACKGROUND
This chapter discusses the problem in the study, together with its settings. Moreover, it will also explain the background, the conceptual framework, the questions to be answered and the importance of this study.
K-12, a term utilized in the education sector in the United States, Canada, and perhaps other nations, is an abbreviation for the freely upheld school grades before college. These evaluations are kindergarten (K) and the first through the twelfth grade (1-12). Most regions where the term is widely used are simply starting to offer present-day innovative technology at the K-12 levels.
IT opportunities in the K-12 education sector for channel accomplices flourish, and that is outside of the critical uptick in the offer of Chromebooks – think organizing, capacity, security, and cloud, for instance. The merchants and accomplices who take into account this education sector concur that IT discussions in the K-12 market are progressively more extensive and encompasses framework, security, and mobility solutions.
The enhanced K to 12 Basic Education Program seeks to provide for a quality 12 – year basic education program that each Filipino is entitled to. This is incognizance with Article IV Section 2 of the 1987 Philippine Constitution which 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”.
The new program was patterned from the K – 6 – 4 – 2 Model. This means that basic education involves kindergarten, six years of elementary education, four years of junior high school (Grades 7 – 10) and two years of senior high school (Grades 11 – 12).
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 year of basic education will eventually be required for entry into tertiary level education.
Universal kindergarten was offered starting school year 2011 – 2012. This school year, 2012 – 2013, the new curriculum will be offered to incoming Grade I as well as to incoming junior high school students (Grade 7 of High School year 1).
The goal of the enhanced K to 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. The program will enhance the basic education system to full functionality to fulfil the basic learning needs of students. This is in line with the agenda of President Benigno Aquino III of having quality education as a long term solution to poverty. In order to achieve these goals, the program has the following twin – objectives:
a.) To give every student an opportunity to receive quality education based on an enhanced and decongested curriculum that is internationally recognized and comparable;
b.) To change public perception that high school education is just a preparation for college; rather than, 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.
BACKGROUND OF THE STUDY
The implementation of k-12 program can help the students to enhance their skills and help them to choose the career the best suits to their skills.
According to the study, This part of President Benigno “noynoy” Aquino educationa reform program the pinoy administration believes that adding more years to basic education in the Philippines could help solve the problem of unemployment, Keep up global standards, and help Filipino students to have more time to choose the career that best suits in their skills.
According to the recent study, there was a collective sigh of relief from educators when President Rodrigo Duterte, a month before assuming office 2016, decided to support the k-12 program. They believed the education reform was long overdue. But during his 100-minutes long State Of the Nation Address in july 2016, there was almost staple in former President Benigno Aquino’s his SONAs. Instead, what Duterte announced was a two-linear on education priorities for his first year in office: increased in spending on basic education, mandatory ?
The theoretical framework serves as the foundation of contextualizing the present study. In conducting this research, these are selected theories indicated by the researchers that serve as a basis and will be used throughout the study. These theories are:
Figure 1: Research paradigm of the Study
STATEMENT OF THE PROBLEM
1. What are the career exit assessment program used by ANHS to for graduating students as measured by the assessed by:
• Job opportunities
• Educational opportunities
2. What is the impact of the career assistant program of ANHS as to;
• Job placement service
• Educational Demands
3. Is there any significant effect between graduating students and career assessment program
For a deeper analysis of the study, the hypothesis is tested
1. Ho: There is no significant relationship between the graduating students and career assessment program.
SCOPE AND DELIMITATIONS
This study focuses on the career exit K-12 program implementation among Grade 12 students in Aplaya National High school Academic Year 2018-2019.
SIGNIFICANCE OF THE STUDY
The findings of the aforementioned study are helpful in career exit K-12 program implementation.
Students- This study may serve as a guide reference undertaking similar study.
Future Researcher- The future researchers benefited from this study as it would serve as their reference and guidance.
Teacher- This study will help them as a teaching guide or reference for their students.
DEFINITION OF TERMS
For clearer understanding of the terms used in the study, the following are defined operationally and conceptually.
Career- Understood to relate to a range of aspects of an individual’s life, learning and work.
Implementation- Process to be successful, many tasks between different departments need to be accomplished in sequence.
K-12 Program- Is a short form for the publicly-supported school grades prior to college.
Effective- The degree to which objectives are achieved and the extent to which targeted problems are solved.
Entrepreneurship- Someone who has an idea and who works to create a product or service that people will buy, by building an organization to support those sales.
Demands- Economic principle referring to a consumer’s desire and willingness to pay a price for a specific good or service.
Participants- Person who takes part in or becomes involved in a particular activity.
Opportunities- An occasion or situation that makes it possible to do something that you want to do or have.
Review of the Related Literature and Studies
This chapter includes the ideas, finished thesis, generalization or conclusions, methodologies and others. Those that are included in this chapter will help in information that is relevant and similar to the present study.
Job opportunities- Models of voluntary turnover specify important roles for both general labor-market conditions and labor-market perceptions. Although there is consistent support for the role of general labor-market conditions, evidence on perceptions is mixed. In a national sample of young adults, both factors were related to voluntary turnover. However, the two constructs were not closely linked, possibly because labor-market perceptions are based on incomplete information. Thus, for example, despite poor general labor-market conditions, an employee may perceive ease of movement to be high, which contributes to the employee’s intention to quit. Yet, the employee may not actually quit because the unfavorable general labor-market conditions act to limit the number of alternative job openings.
According to Cruz (2010) in one of his columns in a local newspaper. Filipinos are known to be competitive in the international community. However, our current education system hinders us from becoming even more competitive.
Starting in the 2012-2013 school year, the education system of the Philippines was enhanced from the ten years of basic education to a 12-year program through an initiative called the K-12 Education Plan sponsored by the Department of Education.
The implementation of the K-12 plan in the Philippine Basic Education Curriculum is the key to our nation’s development. Though the government faces many problems as it implements the program over the course of several years, it is a necessary improvement since increasing the quality of our education is critical to our nation’s success.
See below some ways that the K-12 education plan will be beneficial for the Philippines.
According to Caoli-Rodriguez (2007). This paper reviews major policy reforms and programs implemented by the Philippine government in connection with its commitment to EFA 2015 Goals and the country’s progress towards attaining them. The review covers the period starting 2000, when the WEF was convened in Dakar, to the present. A backgrounder on the Philippine educational system is presented to contextualize subsequent discussions. The main part of this paper is divided into the following parts: (a) assessment of the general policies and enabling environment crucial to the achievement of EFA 2015 Goals; (b) accounting of the country’s progress towards the six EFA 2015 Goals based on key outcome indicators; and (c) evaluation of the country’s prospect of achieving the Goals in 2015. Each part includes a discussion on the issues and challenges that emerged as these policies and their corresponding programs and projects were implemented. The review concludes with a highlight on the major lessons derived in introducing the necessary reforms and programs towards achieving the EFA 2015 Goals.
According to Tinio, “In previous years, we have always heard rosy statistics from DepEd about the supposed improving achievement levels. Now, we see the true picture of the ugly state of affairs.” (Ronda, 2011) when former President Aquino proposed the K12 program, people were hesitant to the idea of adding two more years in the basic education. The fact that the students will spend a longer time at school and increase the expenses of their education, some considered it as a disadvantage. But then, in order to meet the international standards, the country must put forward a better curriculum to shorten the gap with the neighboring countries’ high quality education. Over the long-haul, the Philippines may steadily keep up with other nation in terms of academic excellence. It is like an assurance of bright future for the country. But why the government was so keen to pass the K12 program? Students have an inadequate comprehension of basic competencies caused by the old curriculum. The old curriculum is too congested that it should be delivered for 12 years but is being taught in only 10 years. The insufficiency of the Academic Learning Time is shown in the inadequate comprehension of basic competencies of the Filipino students. In result, DepEd records report the a plummeting achievement level of elementary and secondary school students based on the National Achievement Test (NAT) results from S.Y 2005-2010. The quantity of the students that made it to get next higher education in both elementary and secondary school also shrunk from 2007-2010.
The leadership of Qatar is greatly invested in its K–12 education reform, Education for a New Era, because it views education as the key to the nation’s economic and social progress. This study, one of a number of RAND studies that trace and document the reform process in Qatar, was designed to assess progress made in the first years of the K–12 reform’s implementation in Qatar’s schools. The study team relied on two complementary approaches — a case study analysis of classroom- and school-level observational and interview data from 16 schools (four traditional, Ministry of Education schools; 12 new, Independent schools), and an analysis of national survey and student performance data — to assess the school-level implementation of key reform components and a key interim reform output: the academic performance of students in Independent schools compared with that of students in Ministry schools. The study’s findings, based on data collected from 2004 to 2007, indicate that in the early years: (1) The reform was working, but more progress was needed. The new, Independent schools were more student focused than were Ministry schools and differed from Ministry schools in many expected ways; principals, teachers, parents, and students, for the most part, recognized and appreciated the differences. (2) Few changes had occurred in the Ministry schools. (3) Although reform institutions and components were in place, a substantial number of policy changes precipitated by implementation concerns during these early years resulted in uncertainty and concern among stakeholders, potentially limiting the reform’s future power. (4) Independent school students outperformed their Ministry peers on new national assessments in Arabic and English. Independent school students assessed in Arabic also outperformed Ministry students in mathematics and science. However, most students were not yet meeting the reform’s new, higher standards.
Increasingly, international students find a home in K-12 Educational Administration for their masters and doctoral studies. Currently enrolled Educational Administration (K-12 and HALE) students come from around the globe including Pakistan, Cambodia, Kenya, Indonesia, China, Viet Nam, and Mexico, etc. Study in our programs introduces international students to educational policy formulation and enactment; organization and management of public, private, and charter schools; and ways in which administrative leaders and teacher leaders encourage instructional improvement. International students join cohorts that include diverse students, many of whom remain full time educational practitioners. Internships and research field placements, as well as relationships with cohort members, afford students opportunities to spend time in local schools. The K-12 department can put prospective students in touch with a student ambassador, who will be happy to provide information. A student organization, CommUNITY, provides social and academic support and opportunity to international students.
The study is a review of the literature on the basic education (k-12) curriculum specifically the senior high school (SHS) of the Philippines, Japan, and the US. Results of the review show that the SHS curriculum is intended to prepare students to enter into college/university or to work in the industry or be an entrepreneur. The SHS program is the last level in all basic education programs of the countries reviewed. The Philippines has a clearer model with at least four tracks (academics, tech-voc, sports, arts & design) and at least ten strands. Japan has two tracks in academics and tech-voc. The US basic education system varies from state to state, similar to its SHS curriculum. There is no definite track as this is left to individual state and their school districts to decide. There are purely academic, tech-voc and other types of schools. The majority of those who choose academic track are students who plans to proceed to college. There are still a stigma in selecting tech-voc and other courses as this are seen by many as the course for poor performing/problematic students. The enrollment in tech-voc schools in the US is declining despite the surge of demand for skilled workers. In the three countries, the availability of qualified teachers is still an issue. This situation is very real in the Philippines as it started the SHS program in June 2016. Other problems includes the need to construct a huge number of classrooms and facilities. All of these are currently being addressed too by the government.
The Philippines has implemented the K-12 educational system in 2013 and its impact will be felt by 2016. While the intention of this educational shift is good, its impact on higher education institutions (HEIs) is overlooked. Among those who will be affected are the computing education and its faculty members. Considering this pressing concern, the researcher is currently developing a study to determine the possible impacts of this educational shift on faculty’s tenure and financial stability. The concept of the paper and its research instrument will be presented to gather feedbacks from the audience.
As it indicated in the title, this chapter included the research methodology. In this part, it outlined the research design, data gathering procedure, data analysis, research instrument and statistical treatment of data.
For this study, the descriptive/quantitative method was utilized. In order to achieve the purpose of the study – for us to know career exit assistance program as a tool for an effective K-12 program implementation of ANHS. The researchers believed that this method is appropriate because this design is a scientific method which involves observing and describing the behavior of a subject without influencing it in any way.
POPULATION AND SAMPLING
The participants are the Grade 12 student’s year 2018-2019 in Aplaya Senior High School. The respondents were selected through Convenience Sampling. Convenience Sampling (also known as availability sampling) is a specific type of method that relies on data collection from population members who are conveniently available to participate in study.
To provide and gather as much as informative and relative evaluation descriptive method was used. This method includes the observation, questionnaires and interview. The researchers used survey questionnaire as the main data-gathering instrument for the study. The survey was conducted to the Grade 12 students in Aplaya Senior High School. The survey was conducted to the Grade 12 Students in Aplaya Senior High School.
INDICATOR NUMERICAL SCALE VERBAL INTERPRETATION
4 3.20-4.00 HIGHLY EFFECTIVE
3 2.20-3.19 EFFECTIVE
2 1.20-2.19 LESS EFFECTIVE
1 1.00-1.19 NOT EFFECTIVE
DATA GATHERING PROCEDURE
The researcher themselves gathered all the data and information to understand the scope and limits of studying and also quality of data. To collect data and information about the career exit assistance program as a tool for an effective K-12 program implementation of ANHS. The researcher conducted the study through survey.
The researchers oriented the Grade 12 Students of Aplaya senior high school before doing a survey. A Survey was conducted to gather information. Enough time was given to the respondents of the study so that they can depict their true view on research questions. The data gathering is done during a free time of every Grade 12 students in Aplaya Senior High School. The researchers also gathered on the internet, magazines, books etc.
STATISTICAL TREATMENT OF DATA
Responses to the Questionnaire made by the researchers are statistically analyzed with the data requirements of the study. Descriptive Statistics such as Frequency count and percentage, Weighted Mean and Pearson are considered.
1. Frequency and Percentage distribution are used to measure the career exit assessment program of graduating students in Aplaya National High School.
2. Frequency and Percentage distribution are used to determine the impact of the career assistant program in terms of Job placement service and Educational background.
3. . Pearson we will be used to determine the significant relationship between students and career assessment program.
Interpretation: ±0- no correlation ±0.01 to ±0.20- slight correlation almost negligible relationship ±0.21 to ±0.40- slight correlation definite but small relationship ±0.41 to ±0.70 moderate correlation substantial relationship ±0.71 to ±0.90-high correlation marked relationship ±0.91 to ±0.99- very high correlation very dependable relationship ±1 perfect correlation.