The implementation of the K-12 program in the Philippines was intended to align the country’s basic education system with global standards. K-12, or Kindergarten to Grade 12 was designed to better prepare students for employment, higher education, or entrepreneurship. However, more than a decade since it was introduced, many are still asking: Has it truly served its purpose?

For a significant number of families, K-12 is seen as an additional burden rather than a solution. In a developing country like the Philippines, where many households struggle financially, the added two years of senior high school can be overwhelming. The costs of school materials, transportation, projects, and daily expenses are often too much for low- to middle-income families to bear.

Before deciding whether to abolish K-12, it is important to examine whether the program itself is flawed or if its challenges stem from ineffective implementation and insufficient support.

A Personal Perspective: Teaching in Senior High School

In 2019, I began teaching in the senior high school level. It was my first formal teaching assignment, and I quickly discovered the difficulties many teachers silently endure.

I was tasked to teach Contemporary Arts despite lacking experience and formal training in the subject. There was no teacher’s guide, no textbook, and very limited resources. I tried my best, but I understood clearly that subject mastery is essential, and I did not possess it at the time. I had hoped to teach English in Junior High or Creative Nonfiction in Senior High, areas I was more confident in and eventually enjoyed.

To add to the difficulty, I was also assigned to teach TLE (Technology and Livelihood Education), which was far outside my expertise. Along with unfamiliar subjects came heavy workloads: multiple classes, various subjects, and large numbers of students per section. These conditions are not uncommon and continue to affect teachers across the country. Unfortunately, many schools assign subjects to teachers based on availability rather than specialization, which affects both teaching quality and student learning.

Revisiting the Vision of K-12

The original intent of K-12 was not solely to push students toward college but to provide viable options after graduation. One of its major components is the Technical-Vocational-Livelihood (TVL) track, which is designed to equip students with practical skills for employment or small-scale entrepreneurship. Fields such as computer systems servicing, carpentry, culinary arts, and electrical installation were envisioned to open immediate job opportunities after Grade 12.

However, this potential remains largely untapped. Many public schools lack the necessary equipment, laboratories, and qualified instructors. Students graduate with certificates that are, at best, theoretical. Without proper training facilities and real-world application, the TVL track cannot meet its promise.

A Better Path: Reform and Expansion, Not Abolition

Rather than abolishing the K-12 program, it may be more effective to enhance it. Several improvements can be considered:

• Strengthen technical and vocational components in senior high school.
• Enable students to specialize in job-ready skills such as welding, plumbing, caregiving, information technology, and digital design.
• Expand the reach of TESDA-accredited centers and ensure they are accessible, well-equipped, and affordable.

If these improvements are realized, a Grade 12 student can graduate with a nationally recognized certificate and start working or building a career without needing a college degree.

Addressing Employment Standards

Many companies still require a college degree for entry-level jobs that do not truly need it. Positions such as cashier, bagger, and delivery personnel often list college education as a minimum requirement, which is unnecessary and exclusionary.

Employers are encouraged to revise their hiring standards. If a high school graduate is skilled, responsible, and competent, their educational background should not prevent them from securing a job. Policies should shift towards valuing skills, experience, and work ethic over academic credentials.

Moving Forward: What Must Be Done

To address the core issues of the K-12 system, the following actions are recommended:

1. Improve the implementation of the curriculum with proper resources, facilities, and teacher training.
2. Assign teachers based on their qualifications and subject expertise.
3. Promote vocational and technical careers to remove the stigma surrounding blue-collar jobs.
4. Build more accessible and affordable trade and tech schools nationwide.
5. Encourage industries to support skill-based hiring and offer job placements for K-12 graduates.

Final Reflection

K-12, in theory, is not the problem. What hinders its success is the lack of proper infrastructure, teacher support, curriculum alignment, and realistic job placement pathways. Abandoning the program entirely may not be the most strategic move, especially when its goals remain relevant and necessary.

Rather than discarding it, the more responsible course is to fix what is broken, support the educators who carry the system, and listen to the voices of students, parents, and industry leaders.

Should we abolish K-12, or should we rise to the challenge of making it better?

Your thoughts are welcome. Let us continue this conversation in pursuit of a more inclusive and effective education system.