Topic 1

Topic: 5.
Does K-12 program implementation produce learners who are globally competitive or it is
just a mere additional financial burden to Filipino families?
POSITIVE SIDE STAND:

K-12 as global competitiveness.
The world is interconnected. The Filipino workforce competes in a global marketplace. To thrive, we
need graduates equipped with the skills to excel on that stage. That's precisely why the K-12 program is a
game-changer, not a financial burden.
The K-12 program is a major educational reform in the Philippines that has been implemented since 2013.
According to the Department of Education (DepEd), the program aims to provide Filipino students with a
more holistic and globally competitive education by adding two years of Senior High School. According
to a 2019 research review published in the International Journal of Innovation and Research in
Educational Sciences (Gonzales et al., 2019), the K-12 program in the Philippines emphasizes "mastery of
skills and core competencies" critical for success in the global job market.
The program's Senior High School (SHS) tracks, as outlined by the Department of Education (DepEd),
provide students with specialized training in various fields, making them more employable
internationally. (Department of Education, n.d.) Furthermore, the K-12 program aligns with international
educational standards, facilitating recognition of Filipino graduates abroad. A 2020 study by the
Philippine Institute for Development Studies (PIDS) (Fajardo & Saloma, 2020) states that the program
aims to "enhance the quality of education and make Filipino graduates globally competitive." This
alignment reduces barriers for Filipino professionals seeking opportunities overseas.
K-12 fosters essential 21st-century skills. Research by the Department of Education itself emphasizes
this. Graduates develop critical thinking, problem-solving, and communication – all crucial for navigating
today's dynamic job landscape. These skills aren't just valued internationally; they empower Filipinos to
be successful entrepreneurs or thrive in any career path they choose.
Of course, financial concerns are valid. We acknowledge that some families face challenges. However,
the government isn't blind to this. Scholarship programs and vouchers, as detailed on DepEd's website,
are there to ease the burden. Think of it as an investment – an investment in your child's future, in the
Philippines' global competitiveness.
NEGATIVE SIDE QUESTIONS TO AFFIRMATIVE SIDE:

1. You argue that K-12 enhances global competitiveness by equipping graduates with the necessary
skills. However, can we overlook the fact that many employers prioritize practical experience
over academic qualifications, potentially undermining the significance of the extended education
period?
Answer: While practical experience is indeed valuable in the job market, it's essential to
recognize that the K-12 program doesn't solely focus on academic qualifications. By providing
students with specialized training through Senior High School tracks, K-12 equips them with both
theoretical knowledge and practical skills relevant to various industries. This comprehensive
approach ensures that graduates are competitive not only in terms of academic qualifications but
also in their ability to apply their knowledge effectively in real-world scenarios. Moreover, the
extended education period allows for more in-depth learning and skill development, which can
significantly enhance graduates' employability in a global context.
2. While scholarship programs are available, do you believe they adequately address the financial
burden faced by the majority of Filipino families, especially those from underprivileged
backgrounds? Are these programs accessible enough to ensure equitable opportunities for all?
Answer: While it's true that scholarship programs alone may not fully alleviate the financial
burden faced by Filipino families, they play a crucial role in making education more accessible
and equitable. These programs provide opportunities for deserving students, especially those from
underprivileged backgrounds, to pursue their studies without being hindered by financial
constraints. Additionally, the government and other stakeholders should continuously work to
improve the accessibility and coverage of scholarship programs to ensure that no deserving
student is left behind due to financial limitations. Moreover, alongside scholarships, initiatives to
support students with other expenses, such as transportation and materials, should be explored to
further alleviate the financial burden on families.
3. Considering the challenges posed by the K-12 program, such as financial strain and resource
limitations, do you think there are alternative solutions that could achieve similar goals of global
competitiveness without extending basic education?
Answer: While discussing alternative solutions is important, it's essential to recognize the
significant benefits that the K-12 program offers in terms of enhancing global competitiveness.
However, that said, exploring complementary initiatives alongside K-12 could further optimize
its effectiveness. For instance, integrating more vocational training programs within the
curriculum or establishing partnerships with industries to provide internships and practical
experiences during the extended education period could enhance students' readiness for the global
job market. Additionally, investing in infrastructure and resources to support K-12
implementation, particularly in underserved areas, can help address some of the challenges
associated with the program. Ultimately, a multi-faceted approach that combines K-12 with
complementary initiatives and targeted interventions is likely to yield the best results in
enhancing the Philippines' global competitiveness in the long run.
NEGATIVE SIDE STAND:

K-12 as a financial burden to Filipino families.
The K-12 program in the Philippines has been praised for its potential to enhance the global
competitiveness of Filipino graduates. Nonetheless, for many Filipino families, the program presents a
significant challenge. While the long-term benefits of a more comprehensive education system are
undeniable, the immediate financial strain and concerns about effectiveness cannot be disregarded.
The primary concern for many families is the augmented financial burden. The additional two years of
schooling translate into supplementary costs for uniforms, supplies, transportation, and potentially even
additional textbooks. A 2012 study by the Alliance of Concerned Teachers revealed that 68% of Filipino
families surveyed struggled to afford school supplies and uniforms even before the implementation of the
K-12 program. The K-12 program risks exacerbating this issue, particularly for underprivileged
households. Scholarship programs offered by the Department of Education (DepEd) can aid, but the
program's reach may not be adequate. A 2018 report by the Philippine Statistics Authority (PSA)
indicated a substantial gap in educational opportunities, with completion rates in high school significantly
lower for students from the poorest 20% of households compared to the wealthiest 20%. K-12 might
widen this gap if financial constraints compel families to withdraw their children from school
prematurely.
Beyond the financial burden, questions persist regarding the program's effectiveness. A 2019 report by
the Commission on Higher Education (CHED) highlighted a dearth of qualified teachers, particularly in
STEM fields, and insufficient facilities, especially in public schools. This raises concerns about whether
K-12 can genuinely deliver on its promise of preparing students for the global market immediately.
Additionally, a 2021 study by the Philippine Business for Education (PBED) suggests that the return on
investment for families is uncertain.
Despite the additional years of schooling, the study suggests that employers may prioritize practical
experience over academic qualifications, raising questions about whether the extended education period
directly translates into improved career prospects and financial returns for families investing in their
children's education.
While the program emphasizes global competitiveness, the study found that 52% of employers surveyed
prioritize experience over additional years of schooling. The link between K-12 and better job prospects
remains uncertain.
There might be alternative solutions worth exploring. Instead of extending basic education, resources
could be allocated towards enhancing the quality of the existing 10-year system. This could entail
collaborating with universities to develop improved teacher training programs, updating curricula to
reflect the latest skills required in the global workforce, and enhancing facilities in public schools to
ensure students graduate with the necessary skills within the current framework. Additionally, the
government could invest in accessible and affordable skills training programs focused on specific
industries and in-demand skills. This approach could provide Filipinos with a quicker path to
employability without extending basic education.
AFFIRMATIVE SIDE QUESTIONS TO NEGATIVE SIDE:

1. You've highlighted the financial strain that the K-12 program imposes on Filipino families.
However, can we overlook the long-term benefits that this program offers in terms of global
competitiveness and preparedness for the job market?
Answer: While acknowledging the potential long-term advantages of the K-12 program, it's
crucial to recognize the immediate financial strain it imposes on Filipino families. Undoubtedly,
an enhanced education system holds promise for global competitiveness and career preparedness.
However, for many families, the immediate financial burden of additional schooling years cannot
be overlooked. This strain often forces families to make difficult choices regarding their
children's education, potentially hindering long-term benefits. Thus, while the program may offer
future prospects, we must address the pressing financial challenges faced by families in the
present to ensure equitable access to education.
2. While financial constraints are indeed a challenge, doesn't the K-12 program also aim to address
equity issues by providing a more comprehensive education system that could potentially bridge
the gap between students from different socioeconomic backgrounds?
Answer: Indeed, one of the purported aims of the K-12 program is to address equity issues by
providing a more comprehensive education system. However, it's essential to scrutinize whether
the program effectively achieves this goal amidst financial constraints. While the program may
theoretically bridge socioeconomic gaps, the reality remains that underprivileged families bear a
disproportionate burden. Scholarship programs and aid initiatives, while helpful, often fall short
in reaching those most in need. Consequently, the program risks widening rather than bridging
the equity gap, as families from disadvantaged backgrounds may be compelled to withdraw their
children from school due to financial strain. Thus, while equity is a noble aspiration, the practical
implementation of the K-12 program must confront the stark financial realities faced by many
Filipino families.
3. You mentioned concerns about the effectiveness of the program due to issues like teacher
qualifications and facility shortages. But isn't it possible that these issues could be addressed
separately, without necessarily discrediting the entire K-12 program?
Answer: While the concerns regarding teacher qualifications and facility shortages are valid, they
underscore broader issues within the educational system that impact the effectiveness of the K-12
program. These systemic challenges, such as teacher shortages and inadequate facilities, cannot
be easily disentangled from the overall success of the program. It's essential to recognize that
addressing these issues requires substantial resources and systemic reforms, which may not be
feasible within the current framework. Consequently, while the K-12 program may hold potential,
its effectiveness is inherently intertwined with the resolution of these foundational challenges.
Until these issues are adequately addressed, the program's ability to deliver on its promises of
global competitiveness remains uncertain.

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Topic: 5.

POSITIVE SIDE STAND:

NEGATIVE SIDE QUESTIONS TO AFFIRMATIVE SIDE:

NEGATIVE SIDE STAND:

AFFIRMATIVE SIDE QUESTIONS TO NEGATIVE SIDE:

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