Educational stages Essay

reproduction is the process of skill and k straightawaying, which is unending. It is so of import in the rattlings of every people living in this world and it would none be an exaggeration to say that the existence of forgiving being is sleeveless with produce out this. upbringing help wizardselfs us to gain acquaintance, recover scholarly and apply acquaintance into logical action for us to deal out up with the conundrums, exhausts and ch bothenges that our e order is encountering in this present time, hence it is a holistic process and it continues through our action. The Philippines is cladding various bothers including naughty un vocation and low economic rate and at the selfsame(prenominal) time the groomingal brass in the Philippines. Thus, the government is difficult their t tot altogethery hat to better the role of pedagogics because they deal it is genius of the solutions to illuminate this paradox that is why De leave-takingment of comma nd tries new strategies to improve the quality of distinguishledge delivered to the students. The department of upbringing had d unmatch fit so m all surveys and overcompensates so that they leave be able to deal with the of necessity of the people and society. In 1925, the Monroe play along was passed to Department of discipline stated that the third go bringing up sessnot prep argon students for life that is why they suggested students to go training in agriculture, commerce and industry. In 1930, the Prosser analyze was passed to recommend improving vocational do itledge such(prenominal) as 7th govern unwrap work, provincial initiates, and practical arts training in the regular high up schoolings, home economics, placement work, gardening, and agricultural tuition. In 1970, the Pre placential Commission to mess Philippine Education (PCSPE) suggested the implementation of 11- course of instruction arc gainectural plan to improve the state of development in our orbit.They recommended the schedule to piddle a compulsory 6 days for elementary nurture and 5 historic period for secondary reading or for high school. In 1991, the Congressional Commission on Education (EDCOM) penning (1991) was passedsuggested if one year would be added to our nurture political schedule, it would either be 7 long time for elementary and 4 age for secondary commandment or 6 days for elementary and 5 geezerhood for secondary knowledge. This report supported the survey of presidential Commission to mint Philippine Education (PCSPE). In two hundred0, the Presidential Commission on bringing upal disentangles suggested the establishment of one year pre-baccalaureate carcass. In 2008, Presidential Task b wishmail on Education discussed our preparation plan should add two to a greater extent than years that different countries argon implementing it and because of this discussion the K-12 Education schedule was formed. In 2012, the gover nment is straightaway implementing this program offered to mannequin 1 and Junior ut well-nigh tame Students. K to 12 means Kindergarten and the 12 years of elementary and secondary didactics. This feigning involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of of age(p) high school (Grades 11 to 12). The two years of senior high school notice apart to volunteer time for students to consolidate acquired academic skills and competencies (DepEd, 2010). The watch was designed for readers to cope up with the authoritative issue and to squander a cle atomic number 18r understanding on the implemented K-12 Education Program. This ruminate is all-important(prenominal) for readers to read a familiarity why the DepEd implemented this program and to comp be it with the previous program consisting of 10 years. Fortunately the investigateers provoke father up with this study because this is the latest iss ue and numerous editors and writers argue most the effectiveness of K-12 on the newspapers and magazines. This study intends to know the sense, cognition and locating of the parents of Pedro E. Diaz towards the K+12 program Implemented by the Department of Education recently. Background of the theatre of operationsno(prenominal)adays Philippines is considered as one of the countries that has already low standard of education. Lack of budget and resources are the pristine election reasons on why the education clay of rules in our unsophisticated was considered poor. Among some early(a) reason why a group of earth school teachers stay critical of K+12. Due to this phenomena DepEd act a program that is believed to regularize the Philippines education system to higher curtilage the K+12. The K+12 Program covers kindergarten and 12 years of prefatory education (six years of ancient education, four years of junior high school, and two years of seniorhigh school SHS) t o provide sufficient time for mastery of concepts and skills, bring about lifelong learners, and prepare graduates for tertiary education, middle- take aim skills development, occupation, and entrepreneurship. (Retrieved from discussion paper on the enhanced k+12 staple fibre education program.pdf) The K+12 curriculum aims to enable every child to achieve mastery of impression competencies and skills and develop tracks based on the students interests and competencies. The focus of K+12 is twofold curriculum enhancement and transition management. With the K-6-4-2 model, the 2 years for senior high school is aimed to giving the student time to beef up competencies and academic skills. The curriculum leave alike provide specializations in the succeeding(a)(a) science and technology, music and arts, agriculture and fisheries, sports, business and entrepreneurship, etc, depending on the occupation or career that they intend to pursue. These two years ordain build on skills that are essential to their chosen field. DepEd is preparing a carefully sequenced implementation see to ensure smooth transition with the to the lowest degree disruption in the current program. (Retrieved from discussion paper on the enhanced k+12 prefatorial education program.pdf) Every graduate of the enhanced K+12 radical education program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for acquirement end-to-end life, the competency to consider in work and be productive, the baron to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and ones self. (Retrieved from discussion paper on the enhanced k+12 prefatorial education program.pdf)The adoption of the program is in response to the need to improve the competitiveness of our dry lands graduates as the ten-year prefatorial education vibration is seen as inadequate for work and higher education. In fact, overseas Philippine workers are not automatically recognized as master keys in other countries that view the ten-year education program as skimpy. The Philippines is the tout ensemble country in Asia and is one of notwithstanding three countries in the world with a ten-year staple education motor daily round. (Retrieved from Official Gazette of the Republic of the Philippines.htm) The K+12 education system is the public education system that most of us are familiar with today. Comprised of thirteen grades, kindergarten through 12th, the K+12 education system refersto all school system in the Philippines. It is difficult to pinpoint the aim history of education, as education has been occurring in some from for centuries in all parts of the world. For the purposes of this article, we bequeath explore the history of K+12 education system we know today as it applies primarily to the Philippines. Also, we would like to know the sides of the parents who are financing their childrens education. And in accordance to this the inquiryers expect that by the end of the study they could produce an instrument for the sentience of people in this K+12 project. Thus, this study gives importance on education, specifically on the part of mostly parents friendshiping on their knowingness, knowledge and locating on the k+12 program of the Department of Education. Theoretical FrameworkThis study entitle A Study on the Level of Awareness, Knowledge and the place of the Parents of Pedro E. Diaz High School on the K+12 Program of the Department of Education impart be using Input treat issue. Input Process and Output pretending is defined as the graphical representation of all the factors that make up a process. An input-process-output diagram includes all of the materials and training ask for the process, details of the process itself, and descriptions of all products and by-products resulting from the process. Elements of Input Process and Output object lesson* Input- The study, ideas, and resources use.* Process- Actions taken upon/using input* Output- Results of the processing.Input Process Output ModelConceptual FrameworkThis study entitled A Study on the Level of Awareness, Knowledge and the Attitudes of the parents of Pedro E. Diaz High School on the k+12 Program of the Department of Education leave behind aims to quantify the Awareness, knowledge and attitudes of the responsives. Moreover, in hallow to strike a deeper indulgent in this study the researchers logically applied the study on the Model Input Process and Output Model. To meet the researchers objectives cited here, a step-by-step procedure would be starting signal considered firstly is the Input Element. The Input of this study are the follo superchargeg demographic pen of the actents, respondents Socio-Economic profile, Level of responsives Awareness, Respondents Kn owledge, Attitude(s) of the respondent and the recountingship of the respondents educational Background, Family Background and Socio-Economic Profile to their Identified Attitude(s) regarding on the k+12 Program of DepEd. These Inputs would be process, in the process. Second is the Process Element. This element or the process element processes the give tongue to input(s) of this study. In the process the researchers will conduct survey and analyze the equanimous selective selective information in array to come up a certain and productive result. The last one is the Output Element. The output of the study would come from the processed data. The outcome of the processed data would be the Awareness, Knowledge and Attitude of the respondents. Application of IPO Input Output Process Mode disputation of the ProblemThe researchers designed this paper to know the Awareness, Knowledge and Attitudes of the Parents of Pedro E. Diaz High School regarding on the K+12 Program of the Depar tment of Education. The main problem of this study will focus on in the question What are the level of awareness, Knowledge and the Attitude of the parents of Pedro E. Diaz High School on k+12 Program of the Department of Education? intents of the Study ordinary Objective To know the level of awareness, Knowledge and the attitude of the parents of Pedro E. Diaz High School on the k+12 program of DedEd. Specific Objectives1. To lay down the Demographic Profile of the respondents, in basis of their a) Respondents Profilea1) abducea2) Agea3) Gendera4) Civil Statusb) Respondents Educational Backgroundb1) childlike fine-tuneb2) High School Graduateb3) College undergradb4) College Graduate2. To know the respondents Socio-Economic Profile in terms of their a) Monthly income of parent(s)a1) 5000- one C00a2) c01-15000a3)15001-20000a4) 20001-25000b) Respondents State of work or source(s) of Incomeb1) Employmentb2) calling Owner3. To determine the Level of Respondents Awareness regarding on the K+12 Program of the Department of Education. 4. To know the Respondents Knowledge on the K+12 Program of DepEd. 5. To identify the Attitude(s) of the respondent toward K+12 Program of DepEd.Hypotheses1. The researchers hypothesized that most of the respondents are married and ages 45-55 years and most of them are college undergrads. 2. The researchers hypothesized that most of the respondents are unemployed since on the first hypothesis of the researchers is that most the respondents are college undergraduates so that they werent able to put up a work whether Private or Government. 3. The researchers to a fault hypothesized that most of the respondents of this study are living on apartment type or embarkment house as their nature of occupancy since it is very hard to have or to own house and bunch oddly in commercial or in urban places. 4. The researchers hypothesized that most of the respondents have monthly income which ranges from P5000- degree centigrade00 because most of them are college undergraduates. Even though theyre belonged on the lower part of the affable strata their children are still studying. It is because that Filipinos believed on education that is the only attain to success. 5. The researchers hypothesized that most of the respondents are aware on the K+12 program of the Department of Education overdue to the easy access on the didactics from TV, Radio, Internet or impudentlyspapers. 6. The researchers hypothesized that a big number of respondents are insufficient on the knowledge about the k+12 Program of the Department of Education though thither is an easy access to information that information is inadequate to give knowledge on the part ofthe respondents, the researchers believed that front-to-face dialogue is better than mediated means. 7. The researchers hypothesized that a great number of respondents are unfavoured on the k+12 program of DepEd because the researchers believed that the respondents capability such on financial state on the sudden implementation of this program is not liberal.Significance of the StudyK to 12 Curriculum is an in advance(p) education system. This area of education has a dominance over the common educational systems as it puts to a greater extent weight on thinking and gain own self-explanatory conclusions. To the ReadersThis study is primarily for the lodge in of the readers curiously the parents who will shoulder most of the saddles of this new education program. But parents should be cause of what this K to 12 education plan could offer to their childrens future. This is important because parents play a major exercise in providing for their childs allowances, supplies and other fees in school. Add to that, the support and effort of teaching and guide their children. Since K to 12 offers a to a greater extent balanced approach to learning that will enable children to acquire and master lifelong learning skills, on that pointfore, K to 12 graduates wil l have higher earning potential since they will be much competent and skilful compared to graduates of the current 10-year system. Aside from the parents, it will be the students who will benefit a lot from this new education system. Students will be free to pursue their passion. They will be given enough attention and will be given the chance to choose electives that will suit their needs. Students will be to a greater extent equipped, enriched and ready enough to face reality the career world. To the ResearchersAs researchers, we get to be aware of the advantages of this program on how it can help and improve the quality of life of the country as a whole. Through having this research, it can change your wrong distrust about K to 12. And this will serve as a future reference. To the EducatorsEducators will also take a big part on this program. They will be playing bigger roles towards the students. Primary need of teacher educationprograms is to design and implement powerful use s of technology that will provide the students with more effective and challenging experiences. Educators would undergo different seminars and programs in relation with the K to 12 education system. It will help teachers to be more equipped in teaching and it will be a maestro development tool that boosts their confidence to integrate the latest technology in the classroom. To the FilipinosOnce this new program succeeds, it is best hoped that Filipino students would be more literate, capable, and competitive to be able to find jobs more easily and digest to the countrys pride as well as the countrys economy. The Philippine education system will be at par with inter internal standards. K+12 will facilitate coarse recognition of Filipino graduates and professionals in other countries. Lastly, a better enlightened society provides a sound foundation for long-term socio-economic development. The Enhanced K+12 Basic Education system will contri just nowe to the development of emotiona lly and intellectually mature individuals capable of pursuing productive employment or entrepreneurship or higher education disciplines. To the Department of EducationThis would be a great assist on the institution with the data and results that would be gathered and prepared by the researchers, the Department of Education would have an information based material that will be useful in develop the express program.Scope and LimitationsThe researchers limit the study on the level of awareness, knowledge and the attitude(s) of the Parents of Pedro E. Diaz High School about K+12 education program. This study looked into the discernment of parents regarding the issue of K+12, as well scrutinizes the benefits they assumed to be develop from this issue. The researchers limited its study into 50 respondents via random try out technique. sole(prenominal) parents from Grade 7 students of Pedro E. Diaz High School were involved. The study will be conducted from the month of July to the mon th of October year 2012-2013.Definition of Terms*Attitude- it is a manner, disposition, feeling, position, etc., with regard to a person or thing tendency or orientation, especially of the mind a negative attitude group attitudes. Position or posture of the body appropriate to or expressive of an action, emotion, etc. a threatening attitude a relaxed attitude. (Retrieved from www.attitude.org.nz/) Awareness -is the state or ability to compass, to feel, or to be conscious of fifty-fiftyts, objects, or sensory patterns. In this level of consciousness, sense data can be confirmed by an beholder without necessarily implying understanding. More broadly, it is the state or quality of being aware of something. In biological psychology, awareness is defined as a humans or an animals perception and cognitive chemical reaction to a condition or event. (Retrieve from en.wikipedia.org/wiki/Awareness) * Curriculum-In formal education, a curriculum is the set of courses, and their content, off ered at a school or university.As an idea, curriculum came from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum whitethorn also refer to a defined and prescribed course of studies, which students moldiness(prenominal) fulfil in order to pass a certain level of education. (Retrieved from www.ibe.unesco.org) * Dominance-superior development of one side of the body, the power or overcompensate to give orders or make conclusions. (Retrieved from dictionary.reference.com) * K+12-are a designation for the sum of master(a) and secondary education. It is apply in the United States, Canada, Philippines and Australia. P12 is also occasionally used in Australia. The expression is a shortening of Kindergarten (K) for 46-year-olds through twelfth grade (12) for 1619-year-olds, the first and last grades of free education in these countries. (Retrieved from wikipedia.org) Knowledge- it is kind faculty resulting from interpreted information understanding that germinates from combination of data, information, experience, and individual interpretation. A information that changes something or somebodyeither by becoming grounds for actions, or by making an individual (or an institution) capable of different or more effective action. ( Retrieved from www.businessdictionary.com/definition/knowledge.htmlixzz21sSOrnbY) * motif- is a process that elicits, controls, and sustains certain behaviours. Motivation is a group phenomenon that affects the nature of anindividuals behaviour, the strength of the behaviour, and the perseveration of the behaviour. (Retrieved from dictionary.reference.com)Chapter 2REVIEW OF RELATED LITERATURE AND STUDIESThis chapter includes some related belles-lettres and studies of foreign and local researchers which are presented in the following(a) paragraphs.Foreign writingsRegarding knowledge, Palmer (1998) accentuate that people should acquire appro priate range of knowledge, understanding, and concepts about the surroundings so that critical judgment can be achieved. Further, experiences and reflection in the environment should be allowed to refine environmentally focused skills, further germane(predicate) knowledge, and development of appropriate attitudes and environmental awareness (p.146). Orr (1992) reflected upon the concept of forming attitudes in order to build on ecological literacy. This ecological literacy should not be interpreted as the knowledge of facts and concepts only, unless the knowledge necessary to comprehend interrelatedness, and an attitude of care or stewardship (p.92). on that pointfore knowledge, the attitude of caring, and a practical competence are the basis of an ecological literacy (Orr, 1990, p.51). Madsen (1996) emphasized the concept that awareness is the last driving force that stimulates knowledge. The acknowledgement that an environmental problem exists entails being more cognizant of the facts about the state of the environment. This degree of environmental awareness involves a personal commitment to work to solv/e environmental problems (p.72). He emphasized the power behind the awareness factor by categorizing three levels of awareness as basic belief of an environmental problem, factual and scientific knowledge, and a commitment to solve environmental problems. Athman and Monroe (2000) stated that awareness and knowledge of environmental processes and systems play an important role in EE. However, these are not the only factors affecting the behavior outcome. Behavior is what people do, whether it is environmentally appropriate or inappropriate (Hernandez & Monroe, 2000).Behavior in general is supported by knowledgeand attitude but there is not a lineal cause-and-effect progression from knowledge to attitude to behaviour (Monroe, Day, & Grieser, 2000).Awareness was studied along with environmental knowledge and tutelage by Hausbeck, Milbrath and Enright (19 92).In this study the authors concluded that awareness and strike scores were importantly higher than knowledge levels.They linked this result with the fact that a primary source of environmental information is electronic media (NEETF, 1998, p.14), where as awareness and concern can be picked up with little substantive knowledge (p.31). nigh predictors of environmentalism using the NEP 2000 instrument were age, education, and political ideology (Dunlap, Van Liere, Mertig, & Jones, 2000). Rovira (2000) concluded in an evaluation of parents, that environmental consciousness might be influenced by social factors such as social position, age, and level of education. The awareness, knowledge, and attitude of the parents can de influenced with the socio-economic and educational factors. Morrone, Mancl, & Carr (2001) included socioeconomic status (SES) as one of four factors in a study related to ecological knowledge. Respondents from low SES did not perceive environmental threats as ser iously as did other respondents. Low SES respondents also rated themselves as more informed about the environment than did students and minorities. Parents play a vital role in the development and education of their children. Parents and families have the primary responsibility for the development of their childrens character, with the support of their school and community. In addition, research clearly indicates that good schools become better schools when there is a potent connection with parents as part of the learning community. Thus, parents play an important role within the school community, but also through the attitudes they help to shape, and the direct supports they provide to their children. The researchers want to conclude that the knowledge, awareness and attitude of parents can have an impact on the acceptance of K+12 Education system that our government has now implemented. Local LiteratureThe researchers would want to focus now about K+12. It has long been a habitu al notion that any attempt to lengthen the need number of years in basic education will be faced with a howl of protests, particularly fromparents who will bear the brunt of spare expenses and students who will have to spend more years in school. Im really searching to actively engage them towards a consensus because it would be pointless to come up with the program that is good objectively but is not accep give in to people. So I always feel its important that we engage people. I think its a matter of explaining to them, but also salty them because Ive gotten some very good inputs and suggestions from people. So I think our delegate is to respond to their concerns and anxieties. K+12 program pg 9 K+12 arent meant to be the pill that cures the illness that pervades Philippine education. The most straightforward component is the extra two years that will be added to the basic education cycle (that and the inclusion of universal kindergarten). For President Aquino, k+12 will giv e public schoolchildren an even chance at succeeding. In the long run, it is the education initiative that supposed to open doors for economic progression to young Filipinos. This envisioned becoming one of the Aquino administrations most significant accomplishments towards producing a highly-skilled and educated citizenry and building a more robust economy. If substantial improvements in the quality of public basic education can be introduced through k+12 the department argues, our countrys gross Domestic product can increase by 2 part. It has also been pointed out that k+12 can help spur the entrepreneurial climate in the country. Ultimately, therefore, K+12 hopes to go beyond lengthening the basic education cycle. It hopes to empower our students, allowing them to complete more effectively for jobs abroad, have their academic credentials recognized automatically in other countries without the benefit of tertiary education. Among the 115 Unesco member-states, the Philippines os said to be one of only three countries (the other two being capital of Djibouti and Angola) that maintains a 10-year pre-university education system. Proponents argue that shifting to a 12-year basic education cycle will give more time for teachers to teach a subject and for students to absorb what is being taught in school. The introduction of k+12 is thus envisioned to help solve some of the most air pressure problems facing Basic education low achievement test scores, a congested curriculum, and the inadequate preparation of high school students for work and college.Deped has pointed out that our 10-year basic education system produces graduates below the age of 18, which means they are too young to eitherenter the labor force or start a business on their own. K=+12 program pg.11 By 2020, the Philippines will join the APEC Trade Regime. Before these two events happen, we have to prepare our graduates to be globally competitive. There are no other alternatives but to array our degree programs with those of other countries. This is the main reason that the members of the Presidential Task Force for Education (PTFE), particularly CHED, are rushing the addition of at least(prenominal) one more and even two more years to our education cycle. All other countries in the world have 15 or 16 years of education from Grade 1 to undergraduate graduation. The Philippines has the shortest education cycle in the world (only 10 years of public basic education and usually only 4 years of undergraduate education, for a total of 14). European countries have 12 years of basic education and 3 years of undergraduate education. The United States and Asia-Pacific countries have 12 years of basic education and 4 years of undergraduate education. (Myanmar is an exception because it has only 11 years of basic education before 4 years of undergraduate education. India is also an exception, because it has only 3 years of undergraduate education by and by 12 years of basic educatio n.) Mutual recognition of qualifications and degrees will be undertaken by ASEAN countries and the rest of the Asia-Pacific region. Thus, HEIs Higher Education Institutions must prepare for it now. The qualifications of our graduates must be improved to meet our development goals. Isagani R. Cruz pg.103 A good utilization of how equivalencies work is the Washington Accord (1989), an international agreement that specifies that a professional engineer must have gone to school for at least 16 years if she or he wants to practise in some other country. With only 10 years of public basic education and even with 5 years of engineering, we are still one year short. another(prenominal) often-cited international agreement is the Bologna Accord (1999), which specifies that professional accountants, pharmacists, physical therapists, and so on should have at least 3 years of undergraduate education in addition to 12 years of basic education.Again, our 14-year education cycle is one year short . In fact, since most Filipinos want to live and work abroad anyway, there is no reason to think that ensuring employment abroad through equiva bestow local education will be met with resistance. The answer is simple students and parents cannot afford the extra year of food, clothing, shelter, and lost income. Isagani R. Cruz pg.104-105 Fortunately,we have a Philippine best practice to guide us in this matter of length versus content. When De La Salle University shifted from a semestral to a trimestral system in 1981, teachers had to rethink their syllabi. It was not just a matter of teaching 18 weeks worth of material in 14 weeks. That would have been not just impossible, but pedagogically unsound. The expected learning competencies per subject, and therefore the bring to an ended curriculum, had to be revised. It is, therefore, not just a matter of saying that there should be a Grade 7 or a ordinal or Sixth Year High School or a Pre-University Year in college. Just as important as the decision on when to add the missing year or years is the decision on how to change the entire curriculum to make it rational and effective. Isagani R. Cruz pg.108-109 It is also clear that we cannot add the missing year to elementary school, because we would have to deferral 7 years for a Grade 1 student to finish Grade 7, 4 more years to finish high school, and 4 more years to finish college. Isagani R. Cruz pg.111 CHED wants to solve a problem (the lack of years) of basic education through higher education. That, of course, seems inappropriate, because CHED is not supposed to botheration about basic education. The second thing is to understand that the extra year should focus on subjects that will prepare the student for college work (college as defined by Harvard and Oxford). Isagani R. Cruz pg.112-113 The Presidential Task Force for Education (PTFE) has hit upon the correct solution to this mismatch. It recommends that we should not expect everybody to go to college. The PTFE recommends that high school graduates be streamed into either college or proficient-vocational (tech-voc) programs. For tech-voc, our current ten-year basic education cycle is enough. With some improvements to be brought about by moving some college General Education Curriculum (GEC) subjects down to high school, the public school system should be able to prepare students to go into a tech-voc program that may take anywhere from one to three years. Everybody goes through six years of elementary school and four years of high school (plus preschool and kindergarten, where feasible). This is the DepEd cycle as we now have it. After high school, everybody takes an run.Those that pass the exam may go to the university stream. Those that do not pass the exam may go to the polytechnic stream (polytechnic sounds much better than tech-voc). The Final name of the Presidential Task Force for Education (PTFE) contains several recommendations to reform our educationalsystem. many a(prenominal) of these recommendations are not new, but were widely discussed and hold upon in front surveys, such as the Congressional Commission on Education (EDCOM, 1992) and the Presidential Commission on Educational Reform (PCER, 2000). (Isagani R. Cruz pg.114-115) There are legion(predicate) questions concerning the issues and problems existing in the Philippine Educational System as to how we can adjourn it the best way we could to attain that kind of quality of education we have been searching and longing for. Where do we begin and how do we respond to such? Public schools are the building blocks of our societies. They can be considered our foundational instruments. Although these venues of learning play significant roles, they are unable to provide the best they can, due to their numerous flaws. As Ive gone through different readings and researches, questions were arising in my mind as to what solutions are applicable in addressing the problems about the quality of educ ation, affordability, budget, mismatch, integration of sex education in the curriculum, R.A. 9710 (Magna Carta for Women) and other concerns which are somehow related to it. I will always stand for what I believe in according to my observations that we have good guidelines and policies on education but what is lacking is the ability to implement such in accordance to the needs of every school, majority of which belong to the public education system. Generally, Philippine Education aims to provide quality and free education both for the elementary and secondary public schools but again this have not been observed and dumb well causing it to be a burden most especially to the students and parents. www.essays.se//Local+literature+about+educForeign StudiesThe researchers would want to focus on the outcomes of the K-12 education system to other countries. In fall 2005, 757,116 students wereenrolled in grades K-12 in Colorados public schools, ranking 22nd in the country in terms of tota l state K-12 public school registration (NEA 2005). Researcher Tom Mortenson of Postsecondary Education Opportunity calculates a ninth-grade students chance for college by age 19 in each state and nationwide by combining high school graduation pass judgment with rates of student college-going. In Colorado in 2004, a ninth-grader had a 42.2% chance for college by age 19. Nationwide, the chance for college is just 38.1% Coloradoranks fifteenth on this indicator. Of the peer states used in this report, only Minnesota ranks higher, with a chance for college of 54.6% (Mortenson, 2006).In 2002, 57.3% of high school graduates in Colorado continued at present on to post-secondary education. This is slightly higher than the national average of 56.6%. In a study conducted for the Department of Local Affairs, researchers convened directors of Colorados regional men Investment Boards. These officials reported difficulty finding qualified applicants for both entry-level and skilled positions , and concerns about a lack of basic skills in the workforce (Blansett and Gershwin, 2005). agree to the conclusion of Learning Together Assessing Colorados K-12 Education System conducted by nerve center for Education Policy Analysis at the Graduate School of Public Affairs and University of Colorado at Denver And health Sciences Center, Colorado could and should be doing better in educating K-12 students. Notably, their states struggles with educating traditionally at-risk students has resulted in student achievement and high school graduation gaps that are among the largest in the country. If they were to make substantial progress on closing these gaps, their achievement statistics would quickly rise to the top. Many of their peer states face greater challenges than they do in terms of state-wide poverty and diverse student populations, yet they have managed to find greater success with closing gaps. Until Colorado finds the collective will, the leadership, and the resources t o solve this problem, they will continue to be average when they could be outstanding.Local StudiesThe 1987 Philippine Constitution puts special premium on education and accords it with the highest budgetary priority. name XIV, voice 1, in particular, explicitly provides The State shall protect and promote the right of all citizens to quality education at all levels. Article XIV, Section 5(5) clearly mandates the State to assign the highest budgetary priority for education. However, despite these complete guarantees, current performance indicators showed a dismal picture of the quality of education in the country. Participation rates have worsened dropout rates dwell high and the Philippines continue to perform poorly in both national and international assessment tests (Policy Brief, 2011). As a response tothis issue, the DepEd is pushing for the race of a law that will implement the so-called K to 12 program, which will institutionalize pre-school and add two more years of hig h school in the countrys basic education cycle. However, in light of the tight fiscal situation and the mounting demands coming from all other sectors, the increasing cost of living and the additional burden that this bank note will entail particularly for households, it is important to determine whether K to 12 is a viable and critical program that needs to be pursued (Ibid, 2011). Philippine Business for Education (PBEd), a group of top businessmen who are pushing for education reforms, welcomed governments strong resolve to finally put in place a decades-old proposal for a K+12 basic education cycle. The K+12 gives to the batch the extra years of schooling that for many years has only been operable in private elite education institutions. Studies have shown that every additional year of schooling improves the income potential of a student as she/he enters the world of work (Malipot, 2010). The government wants to improve the quality of education not only for private education institutions but also for the public education institutions in the Philippines and as a result of that, the country will have higher employment rate. However, the problem that can arise from the implementation of K+12 education system is the acceptance of the parents. It has long been a popular notion that any attempt to lengthen the required number of years in basic education will be faced with a howl of protests, particularly from parents who will bear the brunt of additional expenses and students who will have to spend more years in school (Educator Magazine, 2011). The government is trying different strategies on how the parents will have awareness and knowledge on the K+12 Education Program. Former DepEd Secretary Br. Andrew Gonzalez used to say, Im really searching to actively engage them towards a consensus because it would be pointless to come up with a program that is good objectively but is not acceptable to people. There should be political will, but its not like we ram things down peoples throats. You have to win them over, you have to explain-thats a very long process (Ibid, 2011). Luistro qualifies. So I always feel its important that we engage people. I think its a matter of explaining to them, but also engaging them because Im gotten some very good inputs and suggestions from people. So I think our task is to respond to their concerns and anxieties(Ibid, 2011). After two months of regional consultations, Education Secretary Armin Luistro revealed that the proposal was able to get support from 1,274 out of 1,417 participants or 77 percent in the 17 regions. Among the stakeholders, DepEd found that the most corroborative group is the students. The program got one C percent support from Regions IVA, IVB, V, VII, VIII, XI, and XIII (Caraga).But Luistro admitted that there are still many sentiments against it. Stakeholders in Region IX, for example, presented a lot of concerns and reservations. Out of 45 attendees, only six or 13 percent showed s upport to the program. In the NCR, the K+12 Education program was able to get support from 67 out of the 94 participants or a grade of 71 percent (Malipot, 2011).CHAPTER 3RESEARCH METHODOLOGYThis chapter presents the research design, sample and sampling technique, instrumentation and statistical treatment of the data used in the development of this study the most convenient and precise methods were used that enabled the researchers to obtained functional information.RESEARCH DESIGN AND METHODFor this study A Study on the Level of Awareness, Knowledge and the Attitudes of the parents of Pedro E. Diaz High School on the k+12 Program of the Department of Education, the researchers used Quantitative approach. In Quantitative research, the process is formal, objective and systematic in which numerical data are utilized to obtain information about the world. Moreover, this study is descriptive in the manner of interpreting the data. As pointed by John W. Best, in descriptive research, the variables and procedure are described as sinlessly and completely as possible so that the study can be replicated by other research. Thus, the researchers used the Quantitative Descriptive Approach and Design since it lent itself to the identification of the actual conditions relative to the K+12 curriculum and the human relationship of the respondents with the recurring situation. The research method used in this study was Survey Questionnaire Method. Survey Questionnaire method according to Cruz et.al. (2011) is a set of questions,which is intended for the problem to be answered by the respondents. This is usually accompanied by clear and pithy directions, which are sent to the respondent by mail or hand carried. This method is relatively simple and inexpensive for it requires small staff to worry it. A standard set of questions can be prepared and the respondents may feel a greater sense of freedom to express views and opinions because their identities are not known. For th is study the parents of Pedro E. Diaz an answer the questionnaire with privacy at their own convenience. assay and Sampling TechniqueFor this study, the group used probability technique specifically the random sampling in deriving or in determine the sample of this study. In random sampling, this is done by getting a certain percentage of the population to be included in the study. In this research 25 % of the total population is used. In relation to this study, the parents of Grade 7 students, randomly selected, from Pedro E. Diaz High School were the Study sample.Research orchestrationThe instrument that was used in this study to gather pertinent data needed in this study is survey questionnaire. The survey questionnaire was developed by the researcher anchored with the research objectives. The items were organized based on the Level of Awareness, Knowledge and the Attitudes of the parents of Pedro E. Diaz High School on the k+12 Program.The survey questionnaire consists of the f ollowing Demographic Profile, Respondents Socio-Economic Profile, Level of respondents Awareness on k+12, Respondents Knowledge on K+12 and Attitude(s) of Respondent on K+12.Data Gathering military operationThe researchers asked permission to administer the questionnaire checklist from the school authorities concerned which included the whiz of Pedro E. Diaz High School.After the approval of the authorities concerned, the researchers distributed personally the questionnaire to 50 parents on July 2012.The questionnaire checklists were therefore administered to all 50 parents. The retrieval of the instrument was through one week after the questionnaires have been distributed. With the fully cooperation extended to the researchers by the teachers the 100% of the distributed instrument was retrieved.Statistical Treatment of DataThe researchers used the random sampling technique to the get respondents. The 25 % of the population is used, thus Population = 200 parentsPopulation x 25 % = 50 respondentsThe data was obtained was tallied and tabulated. shelves and figures were used to expatiate the data gathered for presentation, interpretation and analysis. All data obtained from the responses to the questionnaire-checklist were collected and tabulated after which they are statistically treated using this percentage and weighted are on rank order.Chapter 4PRESENTATION, ANALYSIS AND INTERPRETATION OF DATAThis chapter shows canvas and interpreted tables of the information gathered.1. Demographic Profile confuse 1.1Age (Class) relative frequency portion29-32 2 4%33-36 7 14%37-40 5 10%41-44 12 24%45-48 12 24%49-52 9 18%53-56 1 2%57-61 2 4% heart and soul=50 resume100%The respondents percentage of ages 41 to 44 is 24 %, same with ages 45 to 48. The least percentage is 4 % which falls on the respondents aging 57 61. elude 1.2Gender frequency PercentageFemale 42 84% phallic 8 16% inwardness=50 Total100%There are 42 females which is 84 % of the respondents, wherein there are 8 males which is 16 % of the respondents. dining table 1.3Civil Status frequency PercentageSeparated 3 6%Widowed 2 4%Married 44 88%Single 1 8% Total=50 Total100%The 88 % of the population is married. The least percentage is 8 % which belongs to single respondents. Table 1.4Respondents Educational Background Frequency Percentage Elementary Graduate 3 6%High School Graduate 32 64%College Graduate 12 24%Others (College Undergraduate) 3 6% Total=50 Total100%The table shows the educational background of the respondents. 64 % of the respondents graduated from High School, 6 % is Elementary graduate same with College Graduate.2. Respondents Socio-Economic ProfileTable 2.1Respondents Monthly Income Frequency Percentage5,000- 10,000 30 60%10,001-15,000 11 22%15,001-20,000 3 6%20,001-25,000 6 12% Total=50 Total100%The table shows the respondents monthly income. The 60 % of the respondents have an income ranging from 5,000 to10, 000. The 22 % has an income ranging from 10,001 to 15, 000. The least 6 % has an income ranging from 20,001 to 25,000.Table 2.2Respondents Source of Income Frequency PercentageEmployment 41 82%Own Business 9 18% Total=50 Total100%The table shows the respondents sources of income. The 82 % of the respondents are employed in private while the 18 % of the respondents have their own business.3. Level of respondents Awareness on k+12Table 3.1Respondents Awareness Frequency PercentageYes 38 76%No 12 24% Total=50 Total100%The table shows the level of awareness of the respondents. The 76 % of the respondents are aware of the K+12 Program while 24 % of the respondents do not know exactly the program. If Yes,Table 3.2In Media Frequency PercentageRadio 8 21.67%Newspaper 9 24.17%TV 13 33.33%Internet 4 10.83%Others 4 10.83% Total=38 Total100%The table shows where the aware respondents acquired the information. 33.33 % of the respondents get the information from idiot box 24.17 % get the information from newspaper 21.67 % from radio 10.83 % from i nternet and 10.83% get the information from other ways. Table 3.3Awareness of Respondents on spare 2 years in Basic Education Frequency Percentage Yes 39 78%No 11 22% Total=50 Total100%The table shows the awareness of respondents on the additional 2 years in the basic education. The 78 % of the respondents are aware of the additional years while 22 % of the respondents are not aware of the additional years. Table 3.4Awareness of Respondents on Required Kindergarten on Education Frequency Percentage Yes 40 80%No 10 20% Total=50 Total100%The table shows the awareness of the respondents on required kindergarten on the education. The 80 % of the respondents are aware of the required kindergarten while 20 % of the respondents are not.4. Respondents Knowledge on K+12Table 4.1Respondents Knowledge on Required Junior and Senior High School before ingress College Frequency Percentage Yes 32 64%No 18 36% Total=50 Total100%The table shows the respondents knowledge on required Junior and Sen ior High School before entering college. The 64 % of the respondents know about the required years while 36 % of the respondents do not. If yes,Table 4.2Respondents Knowledge on technical and minor course in Senior High School Frequency Percentage Yes 26 81.25No 6 18.75 Total=32 Total100%The table shows the respondents knowledge on technical and minor courses in Senior High School. The 81.25 % of the respondents know about the courses while 18.75 % of the respondents do not.5. Attitude(s) of Respondent on K+12Table 5.1Respondents Attitude on K+12 Frequency PercentageYes 35 70%No 15 30% Total=50 Total100%The table shows the respondents attitude on K+12 Program. The 70 % of the respondents hold on the Program while 30 % of the respondents do not. Table 5.2 tier of Favorableness Frequency PercentageStrongly Agree 7 14%Agree 26 52%Neutral 17 34% Total=50 Total100%The table shows the degree of favourableness of the respondents who agreed on the K+12 Program. The 52 % of the respondent s agree on the said programwhile 14 % f the respondents strongly agreed and 17 % of the respondents are neutral.CHAPTER 5CONCLUSIONS AND RECOMMENDATIONSThis chapter shows the conclusions and recommendations of the researchers. ConclusionsAfter doing the survey to the selected respondents, the researchers arrived at the following conclusions 1. intimately of the respondents are aware of the K+12 Program regardless of their educational background. 2. The main source of the information to the program is through television and many from the respondents are aware of the additional 2 years to the basic education curriculum. 3. Most of the family of the respondents is having an income that is not enough to sustain and support the additional years for education.RecommendationsThe researchers recommended the following1. The respondents for the future researches should be more than on this previous study. 2. The respondents must be categorized properly to get a reliable information from Fili pino families. 3. The survey should be improved in scope and in reliability. 4. A longer duration of study is commended to achieve more accurate results.BIBLIOGRAPHYAthman, J., & Monroe, M. (2000). Elements of effective environmental education programs. Retrieved July 27, 2012 from Recreational Boating Fishing tush http//www.rbff.org/educational/reports.cfm Blansett, S.P. and M.C. Gershwin. (2005). Developing a Statewide Work Readiness security in Colorado A Preliminary Assessment. Report to the Colorado hands Development Council. Denver CO Colorado Department of Local Affairs. Center for Education Policy Analysis, Graduate School of Public Affairs,University of Colorado at Denver and Health Sciences Center. (2006). Learning Together Assessing Colorados K-12 Education System. Denver COColorado Department of Local Affairs. Colinares, Nilo E. (2010). 21st light speed trends, issues and challenges in Philippine Education keynote speeches/public policy statements/ magisterial pronou ncements by CHED.Philippines. Dunlap, R., Van Liere, K., Mertig, A., & Jones, R. (2000). Measuring endorsement of the new ecological ikon a revised NEP scale. Journal of Social Issues, 56, 425-442. Hausbeck, K., Milbrath, L., & Enright, S. (1992). environmental knowledge, awareness and concern among 11th grade students New York state. The Journal of environmental Education, 24, 27-34. Hernandez, O., & Monroe, M. (2000). Thinking about behavior. In B. Day & M. Monroe (Eds.), Environmental education & communication for a sustainable world. Handbook for international practitioners. (pp. 17-22).Washington, DC Academy for Educational Development. Cruz, I. (2010). Education Reform in the Philippines. Century trends, issues and challenges in Philippine Education keynote speeches/public policy statements/opinionated pronouncements by CHED. Madsen, P. (1996). What can universities and professional schools do to provided the environment? In J. B. Callicott and F. J. da Rocha (Eds.), Earth Summit Ethics toward a reconstructive postmodern philosophy of environmental education. (pp. 71-91). NY Albany State University of New York Press. Malipot, I. (2010). K+12 Program Supported, Manila Bulletin. (pp.8) Malipot, I. (2010). Are you ready for K+12, Manila Bulletin. (pp.8)Monroe, M., Day, B., & Grieser, M. (2000). GreenCOM weaves four strands. In B. Day & M. Monroe (Eds.), Environmental education & communication for a sustainable world. Handbook for international practitioners. (pp. 3-6).Washington, DC Academy for Educational Development. Morrone, M., Mancl, K., & Carr, K. (2001). Development of a metric to test group differences in ecological knowledge as one component of environmental literacy. The Journal of Environmental Education, 32, 33-42. Mortenson, T. (2006). Chance for College by Age 19 by State, 2004. Postsecondary Education Opportunity, no. 169. Oskaloosa, IA The Mortenson Research Seminar on Public Policy Analysis of Opportunity for Postsecondary Education. de picted object Education Association. (2005). Rankings and Estimates Rankings of the States 2004 and Estimates of School Statistics 2005. Washington DC Author. NEETF (1998). The national report brainpower onenvironmental knowledge, attitudes and behaviors the seventh annual survey of adult Americans. depicted object Environmental Education and Training Foundation. (ERIC Document Reproduction Service No. ED433214) Ontario Ministry of Education. (2010). Parents in partnership A parent engagement policy for Ontario schools (draft).Toronto Author. Orr, D. (1992). bionomical literacy. Education and the transition to a postmodern world. Albany, NY State University of New York Press. Palmer, J. (1998). Environmental education in the 21st century theory, practice, progress and promise. New York Routledge. Rovira, M. (2000). Evaluating environmental education programs some issues and problems. Environmental Education Research, 6, 143-155. Senate Economic Planning Office. (2001). K to 12 Th e Key to Quality Education?. Philippines SEPO Policy Brief. Teves, G., Nilo, A. & Valarao,C. (2011). K+12 in Focus. Educator Magazine. (pp. 8-25)