Latest news with #SHS
GMA Network
15-07-2025
- GMA Network
PH ranks 74th in global index; DepEd ramps up education reforms
The Department of Education (DepEd) reaffirmed its commitment to implement long-term education reforms and digital transformation in response to the Philippines' latest placement in the Global Education Futures Readiness Index (GEFRI). The country ranked 74th out of 177 nations, scoring 56.32 out of 100 and was categorized under 'emerging and partial readiness.' The index measures how well education systems are prepared to meet future challenges, citing issues such as governance, infrastructure, innovation, and equitable access. Education Secretary Sonny Angara said DepEd is focused on improving the system for both learners and educators. 'Pinapaganda natin ang sistema para maging mas maayos, mas makabago, at mas kapaki-pakinabang sa mga guro, magulang, at bata. Hindi ito madali, pero kailangang simulan at sabay-sabay nating gawin,' he said. (We are improving the system so that it becomes more efficient, modern, and beneficial for teachers, parents, and children. This is not easy, but it must start now, and we must do it together.) Among its initiatives is the creation of the Education Center for Artificial Intelligence Research (ECAIR), which aims to use AI and data science to address long-standing challenges in planning, management, and instruction. Pilot projects include: SIGLA – a mobile app to monitor student growth; TALINO – a mapping tool for tracking private sector involvement; DUNONG – a dashboard analyzing school leadership assessments; SALIKSeek – an internal chatbot for faster access to education data; SABAY and LIGTAS – tools for cognitive risk screening and geohazard monitoring, respectively. DepEd said all AI initiatives are guided by an AI Governance Framework based on international standards to ensure ethical and responsible implementation. The Department is also introducing Project Bukas, an open data initiative that aims to make information on enrollment, resources, and learning outcomes accessible to communities. The project seeks to promote transparency and improve local participation in education delivery. In terms of curriculum reform, DepEd has worked with TESDA, CHED, and DOLE to revise the Senior High School (SHS) program. Technical-vocational qualifications are now being integrated into SHS tracks, and changes in hiring policies now allow SHS graduates to apply for entry-level civil service jobs. The DepEd is also scaling up digital access through programs like PSIP Connect, which provides solar power, satellite internet, and devices to underserved schools, and the Bayanihan SIM Program, which offers connectivity support to students and teachers in remote areas. — BAP, GMA Integrated News
GMA Network
10-07-2025
- Politics
- GMA Network
Catholic schools favor reform over repealing SHS program
Catholic schools in the country have opposed the proposal to remove senior high school (SHS) from the K to 12 program, calling the move 'untimely' and 'dangerously shortsighted.' In a statement, the Catholic Educational Association of the Philippines (CEAP) and the CBCP Episcopal Commission on Catholic Education (ECCE) said in a joint statement the proposed measure threatens the 'vision rooted in equity, global parity, and holistic learner development.' "Reform, not repeal, is the only rational and just way forward,' the groups said. 'Flaws in execution should not be mistaken for flaws in the framework,' the groups added. The CEAP and ECCE proposed that instead of abolishing the program, the government should expand and strengthen the SHS Voucher Program so that more learners could enroll in senior high school. To address the graduates' employment readiness, CEAP said curriculum tracks should be aligned to market demands by strengthening partnerships between schools and the industry. The regional centers of excellence should also guide struggling schools by upskilling SHS teachers and reforming a job-relevant curriculum. 'Rather than breaking what is still being built, the government should commit to a full review of SHS implementation and institute reforms where necessary without sacrificing its gains,' CEAP said. 'Reverting to a 10-year cycle would dismantle existing structures, waste public and private investment, and once again send Filipino students into college or the workforce underprepared,' it added. Senate President Pro Tempore Jinggoy Estrada has filed a measure seeking to rationalize the basic education system by removing the SHS, as it 'still has not fully achieved its goal' to produce skilled and job-ready graduates 12 years after the Enhanced Basic Education Act of 2013 was enacted into law. Education Secretary Sonny Angara earlier acknowledged the lapses in the implementation of SHS but said it is up to the Congress to continue to abolish the program. 'Hindi maganda ang naging implementation nitong nakaraang dekada. Masyadong marami ang subjects at nakahon masyado ang mga bata. Hindi sila nakakapili ng subject/s,' Angara said in a statement. (The SHS' implementation in the last decade has not been good. There were too many subjects and the learners were constrained. They were not able to choose subject/s.) — BAP, GMA Integrated News
GMA Network
07-07-2025
- Business
- GMA Network
Private sector urges stronger K to 12 implementation, not abolition
As debates continue over the future of the K to 12 program, the country's leading private sector groups, business leaders, and civil society organizations have reaffirmed their strong support for the policy, urging the government to focus on fixing implementation issues rather than scrapping senior high school (SHS) altogether. In a joint statement titled 'Support for K to 12: A Call for Unified Action to Strengthen Its Implementation for Every Learner,' the Philippine Business for Education (PBEd) and other private sector signatories emphasized the program's critical role in developing a skilled, competitive, and future-ready Filipino workforce. 'The private sector recognizes the necessity of a qualified, competent, and competitive workforce for the continued development, growth, and competitiveness of the Philippine economy,' the statement read. 'This in turn requires a strong basic education system to provide the fundamentals for a skilled workforce.' The signatories called on the government to resist calls to abolish the SHS program, warning that doing so would be a 'step backward' in national efforts to improve employment readiness and long-term productivity of young Filipinos. SHS not the problem The statement comes in response to mounting criticism of the K to 12 program, particularly senior high school, amid reports of graduates struggling to find jobs or lacking essential competencies. But according to PBEd, these challenges stem not from the design of the program, but from gaps in its implementation. 'Senior High School is not the source of our weak outcomes. As a matter of fact, it is even more needed to remediate our students and better prepare them for work or further studies,' the group said. Citing a World Bank study showing that more than 90 percent of Filipino Grade 4 students are unable to read a simple sentence, the private sector groups stressed that learning deficits begin in early education — and must be addressed as part of a comprehensive education reform strategy. Strengthening, not scrapping The statement highlighted the original goals of K to 12: to bridge the gap between education and employment, develop core competencies, and equip learners with practical skills to succeed in college, work, or entrepreneurship. 'When properly implemented, [K to 12] equips learners with the competencies needed to succeed in postsecondary education, enter the workforce, or start their own enterprises. This is critical in an economy that continues to evolve and where demand for skilled workers is growing,' the groups said. The private sector also noted existing gaps such as poor learning outcomes, limited work immersion opportunities, and misalignment between SHS offerings and industry needs. They called for reforms that begin from the early grades and extend through senior high school. Among their recommendations are to: Strengthen foundational skills such as reading and math Align curriculum with industry standards Improve teacher training and support Expand work immersion and industry partnerships Enhance student support systems A shared responsibility PBEd lauded President Ferdinand Marcos Jr.'s recent directive to improve SHS outcomes and echoed the call for better implementation. The group called on the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA) to collaborate more effectively with employers, schools, and communities. 'The success of K to 12 — and the future employability of our youth — relies on shared responsibility. We must collectively commit to making K to 12 work: by closing learning gaps, aligning skills training with industry standards, and supporting every learner's pathway to gainful employment and lifelong productivity,' they said. As the national government prepares to review key education policies ahead of the President's third State of the Nation Address (SONA), the private sector is urging leaders to stay the course, fix what's broken, and work together to deliver better outcomes for every Filipino learner.—LDF, GMA Integrated News
GMA Network
02-07-2025
- Politics
- GMA Network
Palace clarifies: Marcos not against K-12 program
Malacañang on Wednesday clarified that President Ferdinand ''Bongbong'' Marcos Jr. is not against the K-12 program. To recall, Marcos previously said that he is frustrated with the implementation of the Senior High School Curriculum, noting that the system has " "no advantage." ''Gusto po nating liwanagin ito. Hindi po niya sinasabi na tutol siya sa K-12. Ang sinabi lang po niya ay hindi naging epektibo agad dahil hindi nai-prepare ang mga ahensiya para dito,'' Palace Press Officer Undersecretary Atty. Claire Castro said in a briefing. (We want to clarify this. He's not saying he's against K-12. He's just saying it wasn't effective right away because the agencies weren't prepared for it.) Castro said that under Education Secretary Sonny Angara, the system is being improved. ''At ngayon po sa pamamagitan din po ni Secretary Angara, ini-improve po ito pero ayon po sa ating Pangulo, hangga't nandiyan po ang batas para sa K-12 ito po ay susuportahan at palalawigin at pag-iibayuhin nang maayos para sa ating mga estudyante,'' she said. (And now, through Secretary Angara, it is being improved, but according to our President, as long as the law for K-12 exists, it will be supported, expanded, and improved properly for our students.) In August 2024, Marcos directed the rationalization of the SHS curriculum as he wanted to ensure that SHS graduates could acquire high-quality jobs. Angara had acknowledged the lapses in the implementation of the SHS was one of the authors of Republic Act 10533 or the Enhanced Basic Education Act of 2013, which institutionalized the government's K to 12 program. The law restructured the basic education in the country by requiring Filipino students to undergo one year in kindergarten, six years in primary school, four years in junior high school, and two years in senior high school. —VAL, GMA Integrated News
Los Angeles Times
30-06-2025
- General
- Los Angeles Times
Saratoga High ‘almost-alumnus,' Mike Young, proves there are many pathways to success
His hands tell his story: worn, calloused, and etched with decades of labor spent sculpting the landscapes of the Silicon Valley elite. Each scar bears witness to the artistry and toil behind the manicured landscapes he has tended. Those hands belong to Michael Young, 58, who dropped out of school his senior year, 1984, and never graduated high school. He spent the next decade working to discover his passion, landscape design, and eventually made a highly successful business out of it. He returned to school in September 2024 with dozens of his former classmates for his 40-year reunion. Looking back, he described himself as a struggling, aimless teenager who wanted to chase his wildest dreams outside of the classroom. Now retired and financially successful, Young once spent his days doing backbreaking labor under the relentless California sun, planting, pruning, and perfecting the outdoor spaces of his clients. Young spent his life working for some of the valley's most influential people, and his journey to get there was far from ordinary. Young struggles in Saratoga amid intense academic pressure Young, born in Santa Clara in 1966, grew up in the heart of Saratoga along Highway 9. He attended Oak Street Elementary, now Saratoga Elementary School, Redwood Middle School, and Saratoga High School. His first exposure to agriculture was in his childhood home's massive garden and surrounding orchards, where he learned to live with nature. As a child, he also participated in a Saratoga Union School District program called 'Enrichment,' which exposed local youth to the outdoors, arts, and music, developing his love for the subjects. Saratoga was a drastically different town during Young's upbringing. Compared to its current population, where just 37.8% of residents are white, the Saratoga of the '80s was predominantly white; at that time, 94.4% of residents were Caucasian, while only 4.6% were Asian. Rather than working primarily in tech-focused industries, as they do now, residents more often held jobs in agriculture or owned and ran small businesses. Still, even during the '80s, SHS was an academically focused school characterized by scholastic achievement. Study halls were spent rushing through English homework, and lunches were reserved for last-minute cramming of Spanish verb conjugations. Yet, for some students, including Young, the academic fever never took hold. Often labeled 'rebels' or 'troublemakers' by teachers and parents, Young and his group of friends took a less conventional approach through high school. Young's ideal future strayed from the path so prevalent in this community — rather than pursuing a college degree, he envisioned himself backpacking around the world. Feeling the extreme academic pressure of SHS, he often considered transferring to Los Gatos High, which offered more vocational classes like automotive mechanics and woodshop. Unfortunately, his repeated attempts to change schools were blocked by the administrators for reasons still unknown to him, leaving him trapped and struggling to stay afloat at SHS. 'I hated high school,' Young said. 'I didn't fit in socially or academically, and, though Saratoga is an ideal community, I couldn't enjoy it.' By the time his senior year came around, Young was hardly attending school and failing all his classes. He ended up falling so far behind that he had to retake Algebra. Twice. Finally, he had to ask himself: 'Why be here?' After years of trying and failing to force himself into the mold of the 'Saratoga student,' he chose to forge his own path. He decided to drop out, giving himself the room to grow and pursue the passions he held outside of the classroom. 'There was this total frustration with not being able to get what I wanted out of life at school, and realizing that time had run short,' Young said. 'I would rather be in Australia chasing a dream than sitting through math in Saratoga trying to fit in.' His decision to leave school was met with both judgment and concern from his family and friends. He had no concrete plans for his future and no knowledge of what came next. Nothing except for a vague dream that he was willing to chase halfway across the world. And so he did. 'If you listen to all the noise, you're never going to find yourself. You have to decide: '[My dreams] are important to me, and they're so important to me that I'm going to act on them,'' Young said. Young explores passions in Oceania After the abrupt end to his high school career, Young decided to take his chance to experience life outside of Saratoga. He took a few years to explore, bouncing between different community colleges and living abroad. He spent a year each in New Zealand and Australia working on farms and furthering his interest in the environment by 'going back to the land,' he said. While he was there, he also visited the Great Barrier Reef and other natural wonders in Oceania, helping to further ignite his passion for the environment. He financed his adventures through farm work, jobs at nature reserves, and careful budgeting. During his time untethered to societal standards, Young experienced paralyzing doubt about his future. 'I remember waking in New Zealand on a beach, just going: 'What am I doing with my life? What am I doing on this beach? Everybody else is in class; where is this going?'' Young said. Eventually, as his carefree days of travel came to an end, Young decided to move back to California to attend college and 'stick it out this time.' He got his General Educational Development diploma — which awards high school credentials in lieu of a high school diploma through testing — and set out to attend UC Berkeley, ranked as one of the top 5 schools in the nation at the time. With his lackluster report cards and no official high school diploma, his application was rejected almost immediately. But Young, motivated by a newfound passion to attend school, refused to accept the resignation and called the dean of admissions to schedule a meeting. 'I knew I wasn't going to attend college unless I went to Berkeley, and this program was super exciting,' Young said. 'I tend to be single-minded once I decide what I want. When I made the appointment with the dean, I explained that I would do whatever it takes to get in.' The dean was so impressed by Young's clear passion for the environment, demonstrated through his work in Australia and New Zealand, and his determination to go to Berkeley, that he offered Young a spot. With that, he became a new Berkely admit: a 22-year-old freshman in the Class of '92 Conservation and Resource Studies department. While managing his coursework in college, Young also landed an internship at Hidden Villa Farms in 1989, where he began laying the groundwork for his own arbor business maintaining the topiary of the Bay Area elite. Through this internship, he met his arborist mentor, Kevin Raftery, and was able to begin building a network with wealthy Silicon Valley CEOs, who were willing to pay for 'quality work and long-term relationships,' Young said. 'I never got into it to grow it or to make money, but rather to do something very authentic to myself, which was delivering efficient, high-quality work and customer service. With those things, you can demand a premium price,' Young said. Young builds a future in agriculture After successfully graduating from UC Berkeley in 1992 with honors and a 4.0 GPA, Young began his own arbor business, Urban Tree Management, offering high-quality landscaping services for the wealthy residents of the Bay Area. He began operating his business out of his house and leveraged the connections he made in his work at the arboretum to gain his first few clients. He adhered to two core principles that defined all of his jobs: 'quality work and long-term relationships.' 'It sort of grew on its own; there was no plan beyond high-quality work,' Young said. Though money was never a priority when he began his business, his mindset shifted dramatically after starting a family in 1996. 'As soon as you have kids, it's not just about you,' he said. 'My time became a lot more valuable because I wasn't just supporting myself but also the family. I became much more serious about the business when I had children.' Young retires from an era Young took an unusual path through his Saratoga youth, one that led him further financially than many of his peers. Though many had previously judged and mocked him for his failures at school, Young proved that early academic achievement doesn't define success when he attended his 40-year high school reunion as the owner of two houses and two Porsches. Young recently sold his multi-million dollar business, which employs over 20 people, to a private equity firm, and he retired in December. After years of hard work, he now spends his time exploring the world, fulfilling all his childhood dreams. He began his travel journey by spending two month in Japan and Hawaii, experiencing the culture, food, and natural wonders each place has to offer. Though Young didn't make it through high school, all three of his kids went on to attend prestigious universities after completing high school. Young never forced them to pursue an academic career. Instead, he encouraged them to find their spark and follow it wherever it led them, a philosophy that he believes should apply to everyone. 'Explore ideas that you enjoy,' he said. 'Delve into it. It doesn't matter what everybody else says. High school is the time to cast a wide net and go down those pathways that interest you. It's not about the rebellion, but following those paths that bring you joy and fulfillment.' Related
