THE MEANING OF K-12 UNDER THE VISION OF PARENTS AND FACULTY OF HIGHER EDUCATION

EDUCATION

The study uncovered the meanings of the lived experiences of faculty and parents in higher education institutions towards implementing the K to 12 curriculum. This study utilized the phenomenological approach. A recorded focus group discussion was utilized in the data collection. Thematic analysis was also utilized. Results showed that the faculty conceptualized the meaning of K to 12 as a curriculum that will place Philippine education at par with global standards, expedient for student preparation and learning for life, and a curriculum that calls for continuous faculty development and upgrading. The parents also conceptualized the meaning of the new curriculum as one that will place Philippine education at par with global standards, expedient for student preparation and learning for life, exciting and academically challenging, financially demanding, and calls for deeper parental involvement. Both parents shared the same concept that K to 12 is the globalization of Philippine education and expedient for student preparation in learning for life. However, faculty participants only described K to 12 as a curriculum that demands continuous faculty development and upgrading. In contrast, parent participants viewed K to 12 in terms of challenges to academics, finances, and parental involvement.

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