The K12 educational system in the Philippines has been a topic of discussion and debate among educators, policymakers, and parents for years. Introduced in 2012, the system aimed to improve the quality of education in the country by adding two more years to the basic education curriculum, from 10 to 12 years. While it had its intended effects, there are still concerns and limitations that need to be addressed, especially for young students.

One of the primary issues plaguing the K12 system is the cram-based learning environment. With a heavy emphasis on completing a certain number of credits to pass a subject, students often find themselves overwhelmed and stressed, leading to mediocre performance. Moreover, the rigid curriculum tends to stifle creativity and critical thinking, crucial skills for young minds.

Another area that requires improvement is the lack of resources and facilities in many schools, particularly in rural and disadvantaged areas. This can hinder students’ ability to fully engage with the curriculum, making it even more challenging for them to succeed. Furthermore, the limited availability of technology and digital resources in some schools can put students at a disadvantage compared to their peers in more affluent schools.

It is imperative that the government and education policymakers take concrete steps to address these issues. One potential solution is to revamp the curriculum to prioritize critical thinking, creativity, and problem-solving skills. This can be achieved by incorporating more projects-based learning, group activities, and hands-on experiences that encourage students to think outside the box.

Additionally, schools should be equipped with sufficient resources and facilities to provide equal opportunities for all students. This includes providing access to technology, digital resources, and qualified teachers who can cater to the diverse needs of young students.

For young students, it is essential that they are taught essential life skills such as time management, teamwork, and adaptability. These skills will not only assist them in their academic journey but also prepare them for the demands of the modern workforce.

The K12 educational system in the Philippines has its Silver Jubilee Celebration of the K12 education program.

The post Revamping K12 for Young Students first appeared on Zamboanga .

The 4-day TP-Link TPNA/OCNA Training and Certification event was successfully conducted from October 22 to 25, 2024, at the Amphitheater of the College of Computing Studies, Western Mindanao State University (WMSU). Organized by TP-Link Philippines under the leadership of Ms. Divine Ortega, Mindanao Regional Sales Manager, in collaboration with the Department of Information and Communications Technology (DICT) Region IX and BaSulTa, and WMSU, the event attracted a total of 43 participants from various government agencies.

The primary goals of the training were to equip participants with the necessary knowledge and skills in utilizing TP-Link technologies effectively in their respective workplaces and to assess participants’ understanding and proficiency through the TPNA and OCNA Certification Exams, validating their capabilities in managing and implementing TP-Link solutions.

The event was structured to provide comprehensive training sessions focusing on the latest TP-Link technologies, including best practices for deployment, management, and troubleshooting. Participants engaged in hands-on activities and interactive discussions, enhancing their learning experience.

Upon completion of the training, all participants were eligible to take the certification exams. The results were impressive, highlighting the effectiveness of the training provided.

Out of 43 participants, 41 successfully passed the OCNA Certification Exam. Notably, four individuals from WMSU achieved the highest score of 90%:

• Ceed Jezreel Lorenzo

• Mark Flores

• Ronald Cemine

• Rolando Locson

In the TPNA Certification Exam, 12 out of 43 participants passed. Jhon Paul Arip from WMSU distinguished himself as the topnotcher with an outstanding score of 85%.

The TP-Link TPNA/OCNA Training and Certification event not only provided valuable knowledge and skills to government agency employees but also fostered a spirit of collaboration among participants from different sectors. The success of the training is a testament to the commitment of TP-Link Philippines, DICT Region IX and BaSulTa, and WMSU to enhance technological proficiency in the region. The achievements of the participants, particularly those from WMSU, reflect the quality of training and the potential for further advancements in utilizing TP-Link technologies in their respective roles.

The post TP-Link/OCNA collabs with DICT R-9, BaSulTa and WMSU first appeared on Zamboanga .

Reading is an essential building block for learning; regardless of school subject areas, be it language or math, reading is indispensably important. It allows every learner to understand the world around them and to create connections with the printed letters on, say, books to real-life scenarios. Various studies show that reading provides great profit on an individual’s life.

However, reading is also that one colossal problem that the educational landscape is facing today. The Philippines shares a significant rate of low performers among all PISA-participating countries and economies. That is, 80% of the Filipino students did not reach the minimum level of proficiency in reading.

Concomitant to reading relevance, the Department of Education is continuously fulfilling its mandate to make every learner a proficient reader and to help learners develop their reading skills by implementing different reading literacy programs such as ECARP (Every Child a Reader Program, 3Bs Initiative (Hamon: Bawat Bata Bumabasa), DEAR (Drop-Everything-And-Read), and Brigada Pagbasa.

However, results of the school reading assessment (Phil-IRI) for learners reveal that there are still those who struggle to meet the learning standards in early language literacy and there are also those who could not comprehend what they read.

San Roque National High School is committed to addressing the issue of slow readers among its student population. Last school year, out of 604 Junior High School students, only 6 reached the Independent Level, 174 were under Instructional Level, and 424 were under Frustration Level. This proposal outlines a comprehensive Reading Intervention Program that includes targeted reading interventions and a supportive feeding program to enhance literacy skills and overall cognitive development.

The post “Read Share and Inspire” first appeared on Zamboanga .