Permanent Faculty Qualifications and Its Effects to K-12 Program Implementation

Child’s education has been a focal issue in the trend of global learning and that the K to 12 education system has been applied to most countries worldwide. In Southeast Asia, countries have adjusted to suit the curricular program that entails K to 12. In the Philippine context, the education sector is still on the stage of polishing after its implementation. The full implementation of the K to 12 education system not only applied changes to the pre-school, elementary and high school levels but it also impacts the Higher Education sector as changes in policies, curricular programs, mandates, and other academic concerns take place. This study provided readiness assessment of the College of Arts and Sciences faculty along the implementation of the K to 12 education system. Its purpose is to assess the qualifications of the permanent College of Arts and Sciences faculty members of the Bicol State College of Applied Sciences and Technology (BISCAST) and its effects to the K-12 Program implementation. In addition, it explored the possibilities of helping the college faculty to be fully equipped in handling the new General Education courses in college. Utilizing a descriptive-evaluative methodology, this research included surveys and individual interviews. Results in this study revealed that college teachers should be the most academically prepared by having the appropriate education background and expertise in his/her field. As evidenced in the data gathered, there are only 30% qualified teachers for the core courses and 42% for the elective courses as opposed to 70% and 58%, respectively. The lack of qualified teachers has future implications to the K to 12 processes. Accordingly, Human Resource Development intervention and personal development were suggested.

Keywords: K to 12, General Education courses, Core Courses, Elective Courses, higher education