THE IMPLEMENTATION OF SENIOR HIGH SCHOOL IN THE PHILIPPINES:

AN ADVANTAGE OR DISADVANTAGE TO STUDENTS’ FUTURE

OPPORTUNITIES

Marin, Princess Yna M.

Master of Science in Biology Education Student, Departnment of Science Education,
College of Education, Central Luzon State University, Philippines

Natividad, Lexter R.
Faculty, Departnment of Science Education, College of Education, Central Luzon State
University, Philippines

Abstract
The implementation of the Senior High School (SHS) program under the K to 12
educational reforms in the Philippines seeks to address the nation's educational challenges
by aligning its system with international standards. The reform introduces an additional
two years of senior high school, aiming to equip students with enhanced academic,
technical, and vocational skills, thereby fostering college readiness and employability. This
journal explores the program's advantages, focusing on holistic development, alignment of
skills with global job markets, and preparedness for tertiary education. Despite these
benefits, challenges remain, including the financial burden on families, gaps in teacher
training, and stakeholder dissatisfaction. Through continuous curriculum evaluation,
stakeholder collaboration, and policy adjustments, the SHS program strives to improve
educational outcomes and enhance the competitiveness of Filipino youth in an increasingly
globalized world.

Introduction
“The youth is the hope of the motherland”, is a famous quote in the Philippines
by Dr. Jose Rizal. It is said that the youth are one of the active members that drive the
society. They are the future of the country hence they should be exposed to various
activities as early as possible in order to become prepared for their future endeavors.
Certainly, each child has their own dreams that they want to achieve. If one were to ask
someone in regards to their future career, they will mention different professions. Some
would want to become a nurse, educator, police officer, minister, doctor etc. For this to
happen, undergoing education is most likely the solution because it is the key to acquiring
different skills, knowledge, experiences, and abilities. Education is the process of
transmitting information, knowledge, skills, values, and competencies designed to bring
out learning across generations (International Standard Classification of Education, 2011).
According to the World Bank (2024), everyone has the right to access education. It is
important because it serves as the most powerful tool in acquiring opportunities for
employment, stability, health, and reduction of poverty. In every country, different
educational systems are being used. As stated by UNESCO (United Nations Educational,
Scientific and Cultural Organization), the educational system is defined as a systematic
framework by which institutions, organizations, policies, laws, and curriculum work
together in order to provide an effective delivery of learnings to students. In the Philippines,
the education system that is being used is the K to 12 programs. A law called the Republic
Act 10533 (also known as the Enhanced Basic Education Act) which supports the said
program was formally signed by the Former President Benigno S. Aquino III on May 15,
2013. This paved a way for the replacement of the old program which is the K to 10
curriculum programs. The new law aims to improve the education system and prepare the
learners to be trained into a more complex environment and higher education through
adding another two years before entering college. The reason for this change is due to the
eagerness to meet the international standard for quality education. It is believed that the
Philippines is being left behind (last country to use a ten-year pre-education program),
hence the decision to adapt the new program was made (Yap, 2011). The K to 12 program
is composed of kindergarten, six years of primary education, and six years of secondary
education: four years in junior high school, and two years of senior high school
(Department of Education, 2024). The additional two years (senior high school) in
secondary education has led to many arising issues since not all are in favor of the
implementation. People say that the other two years in senior high school are just a waste
of time and money. Some concerns like excessive academic burden for students, lack of
preparation for teachers, assumptions that it will only provide disadvantages to the
students, families and teachers have emerged as well. Despite these, there are also good
benefits of the implementation of the Senior High School in the Philippines for it actually
enhances educational quality, prepares students for their access to higher education and
employment, and it promotes holistic development. Main points such as skills development
of the learners, college readiness, alignment with international standards, and personal and
academic maturity will be tackled as well.

The Development of Senior High School

The decision to establish the Senior High School (SHS) in the Philippines was a
product of consultations among the government educational institutions and organizations
like the Department of Education (DepEd), Commission on Higher Education (CHED),
Technical Education and Skills Development Authority (TESDA) and many others. The
SHS curriculum is developed through the consideration and influence of several
educational theories and frameworks which seeks to provide a quality education for the
students (Department of Education, 2016). One of the focuses of the curriculum is to equip
the learners with necessary skills and knowledge for real-world applications. It reinforces
competency-based education. The competency-based education is designed to make sure
that the learnings the students’ acquired during the learning process can be demonstrated
in practical contexts (Dicdiquin et al., 2023). The learners are encouraged for lifelong
learning and are ought to acquire skills like problem-solving, communication, and
teamwork. This is important because it will make the students become more ready for
employment and be prepared to access higher education. (Mamolo & Sugano, 2020).
Theories like constructivist learning theory and contextualized learning theory
are evident in the SHS curriculum. It is believed that they are one of the influencers that
drives its development. Students are being exposed to different experiences and they are to
construct their learning from them. Basically, active learning is being promoted (Reston et
al., 2016). It is believed that students learn better through hands-on involvement activities,
especially if it is aligned with their interests. This idea is being supported by constructivism
and it is seen in the program of SHS through the focus on performance-based assessments
and inquiry-based learning activities of the students (Petalla & Doromal, 2021). Moving
on, another theory that is considered having an influence on the SHS curriculum is
contextualized learning. Contextualized Learning emphasizes the vital role of the
connection of teaching and learning within real-world contexts (Kalchik & Oertle, 2010).
It involves presenting information in ways that help students understand it based on their
own experiences and how they apply their knowledge into the real-world situations (Lin,
2016). Activities like project-based learning and community engagement which reflects
contextualized learning is being supported by the SHS curriculum. With these, students are
able to connect their learnings they obtained from the educational institution with their
surroundings (Olaguer, 2023).
Another inspiration of the development of the SHS curriculum is the principles
of equity and inclusion. Here, it states that all students have the privilege to access quality
education, regardless of their socio-economic status. This was considered and was reflected
through the different tracks the curriculum is offering. Students are able to choose among
these and this set up is designed to cater their diverse needs and aspirations (Aceret et al.,
2022). This is crucial because students should realize that they deserve an environment
wherein they can progress holistically (Palestina et al., 2020). Having said these, the SHS
curriculum is seen to be executing the holistic development approach for it focuses on the
overall growth of the students (Calingasan, 2018). Overall, each of the basis for the
development of the senior high curriculum contributes to the goal of the education, which
is to prioritize students’ growth, wellbeing, competency, constructivism, competitiveness,
equity, holistic development, and contextualized learning. These are necessary so that
students will become prepared and succeed in facing the challenges of their future
endeavors.
Goal of Senior High School
One of the reasons why students undergo education is for them to be prepared for
the challenges that they may face in society. They are expected to acquire various
knowledge and skills relevant to the current era. The Senior High School (SHS) curriculum
aims to produce graduates who are holistically developed, equipped with 21st century
skills, prepared for entering higher education, ready for employment, and geared when it
comes to entrepreneurship (Department of Education, 2016). Through the establishment of
SHS, students have the freedom to choose from different tracks which are likely connected
into their target course they were to take in college. The SHS curriculum is designed
wherein students are allowed to specialize based on their interests (Team, 2019). Their
specialization in SHS will equip them with the necessary knowledge and skills they need
relevant to their future careers. Basically, the two years in senior high school will serve as
their preparation (Abrigo & Orbeta, 2023). One can say that this is the adjustment point
towards a higher phase of a student’s life. Their SHS period will serve as an eye opener
because they will be experiencing challenges they might encounter in their future
endeavors. It will enable them to think thoroughly in regards with their plans as to what
their prospective career will be. Additionally, one of the goals of the Senior High School
is to expose the learners to real-world experience through work immersions. Despite being
a young adult, they will have to be deployed on fields that are connected on their track. By
doing this, students will have a great understanding of the happenings in a workplace
(Catelo, 2020). This opportunity will develop their practical skills, and it will enable them
to put into application the knowledge they acquired during class hours (Esguerra, 2024).
Another goal of the SHS is to be able to cope up with the emerging advancement of
globalization. Aligning with international standards via extension of basic education to 12
years will benefit the country for it is the key to enhancing the employment of graduates
abroad (Abrigo & Orbeta, 2023). Having a social responsibility is one of the characteristics
a learner should possess. The SHS seeks to produce graduates who embody becoming
responsible citizens. They should be seen as an active member in a community hence
workshops, seminars, and educational field trips are being promoted by the SHS
curriculum (Beata, 2020). The learners should realize the importance of having a mindset
of lifelong learning and this is one of the objectives that the SHS would want to achieve.
They advocate continuous learning for the students to continue searching for knowledge
and for them to also get used to the endless change that happens throughout their life (Laal
& Salamanti, 2012).

Improvement of Educational Quality

It is not new for students to have their own visions as to their plan for their future
profession. Some might want to follow a path in fields like in medicine, politics, or
business. Before, the old curriculum has faced several flaws and issues due to its being
outdated (Argosino, 2023). It was believed that it cannot provide quality education for it
only included ten years of basic education when the global standard accepted was at least
twelve years. These insufficient years was one of the reasons why Filipino students find it
difficult to be recognized internationally especially when they try to pursue or continue
their studies outside the country (Campos, 2023). It is believed that they are underprepared
because they cannot cope up with the global standard. Another flaw of the previous
curriculum is that it was congested and misaligned with the actual needs of the students
(Salem, 2017). Lack of mastery on the students’ part was seen, and this is due to the
overfeeding of information of many subjects while being crammed into a limited period
(De Leon, 2023). Based on the results that were provided by the Programme for
International Student Assessment (PISA) and the Trends in International Mathematics and
Science Study (TIMSS), the educational outcomes of the old curriculum were poor and
unsatisfactory. The Philippines has consistently ranked at the bottom among the ASEAN
countries (Magsambol, 2020). This just shows how ineffective the old curriculum is, and
it reflects how Filipino students really lack preparation for both higher education and
employment.
In response to these critical arising shortcomings, the K+12 program was thought
of as a candidate for solution. It was introduced to the country so that the quality of
education will be enhanced and improved (Ma & Ongkiko, 2013). The implementation of
Senior High School (SHS) under the K to 12 program offers enhanced learning
opportunities through the development of specialized tracks such as the Academic Track,
Technical-Vocational-Livelihood Track, Arts and Design Track, and Sports Track.
Basically, the SHS curriculum was tailored based to students’ interests and career goals
(Oducado, 2021). By undergoing these tracks, students will be able to gear up with relevant
skills and knowledge on their future career. To ensure that they stay inspired and motivated
to continue pursue academic excellence, the SHS program, is advocating for having a fair
and being just in recognizing students' academic achievement in order to maintain
transparency (Aquino & Natividad, 2023). In addition, the Senior High School has included
the work immersion on its curriculum. This means that students are able to be engaged
directly in workplaces. They will undergo training and workshops for them to better
understand the work dynamics. Through these, the students will be ensured of their
workforce readiness (Salvador, 2018)
Internationally, numerous countries focus on producing research papers in
schools which might be the key to the many problems that the world is facing. Making a
research paper contributes to attaining a quality education because it fosters a culture of
inquiry and critical thinking of the students (Oducado, 2021). The SHS curriculum has
subjects which focus on doing research. It is important to include these subjects because
they promote deeper learning, critical thinking, collaboration, and practical application
which is essential to achieving an effective education system (Tondo, 2021). Additionally,
students who are well-informed about research can be put into an advantage as they can
participate in research projects, or they can globally compete with other countries as well
(Jackson & Mansilla, 2012).
 In general, Senior High School enhances academic and practical skills. These are
important because it makes the students become more prepared for accessing higher
education or work. The additional two years of education will not be wasted as it ensures
the benefits that students will acquire such as their deeper learning, better development in
many aspects of life, and lots of opportunities in their fields (Ducanes & Ocampo, 2020).

The Senior High School Tracks

According to Jardinez and Natividad (2024), it is important to acknowledge the
value of inclusive education in addressing students' diverse needs and this is what is
reflected in the SHS curriculum. In the Philippines, the SHS curriculum offers four main
different tracks. These are the Academic, Technical-Vocational-Livelihood (TVL), Sports
and Arts and Design. These tracks are further divided into more specific programs called
strands, which focus on various fields of career paths (Liego, n.d.). According to Jardinez
and Natividad (2024), it is important to acknowledge the value of inclusive education in
addressing students' diverse needs.
The Academic Track is designed for students who want to pursue further higher
education. Based on the Department of Education, this track includes several strands such
as Science, Technology, Engineering, and Mathematics (STEM), Accountancy, Business
and Management (ABM), Humanities and Social Sciences (HUMSS), and General
Academic Strand (GAS). Students who want to follow a path under degrees in engineering,
health sciences, or technology-related fields should choose the STEM strand because its
focus is more on scientific and mathematical principles. It is believed that they will surely
have a background in regard to their future chosen career because some will be tackled in
this strand (Rafanan et al., 2020). On the other hand, students who wish to pursue
professions in business and management should be under the ABM strand because subjects
related to accounting, entrepreneurship, corporate management and other connected fields
will be included as well (Singca, 2022). Moving on, the HUMSS strand should be
considered by the students who are interested in courses whose investment is more on oral
presentations like Education, Political Science, Communication, and other similar fields.
They will go through subjects that are likely connected to human behavior, society, and
culture. Through this, HUMSS students will be equipped with skills and knowledge needed
in their fields (Acebes, 2020). The last strand under the Academic Track is the GAS strand.
This strand is broad and general. It is suitable for students who are more likely indecisive
and unsure about their future profession but is certain to access higher education. Under
this strand, students are given a chance to explore via undertaking a variety of subjects
across different fields (Baret, 2024). The Academic track is important as it prepares the
learners for more advanced courses in college. In addition, as evidenced by the studies of
Manugas et al., (2022) & B., (2023), it stated that there is a positive relationship between
the chosen academic strand and the students’ performance in college. Meaning, the
academic strand greatly influences the readiness and success of their higher education.
Choosing a right strand that is connected to their future career is critical for it serves as the
foundation and acquisition of essential skills and knowledge.
The Technical-Vocational-Livelihood Track is designed for students who wish to
obtain practical skills and competencies needed in the workforce. It promotes technical and
vocational education. Under this track, strands such as Agri-Fishery Arts, Home
Economics, Industrial Arts, and Information and Communications Technology (ICT) are
present (Arban et al., 2024). Students who like to take part in careers related to agriculture
and fishery shall choose the Agri-Fishery Arts. Here, they will be taught agricultural and
fishery practices in which they can use to attain further understanding in their chosen field
(Collins, 2023). Meanwhile, Home Economics strand should be chosen for students who
have eyes for household management like in cooking, fashion design, and sewing. Learners
who would like to try home-based businesses should try considering this strand because
subjects appropriate in enhancing knowledge and skills related to fields in home economics
will be included as well and it will surely provide great information to students (Liego,
n.d.). Another strand called Industrial Arts should be considered by the students who would
want to attain practical skills in various trades such as in carpentry, welding, automotive
repair, and other related technical jobs. They will be equipped with necessary technical
skills and knowledge needed and they will have the opportunity to put into application their
learnings they acquired in their industrial-related subjects (Sotto, 2020). Basically, they
will have direct and on-hand experiences on workplaces to practice and demonstrate their
learnings. The last strand under the TLE track is the Information and Communications
Technology (ICT). Under this strand, students will be prepared for careers in technology
and communications. They will learn how to manage and handle computers, create
applications, websites, and other computer-related stuff. In short, students are expected to
possess skills in computer programming, web development, and networking (Ghavifekr &
Rosdy, 2015).
The Sports Track is tailored for students who wish to pursue careers in athletics,
sports education, and other sports-related professions. Learners under this are usually those
who are physically fit and active. This track has exclusive subjects for students who study
under the Sports Track only. It includes sports science, coaching and fitness training. The
aim of this track is to develop physical fitness, teamwork, and sportsmanship (Poblador &
Tagare, 2022). Although, before the implementation, this track has faced many questions
and challenges due to the issues for specialized training and facilities, it was still not
hindered from being established as a track. Overall, Sports Track students are seen as
people who are not only committed to having excellence in sports but also to having a
development on various aspects such as in academic, personal, and professional
foundations which are necessary in achieving success in their future careers (Poblador &
Tagare, 2022).
Lastly, the Arts and Design Track is designed for students who are interested in
pursuing creative fields like in visual arts, performing arts, and design. Basically, students
under this track have passion for arts (Department of Education). This track allows the
learners to explore various artistic expressions. It nurtures creativity and by undergoing
this track, students will have a foundation for their chosen art-related career. The
integration of arts into the curriculum was included for it has a purpose of enhancing the
engagement and performance of the students in their fields through the demonstration of
art-integrated exhibitions and performances deemed as major requirements of their arts
subjects (Gisultura et al., 2021).
Overall, the decision in choosing a right track is crucial because it influences
many such as the students’ immediate educational experiences, their long-time career
trajectories, and their academic performance in college hence it is advisable on the part of
the students to make plans and envision the future as early as possible for them to not waste
time and efforts.

Alignment with Global Standards

One of the purposes of the Senior High School program’s implementation under
the K+12 Basic Education Program in the Philippines is for the country to be aligned with
global standards. It is an educational reform wherein additional two years will be added in
the basic education. The movement seeks to enhance the quality education of the Filipino
students. This course of action is important because it is the proof that educational
outcomes meet the international criterion, and it promotes global competitiveness on
students (Garcia & Yazon, 2020). The process of the development of curriculum has been
thought carefully. It was made sure that it incorporates different international educational
frameworks because relevancy and quality is the top priority. In order to come up with a
curriculum that is at an international level, the International Standard Classification of
Education (ISCED) developed by UNESCO was used for comparison. This classification
creates a shared system which is a great help in comparing education systems across
different countries (Xiong, 2024). One good effect of the alignment process is the
collaboration involvement among various institutions such as the Commission on Higher
Education (CHED), the Technical Education and Skills Development Authority (TESDA),
academic organizations and other industry partners. This teamwork has a vital role in
ensuring that the curriculum to be developed is not only a high standard academically, but
also aligned with the required competencies that the global job market has set (Department
of Education, 2016). The current trend for global competency is the focus on the 21st-
century. Countries are encouraged to include the focus on the acquisition of 21st century
skills in their curriculum hence the SHS curriculum considers the following competencies
which are believed to be in line with the international standard. The SHS curriculum has
put an emphasis on acquiring communication skills because it is deemed as one of the
powerful tools which can be used for expressions, understanding, and achieving goals. The
proficiency in both English and Filipino is being concentrated on because the curriculum
would like to ensure that students can effectively express themselves, and that they can
participate in the global community (Raptou et al., 2017). Another focus is on Critical
Thinking and Scientific Literacy. Given that the world is continuously advancing, science
and technology are being given more attention since they have the potential to better
support and continuously improve the quality of life. They could also address the global
challenges that the world is facing hence they are being prioritized (Vieira, 2016).
Additionally, the current generation was starting to embrace the rise of AI technology.
There might be benefits, but there are also possible disadvantages when used irresponsibly.
Hence, to ensure that it promotes positive outcomes and equitable access, a continuous
innovation and collaboration was suggested (Nelson et al., 2024). With these, it would
likely result for the students to better practice critical thinking, mindfully explore scientific
knowledge and solve problems. These skills are considered because they are highly valued
in sectors across the nations. One of the competencies that globalization wants to highlight
is vocational competency. Given this, the senior high school included technical and
vocational proficiency in the curriculum through the Technical-Vocational-Livelihood
(TVL) Track. Here, students are expected to gain practical skills and knowledge needed in
fields under agri-fishery, home economics, information and communication technology,
and industrial arts which are aligned under the international vocational standards. Through
undergoing this track, students will be prepared for more difficult challenges making them
more employable not only from within the country but also abroad (Alarcon et al., 2024).
Although the SHS has been implemented already, a continuous monitoring and evaluation
is being done to ensure the performance and effectiveness of the curriculum. There is a
robust monitoring and evaluation framework in assessing it. This is essential for it ensures
the alignment of the curriculum with global standards. The K+12 program has been
receiving reviews and feedback regularly from educational assessments. As a response to
their reports, a course of actions such as doing adjustments to the curriculum is being done.
This guarantees the continuous improvement of the SHS program (Philippine Department
of Education, 2016). In conclusion, the SHS curriculum is created through a collaborative
effort of the stakeholders aiming to align it with global standards so that the quality
education in the Philippines will be enhanced and improved. Due to this alignment,
graduates will become more confident in thriving in an increasingly interconnected world
because they have been prepared and nurtured.

Increased Graduate Employments

One of the goals of the Senior High School is to produce graduates who are
capable of working. Having the urge to meet the international standards, the SHS
curriculum included some features which are likely believed to have a contribution to the
said goal. Involving the learners through work immersion and aligning educational tracks
with industry needs was considered as well because these are believed to be the key to
enhancing the employability of the graduates. Incorporating direct experiences in real life
situations through work immersion was a program implemented in the SHS curriculum.
According to the study of Garcia and Yazon (2020), work immersion programs have a
good impact on a student's career because it enhances their readiness and preparedness for
employment through their exposure to work dynamics. They are provided with practical
experiences that are aligned with their academic training. This is crucial because at a young
age, they get to understand how everything works in the working environment. Based on
the result of their study, Garcia and Yazon found out that students’ learnings such as their
personal and technical skills acquired in school has a great impact on their work immersion
performance. They demonstrated an improved employability because they were already
equipped with the needed ideas and information beforehand. This situation shows how
important work immersions are, as they allow students to apply their theoretical knowledge
in practice. Basically, the inclusion of work immersion in the Senior High School
curriculum provides benefits to students because they get to acquire relevant skills and they
also foster a better understanding of workplace dynamics, which is needed in order to
secure employment.
Before, graduates of high school were having difficulties finding a job due to the
preference of the employers for college graduates (Lara, 2024). However, when the SHS
program was implemented and tailored to meet the industry needs through the development
of different tracks, SHS graduates are now likely to be accepted and favored. With this, it
can be inferred that the alignment done by the Senior High School has shown a positive
impact on the employment of the graduates. In addition, this also shows how effective the
acquired learnings, skills, and experiences from the work immersions are because they can
be applied directly to the job they are applying for, leading to more chances to get employed
(Garcia & Yazon, 2020).
Another matter that the SHS program highlighted is the importance of vocational
education. Vocational education is a form of education wherein it was designed to equip
the students with the technical skills and knowledge needed for employment such as in
skilled trades, technical positions, health-related fields, and many more (International
Standard Classification of Education). The SHS program has given attention to it and there
are industries who are willing to provide support by engaging with educational institutions
to create opportunities for the graduates of SHS. In the study of Garcia and Yazon (2020),
the outcome from the collaboration of the schools and industries has been good because
graduates are given an opportunity for better job placements and employment.
Additionally, this teamwork ensures that the graduate students will attain the satisfaction
of being educated and career oriented.

Preparation for Higher Education

The curriculum that the Senior High School follows was designed to meet the
demands of tertiary education. It enhances the students’ academic readiness, fosters their
critical thinking skills, and it equips them with the knowledge and skills necessary in
workplaces. This just shows how determined the education system is when it comes to
preparing the students for higher education. There are other platforms which are in line
with the SHS curriculum’s goal. According to Murtaza et al. (2024), the importance of AI
should be seen because it contributes to enhancing teaching-learning practices. The
mindful use of technology can help the students to prepare for higher education. Based on
Jalil et al. (2022), it is important for a curriculum to have a vision for the future because it
has an influence in nurturing the learners’ agility and readiness especially at the time where
they will face educational challenges. One of the qualities that the SHS curriculum
promotes is that it incorporates diverse learning experiences. Through differentiated
learning, students are encouraged to use their critical thinking to the fullest of their ability.
This is important because it is the key to acquiring success in higher education. According
to the study of Moleta (2023), having a quality curriculum and excellent pedagogical
strategies has a vital role in the students’ preparedness for an advanced academic
environment, hence ensuring that they are being implemented is recommended.
Another feature that the SHS program offers is that the curriculum integrates
various learning methodologies particularly having a focus on the active engagement and
experiential learning of the students. The curriculum practices some of the characteristics
of the educational theory of progressivism. Progressivism is a theory wherein experiential
learning, critical thinking, and problem-solving skills is being emphasized. It was
developed by John Dewey back in the 1900s. The theory debunks the traditional approach
which relies on memorization and passive learning. Progressivism advocates for a child-
centred approach. Here, students are the ones who have an active role in their own
education (Santi & Gorghiu, 2017). The idea that this theory advocates is that learning is
better absorbed if the students learn through experience while having an interest in what
they do. In short, students learn best by doing. They learn better through experiences and
active learning (Dewey, 1900). The current SHS curriculum supports this theory because
students’ needs, interests, and experiences are being prioritized. One proof that
progressivism is being practiced is the inclusion of group projects and real-life applications
of learnings in the curriculum. This is important because it is in this phase where students
get to develop the necessary skills for higher education. As evidenced in the study of Taufik
(2024), aligning educational practices with real-life applications prepares the students for
the challenges they might encounter effectively. These experiential learning provides
opportunities for students to improve on their academic performance and they might also
foster independence and sense of responsibility which are needed in accessing college
education.
Moreover, one of the things that the SHS gives an emphasis is its offer to smooth
transition from high school to college. The curriculum is designed having advanced
subjects and specialized tracks which aligns on their interests and prospective career (Kilag
et al., 2023). Some of the subjects in the SHS curriculum are also the ones students take in
higher education. There are times when these specific subjects are being credited on some
courses which is why they are not obliged to take them anymore. On the other hand, some
subjects should still be attended by the students even if they already took it in their SHS
years. These can still be an advantage for it can serve as a review. Students will not have a
hard time catching up with lessons since they already tackled it in their senior high school.
Having said these, the implementation of the SHS program is important because it allows
the students to build a strong foundation in their chosen profession. Additionally, this
movement increases the confidence and competence of the students as they move into
tertiary education. As stated by Bacus and Alda (2022), in order for all the students to have
access to quality education, the SHS curriculum was designed to be inclusive and equitable.
This should be kept in mind because it is crucial in attaining a successful academic
endeavor.

Dissatisfaction with SHS Program

Many were concerned when the implementation of the SHS program was
announced. It faced significant criticism and judgments from the different stakeholders
particularly the main proponents like the students, teachers, and parents. There are
questions in the capability of the curriculum, the challenges in the implementation, as well
as in the overall readiness and wellbeing of the students as they access higher education.
One thing that was pointed out was the belief of inability to prepare the students for higher
education or workforce. It was believed that the curriculum lacks characteristics, and this
has influenced the students making them feel unprepared and lose their confidence. As
mentioned by Palestina et al. (2020), the SHS curriculum encountered many challenges
like the issues with the delivery of the curriculum and the students’ incapability to face
challenges demanded by higher education. However, this was not given much attention
because it overlooked the fact that the curriculum itself was designed to meet the unique
needs of the students, including their preparation for higher education. Additionally, there
are ongoing reviews, feedback, and updates happening on the curriculum that was given
by the stakeholders. This movement was to ensure that the curriculum remains relevant
enough to meet the global demands and is still aligned with the international educational
standards (Acosta & Acosta, 2017).
Another issue that arose on the educators’ side is the focus of the curriculum on
performance-based assessments because they find it quite challenging. Based on Tugas
(2023), the performance assessments mentioned in the curriculum guide which the students
should do in order to meet the desired competencies often leads to confusion resulting in
dissatisfaction among teachers. Additionally, there are claims where teachers become
lenient, and this was evident during the distance learning. Learners are not given equal
opportunities during the pandemic. They tend to include their personal preference and
biases when it comes to grading the students’ performances (Guansing & Natividad, 2023).
It is believed that this is due to their lack of training and seminars. Nevertheless, it is
important for the educators to realize that these assessments are needed because they are
designed to foster the critical thinking, and the real-life problem-solving skills of the
students. Given that, it is recommended for teachers to invest in professional development
since they are the ones handling the class, it is expected that they are capable of leading
and understanding. Through undergoing training and seminars, teachers will be able to
enhance the effectiveness of the said assessments, and it will surely help the students
prepare for their future endeavors (Petella & Doromal, 2021).
In the study of Acosta & Acosta (2016), they found out that there are gaps in
students' preparedness for higher education. This shows how graduates of SHS struggle to
meet the demands of college level education. In regard to this, students’ readiness for
higher education was criticized. However, people should be reminded that in order to
address this challenge, the SHS curriculum was tailored into different tracks which allows
the students to specialize in their chosen future career and in their area of interests. This
action will provide the students the experiences and skills they need in their chosen fields.
The specialization done has the purpose of enhancing the preparedness and readiness of
the learners as they choose to pursue their studies in higher education. This idea was proven
in the study of Olaguer (2023), which was shown through positive feedback of the students
who took courses that are in line with their SHS track. Although, there are these issues that
have emerged, as a citizen, one should not just look at the negative side. It is
everyone’s responsibility to get involved and know what is happening in their society hence
they should make an effort to look deeper into things. They should realize that the
educational system is making an ongoing effort and is continuously searching for ways to
improve the curriculum. With this in mind, and through the cooperation of the stakeholders,
the SHS program will successfully prepare graduates students who are capable of higher
education and workforce.

Financial Burden on Families

Although implementing the Senior High School (SHS) program has been a
significant educational reform having a goal to enhance the quality education of the
students, one can never deny that it contributes to the financial burden of Filipino families
since there is an additional two years. In some schools, SHS students are required to change
their uniforms for distinction. Aside from this, there are also other expenses like school
supplies, and transportation. Many Filipinos have been raising concerns on these issues
especially those with low-income households as these expenses can accumulate to a
significant amount (Mundoc et al., 2024). What more, they have to support the education
of their children for two additional years. Due to this dilemma, some are forced to choose
what to prioritize between education over necessities. These arising problems are one of
the reasons why some families prefer the previous curriculum. The new curriculum has led
the families to struggle more due to the additional expenses. In addition, there are some
cases where the track that the students choose does not align with the job market’s
demands. This results in a more financial crisis as they may need to still support the entire
additional training or education just so they can secure employment (Abdul-Rahaman et
al., 2018).
Despite these issues, the people should be reminded that there is a “Free Senior
High School Policy” introduced by the education management. It has a purpose of reducing
the financial burdens that the families are experiencing through giving free tuition on public
schools (Abdul-Rahaman et al., 2018). This policy has been helpful because many potential
educational expenses have been alleviated. Furthermore, one trait that the SHS program
offers is the employability enhancement through the acquisition of relevant skills and
knowledge for the job market. Having said these, graduate students who have finished the
SHS program have the potential to obtain better financial stability in the future (Garcia &
Yazon, 2020). In addition, the SHS program has continuously refined its curriculum so that
the graduates that will be produced are ensured with quality education (Malaga & Oducado,
2021). In fact, it even made a partnership with industries and government. This
collaboration has led to the development of policies which are aimed for job creation and
support to small enterprises, which can potentially absorb SHS graduates to their firm
(Hidauatuloh & Muslim, 2021). This can lead to a higher earning potential because they
know that the SHS program has prepared and equipped them with skills needed for higher
education or employment. This somehow eases the financial burdens experienced by their
families (Manugas et al., 2022).

Conclusion
Overall, the implementation of the Senior High School (SHS) program has
brought numerous benefits, and these are likely the reasons why it should be supported and
continued. It was mentioned that the SHS program was created with an aim to equip the
students with necessary knowledge and specialized skills that are tailored based on their
area of interests and career aspirations. This results in an increase in their employability in
a job market despite being full of competition. (Garcia & Yazon, 2020). One of the features
of the curriculum is the inclusion of work immersion programs, this is important because
students are given an opportunity to gain practical experiences, closing the gap between
education and employment (Garcia & Yazon, 2020). In addition, the SHS curriculum
practices some characteristics of progressivism like active learning, experiential learning,
child-centered approach, and critical thinking, which are deemed essential into having a
successful college life, and workforce (Abun & Magallanes, 2018). The replacement of the
previous curriculum with the K+12 curriculum is a good decision because it was finally
aligned with the international standards. The educational reform has contributed to the
overall improvement of the education system in the country. It was developed to help the
learners become globally competitive. The alignment done seeks not only to enhance the
quality education but also to promote lifelong learning among students, pushing them to
access higher education or vocational training leading to a promising future and better job
opportunities. The stakeholders in-charge are ensuring that the SHS program is exhibiting
an excellent performance through a continued investment on its development. Providing
resources, giving training and seminars for teachers, and partnering with industries are the
things that are being focused into so that the curriculum will surely meet the demands of
the evolving job market. Aside from that, the SHS program undergoes a consistent
evaluation, reviews and feedback to see what part of the curriculum should be adjusted and
improved in order to meet the needs of both the students and employers. This is actually
commendable because it is here where one can see how much the education department,
educational institutions, and organizations have been making an effort just so the students
can experience and be given a quality education that is in line with the global demands.
Given these considerations and statements mentioned, I wish for the Filipino
people to continue to support and advocate for the enhancement and expansion of the SHS
program. I believe that this curriculum is the key to accessing quality education and it
equips the learners with relevant skills and knowledge necessary for real-world challenges
and situations. Not only that, but it also contributes to the development of the country’s
economy and society. I believe that through the implementation of the said program,
students are able to catch up with the global trends and standards. In short, learners find
the presence of SHS more beneficial and for me, this is important because at the end of the
day, students should always be the priority since they are the future citizens of our country.
They should learn how to be accountable and responsible so that when they will be the
ones to lead the nation, we can rest assured that our country is in good hands. In line with
this, I kind of agree with what Dr. Jose Rizal said, “the youth is the hope of our
motherland”.
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