They say the K-12 is one scheme that can truthfully turn young Filipinos to become globally competitive.
While I admit I have reservations about the efficacy of this system, I do not wish to argue against those who believe in it simply because the system has just started implementation, and I do not want to critique something that is still on its way to proving itself. In short, I want to give the K-12 arrangement the benefit of the doubt.
So what does it really mean to be globally -competitive? Does it mean being good in the English language? Or being proficient in the use of computers and computer software? Or perhaps, it signifies a person’s adeptness in mathematics and science? Could it mean one’s genuine interest in climate change-related issues and becoming an environment advocate? Or could it denote an individual’s strong appreciation and attachment of the arts?
Actually, it can mean any of these, however, the biggest question is — are our children equipped and ready?
While simple reading ability, math and science qualifications may have formerly been adequate for success in the job market, appropriate language capabilities, a compassionate cognizance of diverse cultures, and an exceptional understanding of foreign political schemas have become vital.
This is why the country’s educational system needs to acclimatize to accommodate these new requirements, or face the danger of having our students lag behind in the global job market.
So what can be done while waiting for the K-12 to prove itself?
Even though everyday concerns may not make regular study exchanges feasible, today’s extensively-available e-communication technologies can be utilized to get Filipino learners and those coming from different countries to work together.
For instance, allow grade school pupils to work with their foreign equivalents on tasks that could demonstrate to them the need to accept and understand other people’s viewpoints.
Another illustration would be to create youth alliances wherein children can discover and learn about other cultures through friendships outside the four walls of the schoolroom, and learn what is beyond the windowless lecture hall.
Mindfulness and responsiveness must be stimulated at all phases of education, and should embrace more than just geography and history classes.
Young learners need to be exposed to worldwide present-day affairs; they must have opportunities to interesting journeys and learn foreign languages throughout their education. Learners who have the information and the awareness of the world around them have huge prospects of becoming more competitive at a global level.
The fact that the world our children are growing up in is shifting with mind-boggling and overwhelming rapidity should not be ignored.
In the last few years, we have seen a worldwide economic crunch, and then there was China surpassing Japan as the world’s second biggest economy, then the Arab Spring, and political disintegrations across Europe.
Thus, for a worker not to be left behind, he has to be aware, and needs to understand global supply chain economics, transnational trade and regulations, and be able to labor as effectively in Manila as in London, including directing an international team, or perhaps reporting to a foreign boss who sits from an office headquarter thousands of miles away.
Being globally-competitive does not mean being ready to enslave one’s self in foreign countries. No offense meant for OFWs. I am aware of their sacrifices, and they should be applauded for what they have to go through just to be able to send money to their families.
What I am saying is — I am hoping to high heavens that the K-12 scheme will really equip our children to compete in the global market place utilizing their brains and talents, and not just prepare them to become slaves of people who happen to have fairer skin than ours.
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Author’s email: legis616821@gmail.com
