Pink, white teams vie for lead in LB basketball games

A player from Brgy. Timugan (White) shoots the ball while players from Brgy. Lalakay (Pink) tries to do a rebound.

by Gumamela Celes Bejarin

At 3:30 pm today, the Timugan Basketball Court echoed of good humored laughter and screams as the crowd cheered for the basketball players in pink and white.

The Gay Basketball was organized by the Los Baños Group (LBG) and the BIG Basketball as a pre-fiesta event for Barangays Bambang, Baybayin, Lalakay, and Timugan.

Ginawa ito para sa kasiyahan ng mga tao,” said Randolph Tolentino, LBG CEO and Vice President. Although this is their first time to organize the event, Tolentino said they may organize it yearly because of its success.

“We consider them as part of our community dahil tao din naman sila na nakakapagbigay ng saya sa lipunan,” Tolentino said when asked why they considered gays as the participants. “We respect their personality,” he added.

According to Mark Joseph Marti, one of the audience, he wanted to watch the event because it is not usual for gays to play basketball. He said that he enjoyed watching the game.

“I joined the game just for fun,” said Mike Nico Paner a player of Brgy. Timugan. He also said that the game was both tiring and fun.

Em-Em Mendoza, a player of Brgy. Lalakay said, “Masaya kami dahil as a gay, di namin naeexperience magbasketball talaga. Napatunayan namin na hindi lang mga lalaki ang nakakapagbasketball.”

For today’s game, Brgy. Lalakay won against Brgy. Timugan with the score of 16-12.

Tomorrow at 3:30 pm, gays from Brgy. Bambang and Brgy. Baybayin will also play at the Timugan Basketball Court.

According to Tolentino, the championship game for the gay basketball is not yet scheduled.

ALS in LB: Conquering Dreams Even Behind Bars

Gilbert Malinaw, one of the top notchers of the ALS Program, delivers his speech.

by Rose Jeanette L. Agustin and Kimberly M. Afundar

They once looked at him with judgment and scrutiny, but now they look up at him as if he was a different person.

It was all like a dream to Gilbert, a 21 year-old detainee in Bureau of Jail Management and Penology (BJMP) in Los Baños, Laguna. But as he marched towards the stage during the commencement exercise of the Alternative Learning System-Literacy Reform Program (ALS-LRP) Los Baños last September 5, he knew that dreams do come true; and that hindrances, like being a 2-year detainee, won’t stop him in fulfilling his dreams.

Gilbert, from Brgy. Batong Malake, Los Baños is just one of the many learners of ALS. This program prioritizes Out-of-School Youths (OSYs) and adults, drop-outs, persons with disabilities and less fortunate people who live below poverty line coming from disadvantaged and underserved communities. Gilbert was one of those who got side tracked by his peers and by the false pleasure from vices. With that, he dropped out from high school and was accused for drug pushing.

Sinayang ko yung sustentong binibigay sa’kin ng mga nagpapaaral sa akin Akala nila nag-aaral ako pero nasa barkada [ko] lang ako. (I wasted all the money that was given to me. They thought I’m in school, but the truth is, I’m wit my peers),” he said.

The beginning of hope

Gilbert and his other inmates were informed about ALS-LRP which is a non-formal education program. This program offers its graduates a diploma that provides them opportunities to enroll college or other training programs and into better paying jobs. He thought that this would be a great opportunity for him to gain one of the most important things he had lost – education.

With the program, he then realized that there were still a lot of things he didn’t know. ALS-LRP helped him become more knowledgeable about mathematical problems and most of all, essay writing.

People who made him push through

The encouragement from his second family played a very important role for Gilbert. When Gilbert got jailed, his biological parents despised him and stopped recognizing him as their son. However, his aunts and uncles kept him and made the effort of getting him out. They paid his private lawyer and visited him regularly. The help given to him made him more determined to return the kindness of his second parents and win back the trust of his family.

More than his family, the people from ALS-LRP motivated him as well. Municipal Councilor Lourdes Principe, who established the program, encourages him and other inmates to continue as well. Councilor Principe admits that what she saw in the learners of ALS-LRP is somehow parallel with her own life.

As one of those who were less fortunate in life, Councilor Principe and her mom used to sell samalamig (juice drinks), bibingka and other kakanin (rice cakes) in the markets in order to support their family and continue her studies.

Kung meron kang dream sa buhay mo, you will achieve it. Basta determined ka sa education, walang imposible. (If have a dream in your life, you will achieve it. As long as you are determined to pursue your education, nothing is impossible),” Councilor Principe said.

According to her, the other goal of ALS-LRP – which is to accommodate not just smart students but even those who are drop-outs and “pasang-awa’s” – is also pretty much in line with her advocacies.

ALS-LRP’s Advocacies and activities

One of the advocacies of the program is to make education accessible to everyone no matter what status they have in life. The learners need not to be smart or knowledgeable. As long as they are basically literate, they are qualified to be part of the program.

In ALS-LRP, the learning session which is called Learning Support Delivery System (LSDS) focuses on essay writing and reading comprehension. Learners are also equipped with skills in English communication, problem solving and critical thinking. These are preparations for the Accreditation and Equivalency Test (A&E) since an ALS learner will only graduate if he will be able to pass the said exam.

The students will take their A&E test after 800 hours of LSDS. For Gilbert and 8 other inmates, their A&E exam happened on October 23, last year. After the exam, they had to wait for four months to know if they passed or not.

When the results came, Gilbert was pleasantly surprised on the results of his exam. He was one of the passers of the exam but more than that – he was actually one of the topnotchers nationwide.

“Natawa pa nga sa’kin yung mga kakosa ko kasi nagtatatalon ako sa tuwa. Sumasayaw-sayaw pa ako. Agad kong tinawagan yung pamilya ko. Na-feel ko na yun na yung simula ng pagbabago ng lahat. (My inmates even found me funny when I jumped and even danced for joy. I immediately called and my family to tell them the news. I had the feeling that it things would change from then on),” he said.

Los Baños’ Mayor Anthony Genuino congratulates Gilbert Malinaw for being one of the topnotchers in the Alternative Learning System program

The turning point

Gilbert is now one of the successful learners who graduated from ALS-LRP. Since the establishment of the program in Los Baños in January 2009, it was able to accommodate more than 200 learners. From 18 graduates in each year of 2010 and 2011, it had increased to 32 graduates this year. Today ALS-LRP has expanded, not only with the number of graduates but also with their learning centers. From a single center in Gabaldon, other centers were established Bayog, Lalakay and of course, in BJMP, with plans of further expanding in other areas in Los Baños.

During the commencement exercises of ALS-LRP, Gilbert and eight other inmates were given five hours of freedom to attend and celebrate it as well. Municipal officials, BJMP inspectors, ALS-LRP facilitators and of course, their respective families witnessed this important event in their life.

Being a topnotcher, Gilbert was given the privilege to speak in front to deliver a speech. Tears rolled down his cheeks as he proudly delivered his speech. He thanked everyone who helped him with his journey and gave his deepest gratitude to the program, ALS-LRP.

The diploma for Gilbert did not only provide him open doors, but it also restored broken relationships and made him win back the trust from his parents. He promised himself that he will take care of this blessing forever. The chapter in his life where he became a learner in ALS, graduated from it and received his diploma became a milestone in his seemingly hopeless situation.

“It was all thanks to ALS-LRP and all the people behind it,” he said.

A step for a future

ALS-LRP always wanted its graduates to use their diplomas for good. The program hopes that they will use it to enter college and pursue education to the fullest. However, given the graduates’ status in life, they rather get employed. This is why as much as possible the program wants to provide scholarship grants to its graduates. According to councilor Principe, negotiations are still underway

For Gilbert, he plans to take up a computer-based course with his diploma. He promised himself that he would work on it seriously so he’d be able to graduate and have a college degree. Because more than graduating, he would want to give back to his parents.

Gilbert now knows in the importance of education. He now believes that, education is the only key for the future.

“Kung wala ang susi na to, di ka makakapunta sa road to success. Hanggang pinto ka lang. (Without education, you will not be able to enter the door which will lead to the road of success.),” Gilbert said.

He had experienced the hardships brought about by slacking in his studies but more than that, he had seen the consequences brought by the lack of it. Gilbert proved that by being persistent and hardworking, one will truly achieve one’s ambitions in life.

Living a life behind bars, Gilbert may still be deprived of liberty but this would never be the case o his hopes for the future. His plans may also be on hold by bars in his prison cell, but there is one thing that he is sure of, that with his patience and perseverance, his dream and aspirations will be fulfilled soon.

K to 12 in San Pablo: A look into the pilot’s first quarter

by Ralph Lester C. Bañaga, Maria Celina A. Bernardo, Em S. Mandanas, Roman A. Moreno, Adrianne G. San Miguel, Paolo Emmanuel B. Torres, and Jamille Rachel G. Villeno

June 4, 2012 marked the first day of implementation of the K to 12 Program in the country. Three months into the pilot implementation and it comes as no surprise that the new program is received with mixed reactions from the school administrators, teachers, and parents.

Mrs. Jacqueline Villeno, the principal of Nino Jesus Science Oriented Montessori School explained that the K to 12 Program has only been implemented in the Philippines for a few months. According to Mrs. Villeno, different reactions are to be expected from all those involved and affected by the new curriculum.

While students like Jolyn Bernadette F. Antonio, Ma. Loricka A. Castillo, and Francis G. Beron  are aware that the K to 12 curriculum will offer more advanced lessons leading to better quality of education, they also know the  added cost of the new curriculum, the usual reason for the parents’ disfavor for the K to 12 Program.

On March 23, Department of Education (DepEd) Secretary Armin A. Luistro passed DepEd Order No. 31 to all schools and offices of DepEd stating the implementation of Grade 1 to 12 Basic Education Curriculum (BEC) in the Philippines.

Prior to the implementation of K to 12 in the Philippines, there were only three countries in the world that have a ten-year education program namely the Philippines, Nepal, and Mongolia. Nepal still implements the ten-year educational system while Mongolia has recently shifted to a 12-year curriculum.

All stakeholders are coping with the changes brought about by the implementation of the K to 12 Program. For school administrators, teachers, and parents, it’s a period of adjustment.

Mrs. Helen Ramos, a DepEd San Pablo science teacher, agrees that using the mother tongue allows students to express themselves better in class, facilitating better learning. While the use of the mother tongue has its advantages, it becomes a challenge when dealing with technical terms. Ms. Arlene G. Brion, an English teacher in San Pablo Central School, explained that there may be difficulty in understanding the teaching materials especially when students have to be well versed with their mother tongue and English.

The readiness of teachers for the new curriculum is a critical factor to the effective implementation of the K to 12 Program. According to Ms. Brion, the public school teachers underwent a training for the K to 12 curriculum in May in preparation for the June implementation of K to 12.

The school materials provided for the K to 12 curriculum is also the cause of some concerns. Ms. Brion said that the materials that arrived during the last week of June are not enough for the students enrolled this school year.

Despite of the difficulties in adjusting to the new curriculum, the teachers continue to try their best to be at pace with their students. As Ms. Brion said “we have to find ways for the students to learn from us.”

Teachers, like Ms. Arlene G. Brion of San Pablo Central Elementary School, take it as part of their duty to ensure that learning takes place under the new curriculum despite of the limitations that they encounter.

Among parents, the cost of the additional two years in basic education means added expenses for their children’s education. Mrs. Fe Ann O. Arago, parent of an elementary student, explained that since she is the only one working for her family, they would really need to tighten their budget.

For parents, like Mrs. Amelita B. Cruz and Mrs. Lucita G. Reyes, the additional years in education translates to additional costs.

Mrs. Amelita B. Cruz, parent and a retired teacher, confirms that parents will need more money to finance the studies of their children. However, Mrs. Cruz also added that the K to 12 curriculum is will provide students with the basic skills and experience to decide on what college course to take.

Ms. Ana Banayo, a DepEd research officer, explained that students will be able to get a job that suits them better. Compared with the previous curriculum, students will have better mastery of basic competencies.

As designed in the K to 12 Program, Ms. Banayo added that junior high school offers additional subjects for basic subjects in college level. Senior high school, on the other hand, allows the student to choose from three specializations, namely:  (1) academic, (2) technical-vocational, and (3) sports and arts. This way, students would have clearer views on what profession they want to have in the future. “Yung graduates natin will be recognized as professionals (Our graduates will be recognized as professionals),” she added.

While Filipinos will have to wait for seven years to see the impact of the K to 12 Program through its first batch of graduates, the implementation of the new curriculum reminds us of the Filipino teachers’ unwavering commitment to their profession ensuring learning despite certain limitations and the parents’ concern for their children’s education.

In the end, it’s everyone working together for that same goal – a better quality of education for the succeeding batches of Filipino graduates.

K to 12 Program in Los Baños: A visit to the pilot classes

by Margie I. Calilap, Jan Amiel C. De Leon, Kaizzey Marjorie T. Javier, Ysabel Anne C. Lee, Nicole Lorraine R. Prieto, and Mary Josene Uriel V. Villar

Halfway through the academic year of the K to 12 Program pilot, there are understandably mixed reactions from different stakeholders regarding the implementation and effectiveness of the program. K to 12’s main communicated advantage – producing more educated and competent graduates who could become high caliber professionals in the future – will be experienced in the long run.

At this early stage of K to 12 implementation, what is more felt is the difficulty encountered and being dealt with by school administrators, teachers, parents, and students.

K to 12 Program, in review

June 2012 ushered in the implementation of the Department of Education (DepEd)’s K to 12 Program.  The new program uses revised curriculum for Grades 1 and 7, with Grade 7 formerly being the first year in high school.

One of the objectives of K to 12 is to “provide a 12-year basic education program with strong fundamentals to equip students with life-skills and competencies, thus making graduates more productive and responsible citizens of the country”. This is according to DepEd’s Discussion Paper on the Enhanced K to 12 Basic Education Program formulated in 2010.

DepEd has selected conveners to cover different learning areas such as Social Studies, Language (English, Filipino, and Mother-tongue based), Science, Mathematics, Health, Music, and Art.

Assistant Professor Czarina Agcaoili from the University of the Philippines (UP) College of Education said that she was assigned to a learning area team (LAT) along with colleague Asst. Prof. Vanessa Oyzon. Professors Agcaoili and Oyzon worked with other teachers from the Department of History of the UP College of Social Sciences and Philosophy including Dr. Maria Serena Diokno, who spearheaded their LAT.

The medium of instruction used in the materials and for teaching Grade 1 are meant to be translated to various regional languages in accordance with the mother-tongue based instruction guidelines. Prof. Agcaoili explained that, “Based on the results of studies, kasi mas natututo ang mga mag-aaral kung ang gamit ang language na una nilang nakagisnan (students have a better understanding of the lesson if it is taught using their first language).”

Schools around Los Baños, Laguna, such as Maquiling School Incorporated (MSI), Los Baños National High School (LBNHS), and the University of the Philippines Rural High School (UPRHS) have started implementing K-12 this academic year. All three schools have oriented the parents and students and introduced them to the K-12 program. The workshops also served as venues to address concerns and questions about the implementation of K to 12.

As a private school, MSI easily adapted to the implementation of the K-12 program saying that the school started to prepare as soon as DepEd proposed the K to 12 program.

Public and private schools are mandated to adhere closely to the guidelines of the program, since they are under the jurisdiction of DepEd. This is not the case for the UPRHS, which in principle, is under DepEd the Commission on Higher Education (CHED), as it is a unit under the UP Los Baños College of Arts and Sciences. Nevertheless, UPRHS modified its curriculum to enhance subject offerings to be synchronous with the K to 12 pilot.

School Administrators as implementers

School administrators of MSI, LBNHS, and UPRHS have expressed the view that the K-12 program is indeed beneficial for the students and also for the country. The schools have embraced the K to 12 program with positive feedback.

“The school management is always open to positive curriculum changes,” said MSI Principal Mona Opaco. “It is too early to assess (the outcome of K to 12) but one thing is for sure, the school will continue to improve and adopt the program.”

LBNHS Principal Leonila Murad viewed K to 12 in positive light. She views the program as the “sagot sa kahirapan (solution to poverty)” adding that “K to 12 is the solution for quality education that we had been longing all these years.”

Prof. Liza Carascal, the principal of UPRHS, observed that some Filipinos tend to be stubborn about accepting the fact that not all of our high school graduates are prime college material, and said “kung hindi ngayon, kailan pa tayo magsisimula (If we do not act on it now, then when do we plan to)?

Added cost for parents

Misinterpretation of information may have caused some parents’ disfavor towards the implementation of K to 12. They view the program as a factor that only aggravates their current financial burden because of the two additional school years they’d need to finance for their children’s education. “Okay sana ang K to 12, pero mas okay sana kung inayos nalang nila yung quality of education sa Pilipinas (K to 12 is okay. But it would have been better if they just improve the quality of education in the Philippines),” said Mrs. Solisi.

Students torn about the effects of K to 12

Students as beneficiaries of the program share different perspectives about the implementation of the program.

The majority of the freshmen interviewed from the LBNHS said that they are in favor of the K to 12 and are excited to be part of the first batch of students to undertake the program. “Noong una po talagang naguguluhan kami. Eh pinaliwanag naman po sa amin yung benefits na maitutulong sa amin. Sang-ayon na po kami .(At first we were confused but after being briefed and oriented about the benefits of the program, we eventually agreed),” this is according to a freshman of the pilot class of LBNHS.

On the contrary, other students tend to disagree because of assumptions that K to 12 might imply added academic load and financial burden. Ms. Tolentino, a freshman student of MSI said, remains neutral to the issue saying “…Yung iba kailangan po nila yung K to 12 kasi wala po silang pampaaral sa college. Yung mga gusto naman po mag-college, madadagdagan pa ng dalawang taon (It will benefit those who cannot afford to go to college at the same time, those who want to go to college are required to take two more years)”.

Favorable responses from the students to the K to 12 can be attributed to the comprehensive background on K to 12 given to them.

Going back to basics: the main reason for K to 12 implementation

K-12 was proposed primarily because degree holders from the Philippines are not recognized abroad. This is because the current 10-year basic education system in the country does not comply with the almost universal threshold of 12 years basic education. “Of course, gusto natin makasabay sa mundo at ma-acknowledge ang professionals natin sa labas ng bansa (we want to be able to be part of global changes and be recognized as professionals outside the country),” said Ms. Helen Ramos, DepEd’s K to 12 coordinator in San Pablo, Laguna.

When asked if public high schools have enough facilities to accommodate the large number of students enrolled when the time grades and 11 and 12 are introduced, Ms. Ramos clarified that the DepEd will tap the resources of private schools in order to achieve the goal of accommodating the number of students who will be attending senior high.

“In any change process, there will always be adjustments and adaptations,” Ms. Ramos stated. “And it will be good to muster strong political will to drive K to 12 forward,” she added.