Papers by Rafael Carungay
The Philippine Basic Education Act of 2013, more commonly known as the K-12 Curriculum, was signe... more The Philippine Basic Education Act of 2013, more commonly known as the K-12 Curriculum, was signed into law on May 15, 2013 by President Benigno Aquino III. According to this law, students shall undergo Kindergarten and 12 years of basic education (six years for basic education, four years for Junior High School, and two years for Senior High School) before heading to higher education.
The additional two years in the basic curriculum (Senior High School) aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. (https://www.officialgazette.gov.ph/k-12/)
This is a big challenge not only for the educators but also for the students since there are major changes in this curriculum. Junior High School students are assessed to know the track that they want to pursue in Senior High School. Senior High School students, on the other hand, are being prepared for work immersion where they can apply the skills that they learned.
With these changes, how do our students cope with the demands of the new curriculum?
In an article written by Michael Hynes, he said that : “We are serving a generation of children who are more anxious, depressed and suicidal than any generation before.”
Mental health experts in the Philippines have voiced alarm about the number of young people committing suicide. At least six individuals commit suicide every day in the predominantly Catholic country of more than 100 million people. “While the numbers may appear small, if not significant, one life lost is precious enough,” said Carmelita Ericta, a former government statistician. From 2012 to 2016, there were 237 suicide cases among children aged 10 and 14, according to Ericta. Of the 2,413 suicide cases recorded in 2016, more than 2,000 were male and the rest were female, according to the Department of Health.
(Growing number of young Filipinos committing suicide, Melo Acuna, Manila, Philippines, March 12, 2018)
There is a noticeable rapid rise of suicide rate in the country and considering the data presented by Ericta, it could be related to the major change in our curriculum.
Dr. Cornelio Banaag Jr., President of the Philippine Mental Health Association, said the common trigger for suicides is stress. It is possible that students find it hard to cope with these changes in our curriculum.
According to Dr. Hynes, “If this rate of suicide doesn’t alarm you as a parent, educator, or concerned citizen, check your pulse. The fact is, we have an existential mental health crisis in K-12 education and beyond.”
The big question is, what can schools do about it?
It would be very easy to cite the multitude of reasons why our schools are so incredibly susceptible to the rise of psychopathology in children and adolescents. We can use as reference the noteworthy increases of screen time with technology, social media, cyberbullying, and the hyperfocus on academic scores in schools.
However, Dr. Hynes believed that there is one important issue that has contributed to this mental health crisis, that is: Recess and play are on the endangered species list in our public schools.
Hence, from this context, the researcher takes the challenge to lead an action in finding out the importance of Play in the existential mental health crisis.
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Papers by Rafael Carungay
The additional two years in the basic curriculum (Senior High School) aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. (https://www.officialgazette.gov.ph/k-12/)
This is a big challenge not only for the educators but also for the students since there are major changes in this curriculum. Junior High School students are assessed to know the track that they want to pursue in Senior High School. Senior High School students, on the other hand, are being prepared for work immersion where they can apply the skills that they learned.
With these changes, how do our students cope with the demands of the new curriculum?
In an article written by Michael Hynes, he said that : “We are serving a generation of children who are more anxious, depressed and suicidal than any generation before.”
Mental health experts in the Philippines have voiced alarm about the number of young people committing suicide. At least six individuals commit suicide every day in the predominantly Catholic country of more than 100 million people. “While the numbers may appear small, if not significant, one life lost is precious enough,” said Carmelita Ericta, a former government statistician. From 2012 to 2016, there were 237 suicide cases among children aged 10 and 14, according to Ericta. Of the 2,413 suicide cases recorded in 2016, more than 2,000 were male and the rest were female, according to the Department of Health.
(Growing number of young Filipinos committing suicide, Melo Acuna, Manila, Philippines, March 12, 2018)
There is a noticeable rapid rise of suicide rate in the country and considering the data presented by Ericta, it could be related to the major change in our curriculum.
Dr. Cornelio Banaag Jr., President of the Philippine Mental Health Association, said the common trigger for suicides is stress. It is possible that students find it hard to cope with these changes in our curriculum.
According to Dr. Hynes, “If this rate of suicide doesn’t alarm you as a parent, educator, or concerned citizen, check your pulse. The fact is, we have an existential mental health crisis in K-12 education and beyond.”
The big question is, what can schools do about it?
It would be very easy to cite the multitude of reasons why our schools are so incredibly susceptible to the rise of psychopathology in children and adolescents. We can use as reference the noteworthy increases of screen time with technology, social media, cyberbullying, and the hyperfocus on academic scores in schools.
However, Dr. Hynes believed that there is one important issue that has contributed to this mental health crisis, that is: Recess and play are on the endangered species list in our public schools.
Hence, from this context, the researcher takes the challenge to lead an action in finding out the importance of Play in the existential mental health crisis.
The additional two years in the basic curriculum (Senior High School) aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. (https://www.officialgazette.gov.ph/k-12/)
This is a big challenge not only for the educators but also for the students since there are major changes in this curriculum. Junior High School students are assessed to know the track that they want to pursue in Senior High School. Senior High School students, on the other hand, are being prepared for work immersion where they can apply the skills that they learned.
With these changes, how do our students cope with the demands of the new curriculum?
In an article written by Michael Hynes, he said that : “We are serving a generation of children who are more anxious, depressed and suicidal than any generation before.”
Mental health experts in the Philippines have voiced alarm about the number of young people committing suicide. At least six individuals commit suicide every day in the predominantly Catholic country of more than 100 million people. “While the numbers may appear small, if not significant, one life lost is precious enough,” said Carmelita Ericta, a former government statistician. From 2012 to 2016, there were 237 suicide cases among children aged 10 and 14, according to Ericta. Of the 2,413 suicide cases recorded in 2016, more than 2,000 were male and the rest were female, according to the Department of Health.
(Growing number of young Filipinos committing suicide, Melo Acuna, Manila, Philippines, March 12, 2018)
There is a noticeable rapid rise of suicide rate in the country and considering the data presented by Ericta, it could be related to the major change in our curriculum.
Dr. Cornelio Banaag Jr., President of the Philippine Mental Health Association, said the common trigger for suicides is stress. It is possible that students find it hard to cope with these changes in our curriculum.
According to Dr. Hynes, “If this rate of suicide doesn’t alarm you as a parent, educator, or concerned citizen, check your pulse. The fact is, we have an existential mental health crisis in K-12 education and beyond.”
The big question is, what can schools do about it?
It would be very easy to cite the multitude of reasons why our schools are so incredibly susceptible to the rise of psychopathology in children and adolescents. We can use as reference the noteworthy increases of screen time with technology, social media, cyberbullying, and the hyperfocus on academic scores in schools.
However, Dr. Hynes believed that there is one important issue that has contributed to this mental health crisis, that is: Recess and play are on the endangered species list in our public schools.
Hence, from this context, the researcher takes the challenge to lead an action in finding out the importance of Play in the existential mental health crisis.