Articulating the Foundations of Philippine K to 12 Curriculum: Learner-Centeredness

This article is focused on an in-depth assessment of the K to 12 curriculum of the Philippine educational system. The goal of this article is to identify and/or to explore the misalignment of the teaching pedagogies as mandated by (RA # 10533) in the sound idea of the widely spreading concept of learner-centeredness. This article is premised on the assumption that many Filipinos, including Filipino teachers are complacent on the implementation of the K to 12 curriculum not noticing the deviation of foundations to the constitutional aim of learner-centeredness. Furthermore, in an attempt to analyse the K to12 curriculum, this article comprehensively looks into the foundations and connection to learner-centeredness in order to provide articulation in the new curriculum. Through descriptive-analysis, this article takes into account the official statements of the education department in the enumeration of fluctuations. Furthermore, this paper reveals the strong need for the articulation in the content of the curriculum, which leads to recommendation for an in-depth review of content of curriculum.