IN HIS proposed Senate Bill No. 3001, Senate President Pro Tempore Jinggoy Estrada wants a “rationalized basic education program” to replace the mandatory SHS level under the country’s current K to 12 program, saying it failed to deliver its promised benefits.
While Estrada acknowledges the fact that the SHS program was designed to bring the Philippine education system closer to international standards by serving as a bridge between high school and college, he pointed out that “it has not fully achieved its goal” since the enactment of Republic Act No. 10533, also known as Enhanced Basic Education Act of 2013.
If this were a simple program or a project that has failed dismally to serve its purpose, scrapping it altogether might just be the easiest and most practical way out. But that is not the case for the SHS curriculum. Yes, it is flawed but it is not fundamentally broken.
Therefore, it did not come as a surprise that in a joint statement, the Catholic Educational Association of the Philippines and the Catholic Bishops’ Conference of the Philippines–Episcopal Commission on Catholic Education pointed out that removing the SHS program from the existing education system “is not only untimely, it is dangerously short-sighted.”
They pointed out that what is needed is for the government to commit to a full review of its implementation and institute the necessary reforms without sacrificing the many gains the program has achieved for the past 12 years.
So why should we continue the SHS program?
The SHS curriculum aligns the country with the K–12 standard which is essential for international equivalency and mobility. Without it, Filipino students would be disadvantaged abroad, as many countries require at least 12 years of pre-college education.
In a 2023 study conducted by the Philippine Institute of Development Studies (PIDS), SHS graduates earn about 19% more than those who only finished Grade 10 in the Junior High School. This finding validates how the SHS program increases employability and earnings potential.
The program also proves to be a strategic component in addressing labor market needs. The country continues to face a skills mismatch. Despite a high demand for skilled workers such as electricians, welders, machine operators, there remains a cultural fixation on college among the youth and their parents. Through its Technical-Vocational-Livelihood track, the SHS programs can redirect young learners to technical and vocational jobs, with proper incentives and visibility. With marked improvement in skills-matching, SHS completers can actually fill real and viable positions in both the local and global labor market.
On the other hand, a tracer study by the PIDS revealed that more than 70% of SHS graduates pursue college not because they find SHS ineffective but consider it as necessary bridge between secondary and tertiary education. These SHS graduates choose college not out of necessity, but aspiration.
So where do the real gaps lie?
Many employers note that SHS graduates often need specialized or extended training before hiring. Industry acceptance remains low as evidenced by a 20% hiring rate from leading firms, according to The Business Manual. Extended immersion from 230 to 800 hours in real work settings and piloting dual-track models could bridge this.
As for curriculum realignment, SHS students will expect decongestion next school year, with no redundant subjects, deeper specialization per strand and competency-based assessments.
Reforming the SHS curriculum by making it leaner, more skills-focused, and industry-aligned—is not just preferable; it is essential. It remains a strategic investment in producing a workforce adaptable to global challenges, reducing underemployment, and producing graduates who are both qualified and globally competitive.
