JPAIR Institutional Research

Vol. 10 · July 2017 JPAIR Institutional Research is produced

Print ISSN 2244-1824 · Online ISSN 2244-1816 by PAIR, an ISO 9001:2008 QMS certified
doi: https://doi.org/10.7719/irj.v10i1.532 by AJA Registrars, Inc.

Assessment of the Maritime General

Education Curriculum, Admission Policy
and Faculty Status towards a Proposed
Maritime Program
ANA LIZA GRUSPE-TABERDO
http://orcid.org. 0000-0002-2226-3472
[email protected]
Philippine Merchant Marine Academy
San Narciso, Zambales

ABSTRACT

The Philippines Education Reform envisions the quality of Filipino graduates

to be in parallel assessment along with competitors in regional and global
employment communities and educational opportunities. Thus, the Maritime
Educational Institutions are obliged to assess their present educational set-up and
examine the necessary changes in its general education curriculum, admission
policy and faculty status to ensure smooth transition with least disruption for the
shift in AY 2018. Qualitative design using document analysis and interviews was
utilized. Data revealed that subjecting the current maritime curriculum to the
provisions of K+12 program and CHED Memo Order No 20. S.2013 will result
to the reduction of general education courses from 64 units to 36 units. English
Speech Communication with IMO SMCP, World Geography and Maritime
Economics should be added. The current age requirement should be adjusted
from 16-22 to 18-24 years old. Those from the STEM track and the maritime
high school are best suited for the maritime courses. A bridging program
should be given to graduates of other tracks. The current admission test should
include Philippine History and Culture, and Economics. The Human Resource
Department should identify any administrative positions GE faculty may qualify
or empower them in research activities. The Maritime educational Institutions
should revise the GE curriculum, admission policy and faculty status.

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Keywords — Education, maritime program, qualitative, Zambales,

Philippines

INTRODUCTION

Globalization caused dramatic changes in the character and functions of

higher education around the world. Therefore, there are no other options but to
respond to the demands of globalization, otherwise, lag behind other countries.
Universities are assessing their current policies and practices to stay competitive
in the global marketplace and cope with the growing expectations and demands
of the different stakeholders in the society (Mok, 2010).
Moreover, the ASEAN Vision 2020 aims to accelerate the free flow of
professional and other services in the region, and enhance human resource
development in all sectors of the economy through quality education, upgrading
of skills and capabilities and training. Thus, the following results are expected
from the education sector: greater academic mobility, greater demand for
quality programs, collaborative research and extension activities, employability
of graduates and race for university ranking (Association of Southeast Asian
Nations, 2012).
Being a key player in the ASEAN Economic Cooperation, the Philippines
had major reform in its education system after a K-12 law was passed in May 2013
(Remedio, 2014). This was also in response to a non-recognition of the college
graduates and their degrees in the international labor arena, non-eligibility of
high school graduates to enter overseas tertiary educational institutions and lack
of the quality standards (Okabe, 2013). From a 10-year education, it was shifted
to a 12-year program known Enhanced Basic Education Curriculum to be at par
with the global standards as stipulated in the Republic Act 105333 (Enhanced
Basic Education Act of 2013).
The transition to K to 12 education system has affected several areas such as
the curriculum, workforce, course streamlining, admission guidelines and others
(Remedio, 2014 and Acosta & Acosta, 2017). For example, in the maritime
sector, the programs do not have specific strand or track in contrast to other
tracks like Engineering, Education, Agriculture, etc. Maritime Higher Education
Institutions will be in a predicament in terms of student admissions. Another
area is the curriculum where most general education subjects that are previously
offered in the tertiary level will be excluded from the curriculum and will now be
offered in the secondary level. In effect, the General Education faculty who are

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specializing in subjects that will be downloaded will also be displaced (Ortega,

2016).
With these, it is necessary that Maritime Educational Institutions look at the
implication of the K+12 program and the new GEC on its present educational
set-up and examine the issues relative to it. The academic community is obliged
to prepare for the shift in 2018 and plan programs to align with the standards
and guidelines prescribed by CHED.

FRAMEWORK

The Philippine Educational reform aims to produce graduates equipped

with the skills for life in this century and gain global competitiveness. The
implementation of the program requires coordination between Department
of Education (DepEd), Commission on Higher Education (CHED) and the
Technical Education, Skills and Development Authority (TESDA) to ensure
the transition to K+12 system. The Law mandates that DepEd and CHED to
harmonize basic education and higher education curricula. Thus, CHED issued
Memorandum Order 20 S 2013 complimenting the K+12 program. The study
aimed to assess the maritime general education curriculum, admission policy and
faculty status to adapt the changes brought about by the reform and implement
measures to address the issues to achieve global competitiveness for the maritime
cadets and produce graduates with high degree of operational readiness and
quality of service.

Figure 1 Conceptual Framework

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OBJECTIVES OF THE STUDY

The study aimed to give the Maritime Educational Institutions solid

knowledge, deeper understanding and insight on how the maritime program can
best adapt and implement changes in its academic community brought about
by the Philippine educational reform. Specifically, this study sought to achieve
the following objectives: (1) to describe how the maritime General education
curriculum adapt to the Philippine education reform; (2) to identify the changes
in the admission policy of the maritime schools; (3) to extrapolate the effect of
the reform to the faculty status; and (4) to propose a maritime program aligned
with the changes brought about by the reform.

METHODOLOGY

Research Design
The study utilized the descriptive-qualitative method in assessing the
maritime general education curriculum, admission requirements and faculty
status. The knowledge, experiences and insights of the key informants were
integrated to build understanding and discovery on the necessary changes in the
maritime program brought about by the K+12 program and CMO 20 s 2015.
Their descriptions were clustered and themes were applied to it. The themes were
tied together to make a general description of their insight on the curriculum,
admission policy and faculty status.

Participants
The key informants consist mainly of seasoned educators. The study includes
one (1) Education Program Specialist from DepEd Region III, two (2) K+12
program focal persons from the DepEd Division of Zambales, one (1) Education
Program Specialist of CHEDRO III and four (4) officers of a SUC Maritime
Education and Training Institution who are current and former members of
CHED –Maritime Technical Working Group and MARINA consultative
committees.

Data Collection
The researcher collected all pertinent documents on the current maritime
admission policy, provision of the K+12 Enhanced Basic Education Program and
Maritime General Education curriculum (GEC) such as memorandum orders,

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circulars, implementing rules and regulations, etc . The researcher also examined
the teaching loads and status of the General Education teachers. In the in-
depth interview, the researcher prepared an interview guide but the sharing was
not limited to the interview questions. Articles and newspaper clips served as
additional sources of data.

RESULTS AND DISCUSSION

1. Assessment of the Maritime General Education Curriculum

The implementation of the K+12 program has required the higher education
institutions to review their curricular offering to align with the context of the
K+12 program. Statements below confirmed:

“The downloading of general education courses in Grades 11

and 12 generates the creation of space or window that
would provide an opportunity to redesign the maritime
curriculum towards improving the practical and laboratory
dimensions of cadet maritime education and training.” (R5)

“The CHED Technical Panel/Working Group on Maritime

Education is currently reviewing and evaluating the present
Maritime curriculum and redesigning them to complement
K+12 in time for June 2018. He also revealed that CHED will
release a policy on college admission for SHS graduates outside
their track before AY 2018-2019 when the first nationwide
batch of SHS enter college. (R4)

Table 1 shows, the GEC of current maritime curriculum, CHED

Memorandum Order No. 20 S 2015, describes the current 64 units of General
Education Curriculum. Most of these courses are already downloaded in
Grades 11 and 12 under the K+12 program. In the revised GEC under CHED
Memorandum Order No. 20 S 2013, there is a set of 36 units of minimum
standards for all degree programs regardless of their major in all private and
public HEIs.
Assessment of the curriculums yielded the following: Speech Communication
with IMO SMCP, Economics and World Geography are not downloaded in
Grades 11 and 12 of the STEM and Maritime Tracks.. While Life and Works of
Rizal and Ethics are retained in the new GEC.
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The school administrators understand the effect of the K+12 program on the
maritime curriculum evident in this statement:

"With the K+12 program, more focus and time is given to

specialized classes or professional subjects to strengthen
students’ knowledge and skills. Aside from the professional
courses, students’ cognitive and creative skills can be enhanced
with additional GE course such as Maritime Economics and
Maritime Research” (R6)

Adarlo and Jackson (20I7) made an emphasis that interrelated curricular

changes, which emphasize a student-centered, culturally responsive, inclusive, and
integrative approach, came from the growing need to address issues impacted by
globalization, namely poverty alleviation, sustainable development, and peaceful
co-existence. Re-aligning the curriculum would make the country’s education
system be at par with the demands of the fast globalizing world (Tabora,v 2012).

Table 1. Description of GEC in the current Maritime curriculum, courses in

K+12 program and new GEC
Current MARITIME GEC (CMO 20.2015) Units
*LANGUAGE ( 18 UNITS)
English 1 Study and Thinking Skills 3
English 2 Writing in the Discipline 3
English 3 Speech Communication with IMO SMCP 3
English 4 Research and Report Writing 3
Filipino 1 komunikasyon sa Akademikong Filipino 3
Filipino 2 Pagbasa at Pagsulat tungo sa Pananaliksik 3

*HUMANITIES (6 UNITS)
Humanities 1 World Geography 3
Humanities 2 Ethics 3

MATHEMATICS (12 UNITS)

Math 1 College Algebra 3
Math 2 Plane Trigonometrry 3
Math 3 Solid Mensuration 3
Math 4 Calculus and Analytic Geometry 3

*SCIENCE (10 UNITS)

Nat Sci 1 General Physics 4(3-3)
Nat Sci 2 Applied Physics 3(3-3)
Nat Sci 3 General Chemistry 3(3-3)

SOCIAL SCIENCE ( 12 UNITS)

Social Science 1 Politics, Governance &
Philippine Constitution 3
Social Science 2 Philippine Society & Culture 3
Social Science 3 Gen Psychology w/ PADAMS 3
Social Science 4 Economics 3

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*MANDATED COURSE (3 UNITS)

Rizal Life and Works of Rizal 3

*TECHNOLOGY (3 UNITS)
Computer application and networking 3(2-3)
TOTAL 64

COURSES DOWNLOADED in Grades 11 and 12 ( STEM and MARITIME TRACKS)

*LANGUAGE
English 1 Study and Thinking Skills
English 2 Writing in the Discipline
English 4 Research and Report Writing
Filipino 1 komunikasyon sa Akademikong Filipino
Filipino 2 Pagbasa at Pagsulat tungo sa Pananaliksik

MATHEMATICS
Math 1 College Algebra
Math 2 Plane Trigonometrry
Math 3 Calculus
Math 4 Analytic Geometry

*SCIENCE
Nat Sci 1 General Physics
Nat Sci 2 Applied Physics
Nat Sci 3 General Chemistry

SOCIAL SCIENCE
Social Science 2 Philippine Society & Culture
Social Science 3 Gen Psychology w PADAMS

*TECHNOLOGY
Computer application and networking
NEW GEC UNDER CM0 20 S 2013 Units
CORE: Understanding the Self 3
Readings in Philippine History 3
The Contemporary World 3
Mathematics in the Modern World 3
Purposive Communication 3
Art Appreciation 3
Ethics 3
Science, Technology and Society 3
Life and Works of Rizal 3
ELECTIVES: Math, Science &Technology 3
Social Science and Philosophy 3
Arts and Humanities 3
TOTAL 36

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2. Assessment of the Maritime Admission Policy

2.1. Age Requirement

Figure 2. Entrant Age for Various Grade Levels

Figure 2 reveals that the age entrant for various grade levels under the K+12
program, shows that the school age starts at 5 years old for kindergarten, primary
school ends at 11 years old, junior high school ends at 15 years old and senior
high school ends at 17 years old.
The key informants agree that current entrant age requirement should
be changed from 16-22 years old to 18-24 years old. They added that this
is an advantage for the maritime school because cadet entrants are not only
academically ready but older and more mature.
The age of students after completing the basic education years (about 18)
are more mature to decide for the courses they will take that is suitable for their
abilities and interests (Magno 2011).

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2.2. Scholastic Entrant Requirement

Document analysis reveals that the current scholastic entrant requirement is

“at least high school graduate qualified to enroll in a four year course.” Moreover,
the old Basic education of 10 years do not have academic tracks.
Under the K+12 program, the high school graduates would be classified
according to their career pathways or tracks: Academic track (GAS,STEM,
HUMSS and ABM stands), Technical-vocational-livelihood track, Sports track,
and Arts and Sciences track. The specialized competencies allow learners to meet
the expectations and demands of work. The extended number of years devoted for
specialized tracks allow students to explore the suitable areas of study appropriate
for them (Guay, 2005).
With the introduction of the four major career tracks, a question arose on
which track should be preferred for acceptance into the Maritime Education and
Training (MET) Institution.
The account of the key informants support this:

“METs can accept graduates from any of the tracks just like in the
old curriculum when college entrants are “at least high school
graduates”. The tracks should not be an issue in the selection
of applicants because the K+12 program provides for the mastery
of core subjects needed in college regardless of the tracks.” (R1,R2,R3)

“Graduates from the STEM track and maritime high school are best
suited for the Maritime program a but “bridging” program-especially
on physics, chemistry, calculus, trigonometry and geometry can be
designed to the graduates of other tracks.” (R2,R3)

The concept presented was reiterated by the American Association of

Community Colleges (2016) which urges that colleges should provide first-year
students who are not yet college ready with co-requisite and other evidence-based
remediation opportunities as well as guided pathways to support their success.
Moreover, Conley (2005) stated that the increasing number of students who met
GPA and minimum course requirements caused university admission officers to
pay closer attention to the composition of high school transcript and number
and type of academic courses applicants took.

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2.3. College Qualification/Admission Test

Just beyond a student’s performance in rigorous academic coursework,

colleges have placed an increasing emphasis on admission test scores and overall
grade point averages. During the same time span, colleges have de-emphasized
their assessment of a student’s rank in class. (Hawkins, DA., Lautz, J 2005)
The current College Qualification/Admission Test is designed as diagnostic
and prediction test. It measures the cadet-applicant’s skills and evaluate help
colleges evaluate how ready students are for college-level work. It is designed to
forecast their academic success or failure in the maritime program.
The current college/admission test includes: ENGLISH (Reading
Comprehension, Spelling Power, Vocabulary, and Analogy); MATH (Arithmetic,
Algebra, Trigonometry and Geometry); SCIENCE (Chemistry and Physics) and
ABSTRACT REASONING.
Result of the in-depth interview with the key informants reveals that a review
of the coverage of the CQT should be made and align the questionnaire with the
skills of the applicants and consider incorporating the core subjects of the Senior
High School, basic maritime course, Philippine History and Economics.

3. Assessment of the Faculty Status

Table 2. Description of Faculty Status for SY 2018-19 onwards

Will be displaced/
Department To be retained in
Present teachers re-assigned
SY 2018-2019
SY 2018-2019
2 permanent
Mathematics 1 will be displaced 2 to be retained
1 temporary
1 will be displaced
2 permanent
Natural Science 1 will not be re-hired 1 to be retained
1 part time

1 permanent 2 will be displaced 1 to be retained

Languages English
1 temporary
1 part time
Filipino
1 permanent 1 will be displaced None
3 permanent w/admin
function 1 will be displaced 2 will be retained
Social Science
1 permanent 1 will not be re-hired
1 part time
1 permanent
Humanities/Rizal None displaced 1 to be retained

Info Technology 1 permanent 1 will be displaced None

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Table 2 reveals that an average of 4-6 sections per year level can be observed.
With the new GEC, it can be projected that 12 to 18 units teaching loads
for each course is required thus only 1 teacher for each course is needed, some
teachers will be displaced and part-time teachers will not be re-hired.

CHED (2016) “K to 12 Transition: The Higher Education Perspective”

states that

“In the study conducted by CHED, the Philippine Institute for Development Studies
(PIDS) and the UP Population Institute, across 2016-2021, about 13,273 teaching
and 10,464 non- teaching personnel may be displaced. For displaced personnel the
DepEd will establish a “Green Lane” to prioritize and fast-track the hiring of displaced
HEI personnel, matching them in terms of location and salary, and at least 30,000
new teachers and 6,000 new non-teaching staff will be needed for SHS per year
in 2016 and 2017. DOLE will offer income support, employment facilitation and
training and livelihood to displaced employees who do not or cannot transfer to SHS.
CHED will provide opportunities for upgrading qualifications and income support
to personnel and HEIs (as a result of lower salaries because of reduced enrolment)
inclusive of: scholarships for Grad Studies, Instructions, Research and Sectoral
Engagement Grants, SHS Training Packages and Innovation Grants for Institutions.

The above projection of CHED was confirmed by the statements

“Displaced teachers can be recommended for administrative

functions and retention of teachers should be based
on their performance and specialization. However, they
should not replace administrative staff but will serve as
additional personnel.”(R6)

“Teachers with less than 18 units teaching load should be

Given required to conduct 2 action researches or 1 full
research each school year.” (R7)

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4. Proposed Maritime Program

Table 3. Description of Proposed Maritime Program

Admission
COURSES UNDER CM0 20 S 2013 Units Faculty Status
Requirement
CORE:
Understanding the Self 3 18-24 years old Design a faculty
Readings in Philippine History 3 Pass the admission Test development
The Contemporary World 3 Graduate Senior HS and placement
Math in the Modern World 3 program for
Purposive Communication 3 Admission test should displaced GE
Art Appreciation 3 include courses faculty
Ethics 3 taken in Senior HS
Science, Technology & Society 3 (English, Arithmetic,
Life and Works of Rizal 3 Algebra, Trigonometry,
Geometry, Chemistry,
ELECTIVES: Math, Science & Technology 3 Physics, Philippine
Social Science and Philosophy 3 History, Economics and
Arts and Humanities 3 Abstract Reasoning)
To be retained
World Geography 3
Speech Communication with 3
IMO SMCP
To be added
Maritime Economics 3
Maritime Research 3
TOTAL 48

Table 3 shows that after examining the current maritime GEC and the
revised GEC, the Proposed Maritime General Education Curriculum has a
total of 48 units. With the provision of the K+12 program, the college entrant
age requirement should be changed to 18-24 years old. All applicants should
be a senior HS graduate and must pass the entrance exam. The coverage of
the proposed CQT includes: ENGLISH (Reading Comprehension, Spelling
Power, Vocabulary, and Analogy); MATH (Arithmetic, Algebra, Trigonometry
and Geometry); SCIENCE (Chemistry and Physics), PHILIPPINE HISTORY,
ECONOMICS, and ABSTRACT REASONING. The faculty development
program should be designed to determine the teachers who will be displaced or
retained for their re-assignment on administrative positions and re-tooling for
the requirements of the new GEC.

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Rivera (2014) emphasized the following implications of the K to 12 Basic

Education Program on the Philippine Military Academy (PMA) education
system: PMA may need to decide whether to limit cadetship applicants to those
belonging to the High School academic track or not; there is a need to revise
the PMA Cadet Qualification Test (CQT; there is a need to adjust the entrant
age for PMA cadetship; there is a need to revise the 2015 PMA curriculum; it
is expected that the K+12 program would produce more academically prepared
cadets; and the employment of civilian and military instructors who are affected
by the K-12 program is dependent on the PMA curriculum which will be
adopted by PMA.

CONCLUSIONS

While maritime education is one of the key elements of the country’s maritime
industry, it cannot remain rigid and unyielding to the demands brought about by
changes in the country’s education system and the quality education standards of
the world. Like the results of the previous studies there is a need for re—aligning
the GE curriculum to the K+12 program and CMO 20 s 2013. The findings of
the study also revealed that admission policy on age, scholastic level and coverage
of the admission test should be amended. The findings of the study on faculty
status are significant for GE faculty development and placement program.
It is, therefore, recommended that Maritime Education and Training
institutions should create committees on curriculum review, admission policy
and faculty development and placement, to resolve issues relative to admitting
only the maritime and STEM high school graduates or creation of bridging
programs to non-maritime HS graduates, and distribution of teaching loads or
re-assignment to administrative positions.

TRANSLATIONAL RESEARCH

The result of the study could be translated into a project report to the
CHED- Maritime Technical Working Group for information dissemination
and to consider the integration of the findings in crafting the new Consolidated
Policies, Standards and Guidelines for the Maritime Programs. Additionally,
Maritime Education and Training Institution might be able to translate it into a
more comprehensive institutional policy on curriculum development, admission
and program for displaced faculty members.

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Remedio, E.M. (2014). Innovations in Philippine Higher Education:

A Timely Response to ASEAN Economic Cooperation 2015. Paper presented
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Rivera, F. J. (2014). K-12 Basic Education Program: Implications on the

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