International Journal of Multidisciplinary Research and Development 141 International Journal of Multidisciplinary Research and Development Online ISSN: 2349-4182, Print ISSN: 2349-5979, Impact Factor: RJIF 5.72 www.allsubjectjournal.com Volume 4; Issue 7; July 2017; Page No. 141-147 Challenges of the K+12 Program Implementation in the Public Elementary Schools of Pangasinan, Philippines 1 Christopher J Cocal, 2 Gertrudes Marcellano 1 Pangasinan State University, Philippines 2 Department of Education, San Carlos City Schools Division, Philippines Abstract The implementation of K+12 means larger budget for the Department of Education and more expenditure for the families who will be sending their children to school. K+12 is not only an issue of economics, is more importantly an issue of personal and professional growth and development that will serve as catapult of economic development. This study determined the anticipatory resource management employed by the principals in the different schools of Pangasinan to ensure greater and successful implementation of the K+12 program. The respondents of the study were the 230 out of 539 principals of the different public elementary schools of the six schools divisions of Pangasinan. Results of the study show that the existing physical plant and facilities and instructional resources of the different public elementary schools in Pangasinan do not met the standard requirements set by the Department of Education. There is a great need for the schools to improve their physical facilities and instructional resources to effectively and efficiently implement the K+12 Program. Financial resource is the major problem of the schools with regards to the implementation of the K+12 Program. Keywords: K+12 program implementation, pangasinan, Philippines 1. Introduction Quality and relevant education for national development is an urgent need of the country today. Upgrading it means a positive effect in the attainment of these goals. With the current status of high school education, students are found not prepared to be part of the working force or to pursue entrepreneurial activities after graduation. Many students in the Philippines who finished basic education are not college ready as they do not possess sufficient mastery of basic competencies. One reason is that students do not get adequate instructional time or time on task. More, high school graduates are not emotionally prepared and do not have the skills needed by the industry. Statistics show that about 70.9% of the unemployed are at least high school graduates and 80% of the unemployed are 15-34 years old. Further, most graduates are too young to enter the labor force as they were not equipped with the needed trainings and skills. High school graduates who do not pursue higher education became part of the in- effective and unproductive human resources of the country. The Philippines is committed to achieving its Education for All (EFA) goals not only for the development of each Filipino, but also for the overall social and economic progress of the country. Part of the education for all plan of action 2015 is the expansion of basic education, targeting that by 2015, the Philippines has lengthened its cycle of basic education schooling to make it twelve years. Beginning in the 1950s, the ‘theory movement in educational administration’ focused attention on the need to improve scholarly activity through the application of scientific principles based on empiricism rather than ideological belief, personal experience, and prescription. Principal leadership makes a difference in the quality of schooling, school development and student learning (Heck and Hallinger, 2011) [9] . At present, the Philippines is the only country in Asia and among the three remaining countries in the world that uses a 10-year basic education cycle. According to a presentation made by the South East Asian Ministers of Education Organization (SEAMEO-INNOTECH) on Additional Years in Philippine Basic Education (2010), the comparative data on duration of Basic and Pre-University Education in Asia shows that the Philippines allots 10 years not just for the basic education cycle but also for the pre-university education while all the other countries have either 11 or 12 years in their basic education cycle. The present curriculum is described as congested. This means that students do not get enough time to perform tasks because the curriculum is designed to be taught in a span of 12 years and not 10 years. The more obvious result of this is the fact that most high school students graduate without the readiness to take upon higher education or employment. These students are not equipped with the basic skills or competencies needed at work. Furthermore, the short duration of the basic education program puts Filipinos who are interested to either work or study abroad at a disadvantage. This is because other countries see our 10-year program as incomplete, which then, causes Filipino graduates to not be considered as professionals abroad. The Department of Education (DepEd) and allied stakeholders are responding to the urgent and critical need to improve the quality of basic education in the Philippines through a major education reform known as K to 12. K+12 means Kindergarten and the 12 years of elementary and secondary education. Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum. Elementary education refers to primary schooling that involves six or seven years of education; meanwhile secondary education refers to high