THE K to12 PROGRAM (Guiding Principles)

(Salient Features: PHILOSOPHICAL, LEGAL, and SOCIO-psychological;

STATUS REPORT AND UPDATES

ERICO MEMIJE HABIJAN, DepEd, NEAP

Maari bang, maari bang umusog-usog ng konti Hati-hati dahil masyadong masikip ang upuan

At kung iyong kausapin, ako nama'y hindi maselan At payag matabihan, umusog lang, umusog ng konti.

Maari bang, maari bang umusog-usog ng konti Madadaan sa usapan ang maaring pag-awayan

Sakali mang mayron kang napapansin, sabihin lang At kung makatuwiran ako'y uusog din kahit konti.

KAHIT KONTI ni Florante

Hindi naman buong-buo ang hinihiling ko sa iyo Ngunit kahit kapiraso mano’y magkasundo tayo

Iba't iba ang katuwiran ng tao sa lipunan Ngunit ang kailangan lang tayo'y huwag

magtulakan. O kayraming suliranin, oras-oras dumarating

Dahil ‘di kayang lutasin hindi na rin pinapansin Subalit kung tutuusin, iisa ang dahilan

Kaibigan, ayaw nilang umusog ng kahit konti

Hindi naman buong-buo ... O kayraming suliranin ......

At kung iyong kausapin, ako nama’y hindi maselan

At payag matabihan umusog lang kahit konti.

THE METAPHYSICS of the song

All lines intersect at a certain point.(ang mga linya ay nagkakasalubong sa iisang tuldok)

FROM FRANCISCO BALAGTAS BALTAZAR’s

Florante at Laura

“DATAPWAT SINO ANG TATAROK KAYA,

SA MAHAL MONG LIHIM DIYOS NA DAKILA,

WALANG MANGYAYARI SA BALAT NG LUPA

DI MAY KAGALINGAN, IYONG NINANASA

“kung ang isalubong sa iyong pagdating

ay masayang mukha’t may pakitang giliw,

. . . lalong paka-ingata’t kaaway na lihim

. . . siyang isaisip na kakabakahin”

“Sa taguring bunso’t likong pagmamahal, ang

isinasama ng batang nunukal,

ang iba’y marahil sa kapabayaan,

ng dapat magturong TAMAD na

MAGULANG”

 “Ang laki sa layaw karaniway hubad, sa bait

at muni sa hatol ay salat, masaklap na

bunga ng maling paglingap, habag ng

MAGULANG sa irog na anak.”

THESESSION’s

Target- Topic: Educational Foundations/Salient Features (Philosophical, Legal, Sociological, and Psychological

Perspectives) of the K to 12 Curriculum)- Updates per Technical Working Group

- Next steps and Support Needed

K to 12 . . .

LEGAL FRAMEWORK POLICY

(Philosophy)

FOUNDATIONS

IMPACT!!!!!!!!!!(SOCIOLOGICAL AND PSYCHOLOGICAL)

VISION: By 2030, DepEd is globally recognized for good governance and for developing functionally-literate and God-loving Filipinos.

MANDATE:Philippine ConstitutionEducation Act of 1982

Governance Act of Basic Education (RA9155)

MISSION:To provide quality basic

education that is accessible to all and lays the foundation of lifelong learning and service

for the common good.

CON

STIT

UEN

CYPR

OCE

SS

EXCE

LLEN

CEPE

OPL

ERE

SOU

RCES

STAK

EHO

LDER

PA

RTIC

IPAT

ION

Strengthen and expand stakeholder convergence mechanisms at all levelsStrengthen and expand stakeholder

convergence mechanisms at all levels

Increase resource base to a level that is at par with global standards

Increase resource base to a level that is at par with global standards

Allocate resources equitablyAllocate resources equitably

Ensure efficient and effective use of resources

Ensure efficient and effective use of resources

Demonstrate professional and ethical standards and best practices to optimize personnel productivity

Demonstrate professional and ethical standards and best practices to optimize personnel productivity

Strengthen learner-centered teaching process

Strengthen learner-centered teaching process

Practice participative and inclusive management process

Practice participative and inclusive management process

Access to learner-centered opportunities suitable for diverse

needs

Access to learner-centered opportunities suitable for diverse

needs

Learners become functionally-literateLearners become functionally-literate

FUNCTIONAL LITERACYFUNCTIONAL LITERACY GOOD GOVERNANCEGOOD GOVERNANCE

CORE VALUES:Culture of Excellence, Integrity

and AccountabilityMaka-Diyos

MakataoMakabayan

Makakalikasan

The Building Blocks of World-Class EducationThe Building Blocks of World-Class Education

SOURCE: Barber 2008; Whelan 2009SOURCE: Barber 2008; Whelan 2009

Standards & Accountability

Human Capital Structure & Organization

Globally benchmarked standards

Recruit great people & train

them well

Effective, enabling central department &

agencies

Good, transparent data Continuous improvement of pedagogical skills

& knowledge

Capacity to manage change & engage

communities at every level

Every Child on the agenda always in order to challenge inequality

Great leadership at school level

Operational responsibility & budgets significantly devolved to

school level

THE ANSWER ?!… THE SOLUTION?!

Rizal’s El Filibusterismo: (Padre Florentino & Isagani)

“Mabuti pa ang mga bilanggo at inuusig ang uri ng pagkain. Ngunit ang kapakanan ng kabataang pag-asa ng bayan walang

itinatawag na subasta. Sa halip ay dinaragdagan ng kapangyarihan ang ayaw magpaturo ng ano mang pagsulong.”

“Ang kalayaan ay katutubo sa tao. At kaakibat ng talino ang karunungan. Ang iba sa inyong nagkakait na kami ay dumunong

ay siyang ugat ng aming kawalan ng kasiyahan”

“Kung ano kami ngayon ay kayo ang may gawa. Ang bayang inaalipin ay natututong magkunwari; ang di ipinakikilala sa

katotohanan ay nagiging sinungaling; ang mapaghari ay lumilikha ng mga alipin.”

Educational Philosophy of Rizal – A. Ocampo

Rizal’s concept of the importance of education is clearly enunciated in his work entitled “Instruction” wherein he sought improvements in the schools and in the methods of teaching.

He maintained that the backwardness of his country during the Spanish era was not due to the Filipinos’ indifference,

apathy or indolence as claimed by the rulers, but to the neglect of the Spanish authorities in the islands. For Rizal, the

mission of education is to elevate the country to the highest seat of glory and to develop the people’s mentality. Since

education is the foundation of society and a prerequisite for social progress, Rizal claimed that only through education

could the country be saved from domination. 

Rizal’s philosophy of education, therefore, centers on the provision of proper

motivation in order to bolster the great social forces that make education a

success, to create in the youth an innate desire to cultivate his intelligence and give

him life eternal.

Let’s consider the following:

Plato’s Republic 2 – 3: (Soc and Adei)“Then what is this education? Or is it difficult to

invent one any better than that w/c long ages have evolved? In other words, GYMNASTICS for

the body and MUSIC for the mind”“Indeed it is.”

“Then shall we begin w/ music before gymnastics?”

“Naturally.”

“And do you regard words as part of music or not?”“I do.”

“And there are two kinds of words, the true and the false?”“Yes.”

“EDUCATION is both kinds, but first in the false”“I don’t understand what you mean.”

“Don’t you understand that we first of all tell children fables? Now these are, taken over all, falsehood, though

there are true things in them. And we give children fables before we give them physical exercises.”

“That’s true.”“Well, that’s what I meant by saying that we must tackle

music before gymnastics.”

* Insufficient mastery of basic competencies

due to congested curriculum

(the poor quality of basic education is reflected in the low achievement

scores of Filipino students)

* High school graduates (18 years old) - lack of

basic competencies and maturity

(reflected in the inadequate preparation of HS graduates for the world of work or entrepreneurship

or higher education)

*Our graduates are not automatically

recognized as professional abroad

*The short basic education program affects the human

development of the Filipino children

•Other countries view the 10 – year education cycle as insufficient

•The Philippines is the only remaining country in Asia with a 10 – years basic education

program

WHY ADD TWO YEARS?

WHY K to 12? •Global Competitiveness

•Economic Advantage•Social advantage•Address the poor

performance of students

REPORMA dahil may PROBLEMA?

“we need to add two years to our basic education. Those who

can afford pay up to fourteen years of schooling before

university. Thus, their children are getting into the best

universities and the best jobs after graduation. I want at least

12 years for our public schoolchildren to give them an

even chance of succeeding”

WHY ADD TWO YEARS?

•Decongest and enhance the basic

education curriculum•Better quality

education •Minus 2 instead of

plus 2

THE DOGMA OF K TO 12- the proposal to

expand the basic education dates back to 1925.- this is not new, it has

been a part of the studies since 1925; the only problem

is …

NO POLITICAL WILL to do it.

Some studies:

*Monroe Survey 1925*UNESCO Mission

Survey (1949) *Education Act of 1953

*Swanson Survey (1960)

*Presidential Commission to Survey on Education Phil. Education (PCSPE, 1970)

*Congressional commission on Education (EDCOM) Report

(1991)*Presidential Commission on Educational Reforms (2000)*Philippine Education for All2015 National Action Plan *Presidential Task Force on

Education (2008)

Basic Content of K to 12

K to 12 means Kindergarten and the 12 years of elementary and secondary basic education

Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum

Elementary Education refers to primary schooling that involves six years of education

Secondary education refers to six years high school

Graduates of K to 12 Basic Graduates of K to 12 Basic Education Program will:Education Program will:

The K to 12 Program

ACQUIRE MASTERY OF BASIC COMPETENCIES

(BACK TO THE BASIC – the find the foundation)

THELEARNERS

BE MORE EMOTIONALLY MATURE (Emotion vs. Decision)

THELEARNERS

BE SOCIALLY AWARE, PRO-ACTIVE, INVOLVED IN PUBLIC AND CIVIC

AFFAIRS (PUBLIC SERVANT-PUBLIC SERVICE)

THELEARNERS

BE ADEQUATELY PREPARED FOR THE WORLD OF WORK OR ENTREPRENEURSHIP OR HIGHER

EDUCATION (JOB AND OR EDUCATION)

THELEARNERS

K TO 12 EDUCATION

VISION

BE LEGALLY EMPLOYABLEWITH POTENTIAL FOR

BETTER EARNINGS(may PAGKAKAKITAAN –

HANDA AT LEGAL)

THELEARNERS

K TO 12 EDUCATION

VISION

BE GLOBALLY COMPETITIVE(COMPETITION VS. COMPLEMENTATION)

THELEARNERS

K TO 12 EDUCATION

VISION

ACQUIRE MASTERY OF BASIC COMPETENCIES

BE MORE EMOTIONALLY MATURE

BE SOCIALLY AWARE, PRO-ACTIVE, INVOLVED IN PUBLIC AND CIVIC AFFAIRS

BE ADEQUATELY PREPARED FOR THE WORLD OF WORK OR ENTREPRENEURSHIP OR

HIGHER EDUCATION

BE LEGALLY EMPLOYABLEWITH POTENTIAL FOR

BETTER EARNINGS

BE GLOBALLY COMPETITIVE

“We have different gifts, according to the

grace given us.

If a man’s gift is prophesying, let him use it in proportion to his faith.

If it is serving, let him serve; if it is teaching, let him teach.

If it is encouraging, let him encourage;

If it is contributing to the needs of others, let him give generously;

If it is leadership, let him govern diligently;

If it is showing mercy, let him do it

cheerfully.”

Romans 12:6 - 10

“Train a child in the way he should go, and when he is old he will not turn from it.”

Proverbs 22:6

Important NOTATIONS:*Studies in the Philippines have shown that an additional year of schooling increases earnings by 7.5%.*Studies validate that improvements in the “quality of education” will increase GDP growth by 2% to 2.2%

WHAT WILL THE SOCIETY GAIN FROM K TO 12?

*It will facilitate an accelerated economic growth.*It will facilitate mutual recognition of Filipino graduates and professionals in other countries.*A better educated society provides a sound foundation for long – term socio-economic development.

(Studies in the UK, India and US show that additional years of schooling also have positive overall impact on society)

HOW DO WE ADD THE TWO YEARS ?

THEPROPOSED

MODEL

K – 6 – 4 - 2

KINDEGARTEN (5 YEARS OLD)

ELEMENTARY SCHOOLGRADES 1 – 6 (6 – 11 y.o.)

JUNIOR H.S. GRADES 7 – 10 (12-15 y.o.)

SENIOR HIGH SCHOOL GRADES 11 – 12 (16-17 y.o.)

WHAT IS SENIOR HIGH SCHOOL?

2 YEARS of in-depth specialization for students depending on the occupancy/career track they wish to pursue2 years of senior HS intend to provide for students to consolidate acquired academic skills and competencies

Skills and competencies relevant to the job marketCurriculum will allow specialization in S &T, Arts, Technical Ed. and Sports

YEAR 0: SY 2011-

2012

YEAR 1: SY 2012-

13

YEAR 2: SY 2013-

14

YEAR 3: SY 2014-

15

YEAR 4: SY 2015-

16

YEAR 5: SY2016-17

YEAR 6: SY 2017-

18

TARGET/ IDEAL

GR 12

2 YEARS SENIOR HIGH SCHOOL

GR 11

HS IV (15 yo) GR 10

4 YEARS JUNIOR HIGH SCHOOL

HS IV (14 yo) GR 9

HS IV (13 yo) OLD CURRICULUM GR 8

HS IV (12 yo) NEW CURRICULUM GR 7

GR 6 (11 yo) GR 6

6 YEARS ELEMENTARY

GR 5 (10 yo) GR 5

GR 4 (9 yo) GR 4

GR 3 (8 yo) GR 3

GR 2 (7 yo) OLD CURRICULUM GR 2

GR 1 (6 yo) NEW CURRICULUM GR 1

KINDER (5 yo) KINDER

WHAT ARE WE DOING NOW?

Functional TASK FORCE to detail the K to 12 implementation model

Continuous consultation with stakeholders

Reviewing – enhancing the curriculum

Having a financial study : costs

WHAT ARE WE DOING NOW? Training : teachers, supervisors, school heads

Building-up Physical of Secondary High Schools

Having the SHS placement scheming

Working for the Legislation

Continuous Campaign: K to 12

K to 12 Steering

Committee

TWG 1

Advocacy

TWG 4

Curriculum

TWG 2

LegislationTWG 3

Research

Program Management

Office

TWG 5

Transition Management

Advocacy/CommunicationTWG 1

2010 2011

APR MAY JUN JUL AUG SEP OCTMARFEBJANDECNOVOCT

• K to 12 press conference

• Announcement of “pre-registration” program for 6-year olds

Speakers Bureau training in 5 cluster for all 17 regions

Rollout of regional consultations

• Orientation for CO personnel• Announcement of wider consultations (May

24)• National Education Forum (May 25)

• Media campaign on universal kindergarten

• 222 print/online articles with PR value of ₱8.6M from Jan-Jul ’11

• Continuous public engagement thru PR, interviews, live TV guestings

As of July 7

• HBN 4219, Enhanced Basic Education Act of 2011, introduced by House Speaker Belmonte Jr. et al. on Feb 16

• Nationwide consultative meetings held by House Committee on Basic Education; ‘favorable’ results from all consultations except in Cebu, opposition from some House Members led by Rep. Garcia

• Scheduled deliberation on 2nd regular session of the 15th Congress

• HBN 3826, Kindergarten Education Act, by Rep. Almario – approved on 3rd reading in Lower House, and consolidated/substituted in Senate Committee Report No. 24 (May 11)

House of Representatives | As of July 11

LegislationTWG 2

• SBN 2713, Enhanced Basic Education Act of 2011, by Sen. Recto – 1st Reading (Feb 28); pending in the Senate Committee on Education, Arts and Culture

• SBN 2700, Kindergarten Education Act, by Sen. Lapid – consolidated with HBN 3826 (May 11) and scheduled for 2nd reading

• SBN 2758, Preschool Education Act, by Sen. Enrile – pending in the Senate Committee on Education, Arts and Culture

Senate | As of July 11

LegislationTWG 2

Budgetary Requirements•Estimates resource requirements to meet alternative funding scenarios including achievement of EFA 2015 targets

•Project total budget allocations for 4 major final outputs (MFOs): (i) expansion of pre-school program; (ii) addition of Grades 11 and 12; (iii) enhanced school health and nutrition; (iv) expansion of GASTPE

Cost-Benefit Analysis (CBA)Assess benefits to 4 types of students:

Type 1: students who don’t finish HS

Type 2: students who finish HS then work

Type 3: students who finish HS and complete 2 years of post-secondary education

Type 4: students who complete college

Working on Two Studies

ResearchTWG 3

2012 2013 20152014 2016 2017 . . . .

2%Annual ave.

(2016 onwards)

8.5%Annual average

(2012-2015)

6.3%(2012)

Most of inputs gaps will be addressed by SY 2013-2014, increase in government cost vs. SY 2011-2012 & SY 2012-2013 budgets

Budgetary Requirements of K to 12 (Kinder) | As of July 11

Growth in Enrolment and Cost of Kinder (in ₱Bn)

5.8 13.6 17.8 21.4 15

ResearchTWG 3

2016 2017 20192018 2020

Budgetary Requirements of K to 12 (Senior High School) | As of July 11

Low growth enrolment scenarioHigh growth enrolment scenario

Government Cost (in ₱Bn)

37.638

48.5 50

34.535 - 42

3-Year Average

ResearchTWG 3

2016 2017 20192018 2020

Budgetary Requirements of K to 12 (HEIs to provide SHS) | As of July 11

Low growth enrolment scenario

High growth enrolment scenario

Government Cost (in ₱Bn)*

17.5 17.9

30.532.1

44.2

48.1

*GASTPE subsidy used as proxy for service contracting: ₱5,500/student/year outside NCR, ₱10,000/student/year in NCR

3-Year Average

Varying benefits on different types of students:

Type 1: Not relevant for the study

Type 2: Better income opportunities; cost due to delayed employment offset by higher income streams

Type 3: Reduction in cost of schooling with additional 2 years of free education

Type 4: Higher opportunity cost of delayed employment; analysis does not account however for other benefits (i.e. increase in productivity and employment rates)

Cost-Benefit Analysis | As of June 27

ResearchTWG 3

Rate of Return EstimatesRates of return estimates

Cohort for income stream College HS

Type 2: HS grads who went to work2-year College age-income stream 28%2-Year post-secondary age-income stream 25%

Type 3: 2-year coll grad/2-year PS grads2-year College age-income stream 18% 28%2-Year post-secondary age-income stream 17% 25%

Type 4: College graduates (assuming same age-income stream):5 years current program 17%4 years and K to 12 16%5 years and K to 12 14%

AverageCost of education used

Cost-Benefit Analysis | As of June 27

CurriculumTWG 4

As of July 8

General Conceptual Framework

Performance Standards for All Learning Areas

Competencies for All Learning Areas

Teaching and Learning Guides

1 2 3 4

√ DONE √ DONE To be finalized To be developed

Consultations with experts and practitioners from public and private schools

Results of curriculum comparison studies by the Univ. of Melbourne and SEAMEO Innotech inform the processes

Curriculum development done in close coordination with education institutions, TESDA, CHED; curriculum standards also submitted to CHED and TESDA

Salient Features of the Proposed K to 12 BEC Framework

a. Holistic development

b. Outcomes-based

c. Principles on inclusive education, flexibility and differentiated learning system and balanced learning experiences

d. Ensures learner-centered pedagogical approaches

As of July 8

Academic Specialization

Tech –Voc specialization

Sports and Arts Specialization

MODEL 2Junior/Senior High School Curriculum

*General TLE areas include Agri-Fishery, Industrial Arts, HE, ICT

1. Be responsible for the transition management plan from current 10-year cycle to the K to 12 cycle

2. Provide recommendations to the Steercom on transition issues identified

2. Coordinate and align plans with the Curriculum, Research, and Legislation TWGs; regularly update the Steercom of progress and outputs

Terms of Reference | As of July 8

Transition ManagementTWG 5

Next Steps and Support Needed

• Detail partnership offer to HEIs, private schools, techvoc; prepare draft agreements

• Provide transition management plan to Steercom

Prepare communication plan

• Development of teaching and learning guides

• Training of teachers for Grades 1 & 7

• Complete study with recommendations

• Conduct new study with Transition Management on costing requirement of PPP with HEIs

Transition Management TWG

Advocacy TWG

Curriculum TWG

Research TWG

Regional education summits (Nov) and National Education Summit (Feb or Mar ‘12)

ALL TWGs

Prepare legislative agenda

Legislation TWG

HOW MUCH WILL THIS COST?

CAPITAL COST PUBLIC SCHOOLSCLASSROOMS 37 777 998 794 .19CHAIRS 2 567 800 910 .74WAT AND SAN 3 325 566 901 .15

RECURRING COSTTEACHERS 15 100 169 445 .04TEXTBOOKS 218 752 812 .64MOOE 1 842 000 000 .00

TOTAL 16 792 522 257 .00

Lessons/Learning: - Focus on essential skills (Management and Administration)

- Work towards aligning pragmatic output with DepEd requirements- Recognize the importance of Networking (Private Schools/Colleges and Universities SEAMEO, Strive, AIM etc) ; open linkages- Intellectual Core of the T and D curriculum may focus on four main streams:

- Understanding Complexity - Fostering creativity in decision making - Problem solving - Policy-making: analysis and implementation

Kto1Kto122

Batang Kto12, Batang Kto12, Handa sa Handa sa Trabaho o Trabaho o Kolehiyo, Kolehiyo, Handa sa Handa sa

MundoMundo

Basic Education Basic Education Program Program

ISSUE/CONCERN A: Pre – School

KINDERGARTENNURSERY 1

NURSERY 2

Philippine Context:

PREP

It could be . . . ?

Nursery I Nursery 2

Kindergarten

PREPARATORY LEVEL – Pre-Schools

PRI

MARY

B. Issue number 2: TRI-focalization

Dep. Ed.

CHED

TESDA

CURRICULUM

POLITICAL: LIMITATIONS

POWER SHARING

ROLES AND FUNCTIONS

TESDA

CHEDDep Ed

Dep Ed

TESDACHED

CHED

TESDADepED

DepED

CHEDTESDA

WHICH RELATIONSHIP . . . ?

ISSUE NO. 3 PRIVATE SCHOOLS (preparation and implementation)

PRIVATE SCHOOLS

CURRICULUM

BUILDINGS/FACILITIES

ENROLLMENT-LEARNERS

BOOKS/IMs

TEACHERS/ADMINISTRATORS

The best preparation is NOW. And one of the solutions is …

“MARAMING TAONG MAY ALAM AT

NAKAKAALAM, PERO WALA NA AT NAKA- ALIS

NA, KUNG MAY NATITIRA MAN, MASAYADO NAMANG MAHAL”

“Why 2017, why not now?”

W. CABRERA

Issue Number 4. From the Business sector :

TheCHALLENGE!!!

... Change our Vocabulary!

Philosophy: Before:

Trabaho lang, walang PERSONALAN!Now:

Trabaho na, PERSONALAN PA!

... BECOME A

“MULTIPLIER EFFECT”(Pieces of Information)

... Have a POSITIVE RESULTS: PERFORMANCE INDICATORS

360 - Turn Around

o

CHANGE

“360*” IMPLIES … Identify Element 0

o

0 - Non-Reader

0 - Illiterate

0 - Repeater/Drop-out

0 - Negative-Performance

? Target: Education for All 2015

Source DepEd

... Meet the target/ROI!(TIME – ORAS/PANAHON

MONEY- PERAEXPERIENCE – KARANASAN)

BE LIKE . . . COMPLEMENTARY ANGLES

INTROSPECT:

Modernism

Vs.

Post modernism

... ENTER … THE KINGDOM OF

GOD!!!

“School opened last Monday, a thing I have learned over the years to look upon with more dread than anticipation. Since I started writing this column (20 years) , things have gotten from bad to worse. That’s the part where you really mind corruption. It is the textbooks that should have been there but are not, the classrooms that should have been there but are not, the dedicated teachers that should have been there but are not. Courtesy of the public officials who own big houses, drive a fleet of cars, and eat in posh restaurants, who should not be there but are.”

Let’ reflect on the article of Mr. Conrado De Quiros, PDI, last 8 June,

2011, “There’s The Rub

“The point is to re-imagine the classroom, pedagogy or teaching methods, and the teacher himself. Why should we be limited to the physical classroom unto itself with no lack of lessons and the ways of teaching them? Right now, we’re stuck with an educational system whose quality has become the laughing stock of the world, posing a future of joblessness for most graduates. The box has closed in and become a veritable cell. There is only way to go: OUT OF IT.

I’ll Do it For YouB. Adams

Look into my eyes - you will see

What you mean to me

Search your heart - search your soul

And when you find me there you'll search no more

Don't tell me it's not worth tryin' for

You can't tell me it's not worth dyin' for

You know it's true

Everything I do - I do it for you

Look into your heart - you will find

There's nothin' there to hide

Take me as I am - take my life

I would give it all - I would sacrifice

Don't tell me it's not worth fightin' for

I can't help it - there's nothin' I want more

Ya know it's true

Everything I do - I do it

for you

There's no love - like your love

And no other - could

give more love

There's nowhere - unless you're there

All the time - all the

way

Oh - you can't tell me it's not worth tryin' for

I can't help it - there's nothin' I want more

I would fight for you - I'd lie for you

Walk the wire for you - ya I'd die for you

Ya know it's true Everything I do - I do it for you

MARAMI PONG SALAMAT!!!

ERICO MEMIJE HABIJANNEAP