Curriculum Development in the Philippines

Curriculum Development in the Philippines

1. THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT IN THE PHILIPPINES

2. History of Philippine Education : Timeline Before 1521 - Education before the coming of Spaniards 1521-1896 - Education during the Spanish Regime 1896-1899 - Education during the Philippine Revolution 1898-1935 - Education during the American Occupation 1935-1941 - Education during the Philippine Commonwealth 1941-1944 - Education during the Japanese Occupation 1944-1946 - Education after the World War II 1946-present - Education under the Philippine Republic Pre-Hispanic

3. Pre- Hispanic Education Pre- Hispanic education in the Philippines was not formal Education was oral, practical, and hands-on The objective was basically to promote reverence for, and adoration of Bathala, respect for laws, customs, and authorities represented by parents and elders When the Spaniards arrived in the Philippines they encountered islanders who knew how to read and write.

4. Education during the Spanish Regime The Friars established parochial schools linked with churches to teach catechism to the natives Instruction was in the dialect Education was managed, supervised, and controlled and the friars Education in the country was not uniform The system of schooling was not hierarchical nor structured, thus there were no grade levels

5. Subjects: Based on the Royal Decree of 1863 Languages (Latin, Spanish grammar and literature, elementary Greek, French and English) History (Universal, Spanish) Mathematics(Arithmetic, Algebra, Trigonometry, Geometry) Philosophy (Rhethoric, Logic, Ethics) Geography Pshychology Because of need, higher level schools were established much later by virtue of royal decrees, the Colegios and Beaterios .

6. Philippine Revolution Curricular reforms Secularization of education Instruction of Spanish Greater attention to natural science The design of a relevant curriculum Improvement of higher centers of learning Improvement of educational system Illustrados spearheaded the Propaganda Movement

7. Jose Rizal criticized unequivocally the friars’ method of instruction in his two novels Noli Me Tangere and El F ilibusterismo Disproportionate focus on religion Discourage the attempt of Filipino students to speak in Spanish Lack of pedagogical skills Irrelevant courses in the curriculum Philippine Revolution

8. To improve the existing curriculum, Rizal considered the ff. subjects as required courses in secondary schools Science Math History Philosophy Law Language P.E Religion Music Social Sciences Philippine Revolution

9. American Occupation The Americans used education as a vehicle for its program benevolent asimilation American soldiers were the first teachers Restore damaged school houses, build new ones and conduct classes

10. American Occupation Trained teachers replaced soldiers Filipinos warmly received their new teachers, Thomasites American teachers infused their students the spirit of democracy and progress as well as fair play

11. Americans discarded the religious bias Educational Act of 1901- Separation of Church and State in education Encourage F ilipino in the field of teaching Outstanding F ilipino scholars were sent to US to train as teachers During American Era:

12. Primary Education GMRC , Civics , Hygiene and Sanitation , Geography Intermediate Curriculum Grammar and composition , Reading and spelling , Science courses , Physiology , Hygiene and sanitation , Intensive teaching of geography American Era Curriculum Inclusion:

13. Government established NORMAL SCHOOL for future teachers Courses include Methods of teaching, practice teaching, psychology, mathematics, language, science, history and government, social sciences, P.E White collar-job bias During American Era:

14. Philippine Commonwealth All schools should develop moral character, personal discipline, civic conscience and vocational efficiency Promote effective participation of the citizens in the processes of a democratic society Educational Act of 1940 to “meet the increasing demand for public instruction and at the same time comply with the constitutional mandate on public education”

15. Japanese Regime 6 basic principles of J apanese Education Realization of NEW ORDER and promote friendly relations between Japan and the Philippines to the farthest extent Foster a new Filipino cultur e Endeavor to elevate the morals of people, giving up over emphasis of materialism Diffusion of the Japanese language in the philippines Promotion of VOCATIONAL course To inspire people with the spirit to love neighbor

16. School calendar became longer No summer vacation for students Class size increased to 60 Deleted anti-asian opinions, banned the singing of american songs, deleted american symbols, poems and pictures Nihongo as a means of introducing and cultivvating love for Japanese culture Social Studies Curriculum during Japanese Regime

17. Take Note! Spanish- Reign for 300 years American- 50 years Japanese- about four years It is thus not surprising that despite the measure they had instituted, the Japanese failed to succeed in transforming the values and attitudes of the people in line with their vision of the NEW ORDER. A contributory factor was widely reported brutalities that ushered in the Japanese occupation that the filipinos did not experience with the same degree during the American period

18. Education After World War II In 1947, by the virtue of Executive Order No. 94 , the Department of Instruction was changed to "Department of Education." During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools .

19. Education after 1940 The objective of the Philippine Education was to established “integrated, nationalistic, and democracy-inspired educational system” which included the ff. Inculcate moral and spiritual values inspired by an abiding faith in God To develop an enlighten, patriotic, useful and upright citizenry in a democratic society Conservation of the national resources Perpetuation of our desirable values Promote the science, arts and letters

20. Great experiments in the community school and the use of vernacular in the first two grades of the primary schools as the medium of instruction were some of them. An experiment worth mentioning that led to a change in the Philippine Educational Philosophy was that of school and community collaboration pioneered by Jose V. Aguilar. Schools are increasingly using instructional materials that are Philippine-oriented. Memorandum No. 30, 1966 sets the order of priority in the purchase of books for use in the schools were as follows: Books which are contributions to Phil. Literature Books on character education and other library materials Library equipment and permanent features Education after 1940

21. Education during Martial Law period The Department of Education became the Department of Education and Culture in 1972, the Ministry of Education and Culture in 1978, and with the Education Act of 1982, the Ministry of Education, Culture, and Sports. A bilingual education scheme was established in 1974, requiring Filipino and English to be used in schools. Science and math subjects as well as English language and literature classes were taught in English while the rest were taught in Filipino.

22. From 1986 to the present The bilingual policy in education was reiterated in the 1987 Constitution of the Philippines. (EDCOM), Congress passed Republic Act 7722 and Republic Act 7796 in 1994, creating theCommission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). The institute governing basic education was thus renamed in 2001 as the Department of Education (DepEd).

23. The quality of public school education is generally considered to have declined since the post-war years, mainly due to insufficient funds. The Department of Education aims to address the major problems affecting public education by 2010. Private schools are able to offer better facilities and education, but are also much more expensive. There is a wide variety of private schools, including all-boys’ and all-girls’ schools, religious schools, non-sectarian schools, Chinese schools, special schools, and international schools. Due to economic difficulties, there has been a recent increase in the popularity of home schooling and open universities in the Philippines.

24. The Philippines K to 12 Basic Curriculum

25. OUR VISION We dream of Filipinos who passionately love their country and whose competencies and values enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.

26. MISSION

27. The K to 12 Philippine Basic Education Curriculum Framework CONTEXT PHILOSOPHICAL & LEGAL BASES RA 10533 Enhanced Basic Education Act of 2013 The 1987 Phil. Constitution BP 232, Education Act of 1982 RA 9155, Governance of Basic Education Act of 2001 The vision, mission statements of DepEd SOUTELE, 1976 The EDCOM Report of 1991 Basic Education Sector Reform Agenda (BESRA) The four pillars of education (UNESCO) NATURE OF THE LEARNER Has a body and spirit, intellect, free will, emotions, multiple intelligence, learning styles Constructor of knowledge and active maker of meaning, not a passive recipient of information NEEDS OF THE LEARNER Life skills Self-actualization Preparation for the world of the work, entrepreneurship, higher education NEEDS OF NATIONAL & GLOBAL COMMUNITY Poverty reduction and human development Strengthening the moral fiber of the Filipino people Development of a strong sense of nationalism Development of productive citizens who contribute to the building of a progressive, just, and humane society Ensuring environmental sustainability Global partnership for development

28. The K to 12 Philippine Basic Education Curriculum Framework SKILLS Information, Media, and Technology Skills Learning and Innovation Skills Communication Skills Life and Career Skills LEARNING AREAS Language Technology and Livelihood Education (TLE) Mathematics and Science Arts and Humanities Materials, Facilities, and Equipment ICT Environment Assessment School Leadership and Management Schools Divisions Technical Assistance Community-Industry Relevance and Partnerships Teachers Monitoring and Evaluation System Curriculum Support System Being and Becoming a Whole Person Holistically Developed Filipino with 21 st Century Skills

29. The K to 12 Philippine Basic Education Curriculum Framework

30. Some Points on K to 12 The K to 12 Basic Education Program is a transformative vehicle for local and national development. Through the provision of quality education for all that will lead to human and community development, the K to 12 will develop and harness the skills and competencies of the Filipino youth.

31. Curriculum Exits

32. Basic Education Program

33. Senior High School Curriculum

34. Grades 11 & 12 have 31 80-hour subjects, totaling 2,480 hours

35. Senior High School Core Subjects

36. Contextualized Track Subjects

37. Academic Track

38. Academic Track

39. Academic Track

40. Senior High School Core Subjects for the STEM Strand

41. Academic Track

42. Academic Track

43. Sports Track Subjects

44. Arts and Design Track Subjects

45. Technical-Vocational-Livelihood Track (Table 1) and TESDA Training Regulations-Based Specializations* (Table 2)

46. Basic Education Curriculum Inclusion Programs

47. The

48. Alternative Learning System A parallel learning system to provide a viable alternative to the existing formal education instruction. It encompasses both the Nonformal and Informal sources of knowledge and skills (RA 9155). NONFORMAL EDUCATION + INFORMAL EDUCATION =

49. Legal Bases The Article XIV, Section 2, Paragraph (4) of the 1987 Philippine Constitution concisely encourages non-formal, informal and indigenous learning systems as well as self-learning, independent and out-of-school study programs particularly those that respond to community needs. The Governance Act for Basic Education otherwise known as the Republic Act 9155 stipulates the establishment of the Alternative Learning System (ALS) to provide out-of-school children, youth and adults population with basic education.

50. ALS is a Complement of the DepEd Drop-out Reduction Program ADM BEE BSE BALS ALS A & E Program - Over age SARDO -Over age for A & E Test pARDO S ARDO OSCY A

51. FORMAL EDUCATION ALS BASIC EDUCATION A & E

52. ALS Target Learners Elementary and Secondary School Leavers Out-of-School Children – 6-14 years. old Out-of-School Youth - 15-24 years. old Out-of-School Adults - 25 years old and above Anyone who has not completed 12 - year of basic education.

53. Last Mile Learners Those who remain unreached even after various efforts to reach them. Children at risk on the streets Children in indigenous peoples (IP) communities Children who live in difficult circumstances Kariton Klasr um ALS ALS & ADM ALS & ADM Children with disabilities (CWD s) Out-of-School Youth (OSYs)/ Inmates Children in off-grid schools and barangays P e dals and Pad d l e s Proj e ct I PEd SPED Abo t Alam/ALS LightE d PH

54. Curriculum

55. Goal: LIFELONG LEARNING process whereby every individual acquires attitudes, knowledge, values and insights from daily experiences

56. OBJECTIVES: FUNCTIONAL LITERACY Communicate effectively Solve problems scientifically, creatively and think critically Use resources sustainably and be productive Develop oneself and a sense of community Expand one’s world view

57. 5 Learning Strands Communication Skills (English & Filipino) Problem Solving and Critical Thinking Sustainable Use of Resources/Productivity Development of Self and a Sense of Community Expanding One’s World Vision

58. What is Alternative Delivery Mode(ADM)? An educational intervention that caters to marginalized and disadvantaged school age learners who are unable to attend regular class, have dropped out from school, and those at risk of dropping out.

59. Alternative Delivery Modes Modified In-School Off-School Project (MISOSA) Instructional Management by Parents Community and Teachers (IMPACT) Open High School Program (OPHS)

60. an Alternative Delivery Mode that was originally designed to address issue on congestion. addresses issue of congestion plus helping pupils who are enrolled but are : habitual/ seasonal absentees, living in conflict/disaster areas, chronically -ill, or engaged in earning a living to augment family income What is Modified In-School Off-School Project (MISOSA)?

61. How is MISOSA Implemented? Use of Self-Instructional Mate rials (SIMs) that contain the lessons to be learned for the day. - include learning objectives, activities to work on, exercises and questions to answer, enrichment activities utilizing the community resources. Utilization of community school as a laboratory for learning aside from the classroom i.e. half of the class stays with the teacher while the other half stays with the teacher-facilitator in the community school. Involvement of different school’s internal/external stakeholders.

62. I nstructional M anagement by Pa rents C ommunity and T eachers

63. What is IMPACT? This is a management system where the parents, teachers and community collaborate to provide the child with quality education at less costs. This was developed to address high student population and high percentage of dropouts .

64. Principles of IMPACT Children become active participants of the learning process. Three Primary Modes of Delivery Programmed Teaching Peer Group Learning Individual Study

65. Principles of IMPACT 2. Learning materials are based on the national curriculum standards of the Department of Education.

66. Principles of IMPACT 3. Learning can take place anywhere. Learning is not confined in the classrooms. Learning Kiosks provide alternative learning venues for Peer Groups. Peer group learning in a Learning Kiosk Peer group learning can happen anywhere…

67. Principles of IMPACT 4. Progress of learners is based on individual mastery and speed. Students learn independently at their own pace. The system recognizes individual differences and each student’s potential. IMPACT develops in children an intrinsic motivation to learn.

68. Principles of IMPACT 5. Instructional Management and Delivery of Instruction is not only the responsibility of the teachers, but of the parents and community as well. Community and parental participation is substantial and technical. Parents are encouraged to assist their children by tutoring them at home and monitoring their progress. Skilled workers in the community may contribute by sharing their expertise to the students. Use community resources to aid in educating the children.

69. Learning Opportunity for All: Anytime, Anywhere

70. What is Open High School Program (OHSP)? It is one of the alternative delivery modalities of education (ADM) that uses distance learning within the confines of the formal system that allow secondary schools to deliver quality basic education (Grades 7-10).

71. What is Open High School Program (OHSP)? Provide equal learning opportunities for all types of learners anytime, anywhere; Produce functionally literate graduates or who have mastery of the basic competencies, capable of problem-solving, and are productive members of their families and communities; Prevent potential school leavers and encourage those who are out of school to finish basic education (Grades 7-10);

72. What are the Goals and Objectives of the OHSP? Provide opportunity to graduates of Grade VI, high school drop outs, and successful examinees of the Philippine Educational Placement Test (PEPT) to complete basic education; Reduce high school drop outs and increase participation rate; and Increase achievement rate through quality distance education.

73. WHO ARE QUALIFIED TO ENROLL IN THE OHSP? It is open to all school aged Filipino learners who can demostrate capacity for independent learning and who are willing to undergo self-directed learning; and Enrolment will coincide with the opening of classes.

74. BEST PRACTICES IN K TO 12 IMPLEMENTATION

75. Curriculum and Instruction Designed curriculum that allows teachers to cater to the needs of both Muslim and Christian learners; children with special needs and different learning styles Contextualized, localized and indigenized curriculum Differentiated instruction for multigrade classes

76. “In this world we need people who work more than criticize, who construct more than destroy, who make fewer promises and deliver more solutions, who expects to give more than they receive, and who say it’s better today than tomorrow.” CHE GUEVARRA