historicaleventsofcurriculumdevelopment-210703163846.pptx

Historical Background of Curriculum Development in the Philippines

1. Historical Background of Curriculum in the Philippines

2. Prepared by: Razel Latiban Ganl oy BSED-SCIENCE II

3. Learning Objectives At the end of the discussion, learners will be able to: 1. define curriculum development; 2. discuss the history of the curriculum development; 3. describe the every period of the history of curriculum development and; 4. explain the importance of history of curriculum development in the Philippines

4. What is Curriculum Development?

5. Curriculum Development Curriculum development is the process of selecting, organizing, executing and evaluating learning experiences on the basis of the needs, abilities, and interests of learners and the nature of the society or community. The motives of curriculum development are Religious, Political, Utilitarian, for mass education and for excellence in education.

6. What are those periods/events that happened in Philippines History of Curriculum Development?

7. Historical Events of Curriculum Development in Philippine History

8. Pre-Hispanic Period

9. Pre-Hispanic Period In the Pre-Hispanic Filipinos had no formal schools. Education was oral, practical and hands-on. The objective of education during this period was to prepare children to become good husbands and wives as well as to become productive members of the community. The education during the Pre-Spanish time was informal and unstructured. The fathers taught their sons how to look for food and other means of livelihood while the mothers taught their daughters how to do household chores.

10. Spanish Period

11. In the Spanish Period , the friars established parochial school in accordance with the primary goal of colonial education to spread Christianity throughout the archipelago. Education during the period was privileged only to Spanish students. The Educational Decree of 1863 was implemented in the colony which required the establishment of one primary school for boys and one for girls in each of the major town in the country. The problems in Education during the Spanish Period are the absence of government supervision, over-emphasis on religion, limited and irrelevant curriculum, obsolete teaching methods, poor classroom facilities, inadequate instructional materials, discrimination against Filipino students and absence of academic freedom. Spanish Period

12. American Period

13. In the American Period , education was used as an instrument to pacify the natives and eventually colonizing the island. The Taft Commission Act No. 74 established the Philippine public-school system for free education and teacher training. Recruitment of US teacher and abolition of compulsory religious instruction. On August 23, 1901 , the first group of American Teachers arrived in Manila through the Thomas ship. The Thomasites are one of the first American teachers beside the American soldiers The Filipinos learned to speak English and appreciate the American way of life. University of the Philippines was created in 1908 by the Act No. 1870 by the Philippine Commission and the Philippine Assembly . American Period

14. American Period The establishment of higher education institution (HEI) was also encouraged. Promising Filipinos were given the opportunity by the American government to pursue higher education degrees in the United States. President Quezon created the National Council of Education in 1936 as an advisory body on educational matters. Its first chairman was Dr. Rafael Palma. In the 1983, the National Assembly enacted a law providing for the establishment of national vocational schools in different parts of the country. The Adult Education in 1936 started the adult education in 193 6. The National Language was a made a compulsory subject in all schools in the beginning of school year 1940-1941. President Quezon issued his famous Code of Ethics which was required to be taught in all schools. Educational Act of 1940 reduced the elementary levels from 7 years to 6 years. The minimum age for Grade 1 was raised to 7. School starts from July to April.

15. Japanese Period

16. In the Japanese Period , on January 3, 1942, the Japanese Military Administration issued a proclamation order No. 2 in 1942 which contained the 6 basic principles of Japanese education in the country: Make people understand the position of the Philippines as a member of the Greater East-Asia Co-prosperity Sphere; Eradicate the old idea of the reliance upon the western nations and to foster a new Filipino culture on the consciousness of people as Orientals; Endeavor to elevate the morals of the people giving up over emphasis on materialism; and Strive for the diffusion of the Japanese language in the Philippines and to terminate the use of English in due course. These six basic principles put importance to the diffusion of elementary education and to the promotion of vocational education and Inspire the people with the spirit of love and labor. In June 1942, schools were reopened and The Philippine Executive Commission established the Commission of Education, Health and Public Welfare. Japanese Period

17. On October 14, 1943, the Japanese- sponsored Republic created the Ministry of Education . The curriculum then then changed during the Japanese period. School calendar became longer, no summer vacation for students and teachers. Class size increased to 60 and the Japanese deleted anti-Asian opinions as well as American symbols, poems and picture from all instructional materials. They banned the singing of American songs and Nihongo was used as means of introducing and cultivating love for Japanese culture. Department of Instruction became Department of Education. Japanese Period

18. Regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools. Integrated, nationalistic and democracy-inspired educational system. The objectives of Japanese Occupation were: to inculcate moral and spiritual values inspired by an abiding faith in God; develop an enlightened, patriotic, useful and upright citizenry in a democratic society; conservation of the national resources, perpetuation of our desirable values; and promote the science, arts and letters for the enrichment of life and the recognition of the dignity of the human person. Japanese Period

19. Martial Law Period

20. In the Martial Law Period , The Department of Education became the Department of Education and Culture by the Proclamation 1081. P.D. No. 1397 changed it to Ministry of Education and Culture. Bilingual education started 1974. Ministry of Education, Culture and Sports was created by the Education Act of 1982 then it became Department of Education, Culture and Sports in 1987 by Executive Order No. 117. CHED and TESDA was established. Congressional Commission on Education (EDCOM). Martial Law Period

21. Philippine Basic Education Curriculum

22. In the Philippine Basic Education Curriculum , National Elementary School Curriculum (NESC) New Secondary Education Curriculum (NSEC) Revised Basic Education Curriculum (RBEC) Secondary Education Curriculum (SEC 2010) K to 12 Basic Education Curriculum. Republic Act 10533 also known as “Enhanced Basic Education Act of 2013”, or the K to 12 Curriculum encompasses at least one (1) year of kindergarten education, six (6) years of elementary education and six (6) of secondary education, in that sequence. Secondary education includes four (4) years of junior high school and two (2) years of senior high school. Philippine Basic Education Curriculum

23. The standards of the curriculum : a. learner-centered b. relevant, responsive and research-based c. culture-sensitive d. contextualized and global e. uses pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative f. adheres to the principles and framework of MTB-MLE g. uses spiral progression approach to ensure mastery of knowledge and skills after each level h. flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts . The Assessment: From Knowledge (K)15%, Process or skills (P)25%, Understanding(s) (U)30%, Performance/ Products (P) 30% (DepEd Order # 31 s. 2012) to Written Works (WW), Performance Tasks (PT) and Quarterly Assessment (QA) (DepEd Order # 8s. 2015). Philippine Basic Education Curriculum

24. What is the Importance of History of curriculum development in the Philippines ?

25. Importance of History of curriculum development in the Philippines - Discovering the historical foundations of curriculum can support a sense of freedom and encourage educational reform. Through history, students learn that programs are considered pioneering due to the different philosophies to which others subscribe. All in all, studying Philippine History is vital because students can understand and know the things that occurred in the past for them to appreciate the future and present situation of the country.

26. References Aleo , Ariel. (2015). Historical Foundation of Curriculum. Retrieved from https://prezi.com/xwtknha4nvjg/historical-foundations-of-curriculum/?fbclid= IwAR 2urlqh SYk6iHnzavsKORRC6CWuGB4rx9OcjcZDTUCDoop0tUtRimw4gjk Prospero, Carlos. (2015). Curriculum Development in the Philippines. Retrieved from https://www.slideshare.net/psoliventino/curriculum-development-in-the- Philippines-51423077 Yascub , Chris. (2020). Basic Education Curriculum in the Philippines. Retrieved from https://www.academia.edu/14247613/Basic_Education_Curriculum_in_the_Philip pines

27. THANK YOU FOR LISTENING

28. Submitted to: Ma’am MARICEL N. BERNAL EDUC7 Instructor