Jocosol_Assessment of Phil Educ Curr.pptx

This is a requirement in Educational Law

1. ASSESSMENT OF PHILIPPINE EDUCATION CURRICULA THROUGH THE YEARS MA. JOY JOCOSOL Eastern Visayas State University EPM 606.1 Education Laws Ph.D.- EPM Student

2. At the end of the discussion, the students will be able to: discuss the historical perspective of DepEd curriculum; identify and discuss the features of the different Philippine education curricula; and discuss the different laws related to the assessment and revision of the DepEd curriculum over the years. EPM 606.1 – Education Laws INTENDED LEARNING OUTCOMES

3. “Philippines is one of the countries in the world that have introduced changes to their education systems to equip learners with the knowledge and skills required to cope with the rapid changes of the educational, economic, social, cultural and political landscapes of the 21st century (Dougherty et al., 2006)

4. Education was informal and unstructured, decentralized . Fathers taught their sons how to look for food and other means of livelihood. Mothers taught their girls to do the household chores. This education prepared their children to become good husbands and wives. Children were provided more vocational training but less academics. Teachers were tribal tutors (Babaylan or Katalonan ). PRE-COLONIAL PERIOD

5. The introduction of Catholicism to a large segment of the population and a more organized educational system are aspects of Spanish rule that remain in Philippine society today, as do the negative ramifications of the social stratification that was a significant element of its occupation (Herrera, 2015). SPANISH ERA 1863

6. The United States had a different approach dictated by what the Americans considered to be their principal goal in coming to the Philippines – “to educate and to train in the science of self-government.” AMERICAN REGIME 1898-1946

7. President Quezon created the National Council of Education in 1936 as an advisory body on educational matters. EPM 606.1 – Education Laws COMMONWEALTH PERIOD (1935-1942)

8. Nippon-go, the Japanese language, was made a compulsory subject in all schools. In government and private offices, classes in Nippon-go were opened to propagate the Japanese language and culture. EPM 606.1 – Education Laws JAPANESE ERA

9. The Iloilo Experiment In 1948. Dr. Jose V. Aguilar, the Superintendent of the Iloilo school division initiated a six-year experiment with vernacular instruction in his school division. The experiment involved seven control schools where English was used as the medium of instruction in Grades 1 and 2 and seven experimental schools where the vernacular, Hiligaynon, was used as the instructional medium. This was controversial. EPM 606.1 – Education Laws

10. Civil service eligibility shall be permanent and shall have no time limit under RA 1079 on June 15, 1954. A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem according to R.A. 1265 approved on June 11, 1955. Inclusion in the Curricula of All Public and Private Schools, Colleges and Universities Courses on the Life, Works, and Writings Of Jose Rizal, Particularly His Novels Noli Me Tangere and El Filibusterismo under RA 1425 on June 12, 1956. ] EPM 606.1 – Education Laws Other Major Developments of the Curriculum:

11. Integration of values in all learning areas with emphasis on mastery of learning EDUCATION ACT OF 1982- created the Ministry of Education, Culture and Sports NCEE-National College Entrance Examination introduced Creation of the Board for Professional Teachers composed of 5 under PRC ] EPM 606.1 – Education Laws Other Major Developments of the Curriculum:

12. Replacement of PBET (Professional Board Examination for Teachers) by LET- (Licensure Examination for Teachers) R.A 7796-TESDA-Technical Education and Skills Development Act of 1994   R.A. 7722- CHED-Commission on Higher Education ] EPM 606.1 – Education Laws Other Major Developments of the Curriculum:

13. R.A. 9155- Renaming DECS to DepEd. NSEC- New Secondary Education Curriculum - DECS- Department of Education, Culture and Sports R.A. 10157 (January 20,2012)- Kindergarten Act R.A. 10533 (May 15, 2013)- K to 12 Program       ] EPM 606.1 – Education Laws Other Major Developments of the Curriculum:

14. A necessary first step in any reform is understanding our situation (Gardner, 2011). RA 10533 is rooted in the Basic Education Sector Reform Agenda (BESRA 2006-2010) that sought to create a basic education that would enable the Philippines to attain the Education for All (EFA) objective by 2015. K to 12 CURRICULUM

15. BESRA focused on policy actions within the following key reform thrusts (KRT): KRT 1: Get all schools to continuously improve. KRT 2: Enable teachers to further enhance their contribution to learning outcomes. KRT 3: Increase social support for the attainment of desired learning outcomes. KRT 4: Improve impact on outcomes from complementary early childhood education, alternative learning systems, and private sector participation. KRT 5: Change the institutional culture of DepEd to better support these key reform thrusts (DepEd Memorandum No. 370, s. 2005). K to 12 CURRICULUM

16. The Department of Education (DepEd) introduced major curriculum changes in the hope of creating a functional basic education system that would produce productive and responsible citizens equipped with the essential competencies, skills, and values for life-long learning and employment. K to 12 CURRICULUM

17. The changes led to the passing of the Republic Act No. 10533 (Enhanced Basic Education Act of 2013). This Act ariculates the curriculum changes that shifted a 10-year education system to a 13-year education system known as the K to 12 Basic Education Program or Curriculum. K to 12 CURRICULUM

18. The challenges of K to 12 curriculum are: - the implementation of the mother-tongue-based multilingual education (MTB-MLE) and the spiral progression approach - based on the results of international large-scale assessments such as the 2018 Programme for International Student Assessment (PISA), Filipino learners are lagging behind their peers abroad and failing to master basic competencies K to 12 CURRICULUM

19. Drawbacks of the K to 12 Curriculum One of the most common problems is the lack of facilities. There is also a shortage of learning materials mainly textbooks. Teachers are given different tasks that are not related to teaching like gathering health data, on learners, and school demographics at the start of the academic session. Teachers are frequently found not doing their duties in class or found busy gossiping or doing any other thing not related to education. An employee who is sincere in their work also gets affected by the behaviour of the employees not working properly. Poverty is also a major factor responsible for the overall performance of Philippine education. Many students are not able to attend classes due to poor nutrition. The government is trying to reduce these problems through various schemes so that no students should have to leave their studies in between. K to 12 CURRICULUM

20. Drawbacks of the K to 12 Curriculum Teachers are frequently found not doing their duties in class or found busy gossiping or doing any other thing not related to education. Poverty is also a major factor responsible for the overall performance of Philippine education. Many students are not able to attend classes due to poor nutrition. K to 12 CURRICULUM

21. The MATATAG Agenda MA ke the curriculum relevant to produce job-ready, active, and responsible citizens TA ke steps to accelerate the delivery of basic education services and provision facilities TA ke good care of learners by promoting learner well-being, inclusiveness learning, and positive learning environment G ive support for teachers to teach better MATATAG CURRICULUM

22. The new K to 10 curriculum decongests the existing K to 12 curriculum by 70 per cent, by reducing the number of competencies, whilst focusing on the development of 'essential elements' from kindergarten to grade 10, including language, reading and literacy, mathematics, makabansa (patriotism), good manners and right conduct. MATATAG CURRICULUM

23. Upon full implementation of the new K to 10 curricula, Filipino and English will be introduced later in grade 2, science in grade 3, and social studies, music, arts, and physical education in grade 4. 'Mother Tongue' and humanities will be dropped as subjects. The new curriculum gained 96 percent approval among 4,843 respondents, including students, teachers, school owners, government agencies, private organizations, and non-government organizations. MATATAG CURRICULUM

24. MATATAG CURRICULUM

25. DepEd noted that among the initial challenges observed during the pilot run included familiarization of teachers with the competencies and producing appropriate learning materials. To address these concerns, collaborative efforts are in place throughout the school year. DepEd also tapped third-party researchers to closely monitor and gather accurate data for their recommendations before the nationwide rollout of the MATATAG Curriculum in School Year (SY) 2024-2025. MATATAG CURRICULUM

26. CALAWAG VS. UNIVERSITY OF THE PHILIPPINES VISAYAS G.R. NO. 207412 & 207542, August 7, 2013 Facts: Flord Nicson Calawag and Micah P. Espia , Jose Marie F. Nasalga , and Che Che B. Salcepuedes filed two consolidated petitions against the University of the Philippines Visayas (UP Visayas) and Dean Carlos C. Baylon . The petitioners submitted letters to Dean Baylon , requesting approval for the composition of their thesis committees and their tentative thesis titles. Dean Baylon disapproved their requests, stating that their thesis titles were not appropriate for their chosen master's degrees. Dean Baylon ordered them to submit a two-page proposal and formed an ad hoc committee to take over the role of the adviser and thesis committees. The petitioners filed a petition for certiorari and mandamus before the Regional Trial Court (RTC), asking for the approval of their thesis committees and titles. The RTC granted a writ of preliminary mandatory injunction, which Dean Baylon refused to follow. UP Visayas appealed this order to the Court of Appeals (CA).

27. Facts: Dean Baylon ordered them to submit a two-page proposal and formed an ad hoc committee to take over the role of the adviser and thesis committees. The petitioners filed a petition for certiorari and mandamus before the Regional Trial Court (RTC), asking for the approval of their thesis committees and titles. The RTC granted a writ of preliminary mandatory injunction, which Dean Baylon refused to follow. UP Visayas appealed this order to the Court of Appeals (CA).

28. Issue: Whether the petitioners have a clear and unmistakable right to compel Dean Baylon to approve the composition of their thesis committees. Whether Dean Baylon has the discretion to disapprove the composition of a thesis committee. Whether Dean Baylon acted arbitrarily in imposing additional requirements for the composition of the thesis committee. Whether the petitioners' right to education, due process, and equal protection under the law were violated.

29. Ruling: The Court of Appeals (CA) annulled the writ of preliminary mandatory injunction granted by the Regional Trial Court (RTC). The CA ruled that the petitioners failed to show a clear and unmistakable right that needs the protection of the injunction. The CA held that Dean Baylon has the discretion to approve or disapprove the composition of a thesis committee. The additional requirements imposed by Dean Baylon were meant to assist the petitioners in formulating a proper thesis title. The CA also held that the case involves purely academic issues outside the court's jurisdiction. The Supreme Court upheld the CA's decision and denied the petitions.

30. CAMACHO VS. CORESIS, JR. G.R. NO. 134372, August 22, 2002 Facts: Manuel Camacho, the Dean of the College of Education of the University of Southeastern Philippines (USP), filed a complaint against Dr. Sixto O. Daleon , a professor, and the Board of Regents of USP. Camacho alleged that Daleon gave passing grades to students without requiring them to attend classes. The Office of the Ombudsman-Mindanao dismissed the complaint, citing Daleon's authority to modify attendance rules and the validation of his teaching style by the Board of Regents. The Office of the Ombudsman-Mindanao dismissed the complaint, citing Daleon's authority to modify attendance rules and the validation of his teaching style by the Board of Regents. In June 1995, several doctoral students complained to Camacho about "ghost students" in Daleon's class. Daleon admitted to making special arrangements with the students regarding their course without Camacho's approval. Camacho recommended that the students be required to attend regular classes and comply with the course requirements, which was approved by the University President, Dr. Edmundo Prantilla . However, Prantilla entertained the appeal of one of the students for the validation of the grades given by Daleon . The Board of Regents passed a resolution upholding the grade given by Daleon to the student. Camacho filed a complaint before the Office of the Ombudsman-Mindanao for gross incompetence, insubordination, and violation of the University Code. . Dean Baylon ordered them to submit a two-page proposal and formed an ad hoc committee to take over the role of the adviser and thesis committees. The petitioners filed a petition for certiorari and mandamus before the Regional Trial Court (RTC), asking for the approval of their thesis committees and titles. The RTC granted a writ of preliminary mandatory injunction, which Dean Baylon refused to follow. UP Visayas appealed this order to the Court of Appeals (CA).

31. Facts: Whether or not the Office of the Ombudsman-Mindanao committed grave abuse of discretion in dismissing the complaint against Daleon and the Board of Regents.

32. Issue: Daleon had the authority to modify the rule on attendance as he was duly designated Officer-In-Charge of the Graduate School and entitled to the emoluments of the Dean of the Graduate School. The Board of Regents' resolution upholding the grade given by Daleon to the student was an exercise of its sound discretion as the final arbiter of issues affecting the internal operations of the university. Academic freedom includes the right of the school to decide its aims and objectives and the methods of teaching. There was no evidence of bad faith or manifest partiality on the part of Daleon and the Board of Regents.

33. Ruling: The Court of Appeals (CA) annulled the writ of preliminary mandatory injunction granted by the Regional Trial Court (RTC). The CA ruled that the petitioners failed to show a clear and unmistakable right that needs the protection of the injunction. The CA held that Dean Baylon has the discretion to approve or disapprove the composition of a thesis committee. The additional requirements imposed by Dean Baylon were meant to assist the petitioners in formulating a proper thesis title. The CA also held that the case involves purely academic issues outside the court's jurisdiction. The Supreme Court upheld the CA's decision and denied the petitions.