The basic education curriculum

Educational Management: Theory & Practice

1. THE BASIC EDUCATION CURRICULUM

2. Provide the general objective of elementary, secondary and non-formal education. The Education Act of 1982 or Batas Pambansa Blg. 232

3. The basic education curriculum in the Philippines contains mother tongue-based multilingual education, universal kindergarten, college and livelihood readiness and specialized upper secondary education. The curriculum also features spiral progression and contextualization and enhancement, which helps make the curriculum more relevant to the students. Basic Education Curriculum

4. * 2002 BEC was based on a 16-years study. * 2002 BEC was announced in DO No. 25 s. 2002, issued on June 17, 2002. * 2002 BEC actual implementation were found in DO No. 43 s. 2002 dated August 29, 2002. Basic Education Curriculum

5. The objective of elementary and secondary education serve as the “official learning goals” of basic education as stated for a particular population of learners; that is, the elementary and secondary education learners. The Structure of the 2002 BEC

6. The Bureau of Alternative Learning System (Non-Formal Education) likewise has a set of official learning goals for its particular set of target learners – the out-of- school youth and adults. The Structure of the 2002 BEC

7. 1. Provide the knowledge and develop the skills, attitudes, and values for personal development, a productive life, and constructive engagement with a changing social milleu ; The Objectives of Elementary Education

8. 2. Provide learning experiences that increase the child’s awareness of and responsiveness to the just demands of society; The Objectives of Elementary Education

9. 3. Promote and intensify awareness of identification with, and love for our nation and the community to which the learner belongs; and The Objectives of Elementary Education

10. 4. Promote experiences that develop the learner’s orientation to the world or work and prepare the learners to engage in honest and gainful work. The Objectives of Elementary Education

11. Continue the general education started in elementary; Prepare the learners for college; and; Prepare the learners for the world of work. The Objectives of Secondary Education

12. 1. Eradicate illiteracy and raise the level of functional literacy of the population; 2. Provide an alternative means of learning and certification for out-of-school youth and adults; and; The Objectives of Non-Formal Education

13. 3. Develop among the learners the proper values, attitudes, and knowledge to enable them to think critically and act creatively for personal, community, and national development. The Objectives of Non-Formal Education

14. Leveling of Pupils in the old curriculum

15. 1 . Greater emphasis on helping every learner to become a successful reader. 2. Emphasis on interactive/ collaborative learning approaches 3. Emphasis on use of integrative learning approaches. The features of the BEC

16. 4 . Emphasis on the development of self-reliant and patriotic citizens. 5. Emphasis on the development of critical and creative thinking skills. 6. Greater focus on teaching values in all the subject areas. The features of the BEC

17. The CORE SUBJECTS : Filipino; English; Math; Science (Science and Health for Elem.); Science and Technology for Secondary. The Curriculum Structure of the 2002 BEC

18. The Experiential Area : Makabayan: Araling Panlipunan ; MAPEH (Music, Arts, PE & health); TLE; Edukasyon sa Pagpapahalaga (“the practice environment for holistic learning to develop a healthy personal and national self- identity”). The Curriculum Structure of the 2002 BEC

19. Medium of Instruction: Pursuant to the DepEd Bilingual Policy (DepEd Order No.52 s. 1987), the media of instruction shall be as follows:

20. For Elementary Education Filipino shall be used in the following areas: Filipino and Makabayan. English shall be used in the following learning areas: English, Science, and Mathematics.

21. For Secondary Education English: Mathematics, Science and Technology, English, Technology and Livelihood Education, Music, Arts, Physical Education and Health/CAT.

22. For Secondary Education Filipino: Edukasyon sa Pagpapahalaga (Values Education), Araling Panlipunan , and Filipino.

23. Philosophy of BEC * The ideal Filipino learners are empowered learners; who are competent in learning how to learn and have life skills so that they become self developed persons who are Makabayan (patriotic), Makatao (mindful of humanity), Makakalikasan (respect of nature), and Maka-Diyos (Godly).

24. Philosophy of BEC * Functional literacy is the essential ability for lifelong learning in our dynamically changing world. * The ideal teaching learning process is interactive.

25. Philosophy of BEC * Functional literacy is the essential ability for lifelong learning in our dynamically changing world. * The ideal teaching learning process is interactive.

26. Philosophy of BEC * The ideal teacher of the curriculum is not the authoritarian instructor but the trustworthy facilitator or manager of the learning process.

27. Looking at the Reformed Basic Education Curriculum of 2002

28. Revised BEC of 2002 Implementation of RBEC was based on Executive Order No. 46, which in turn was based on the recommendations of the Philippine Commission on Educational Reforms (PCER), created on Dec. 7, 1998.

29. Revised BEC of 2002 “The restricting of the curriculum is part of an ongoing effort to improve the quality of learning. We are focusing on the basics of improving literacy and numeracy while inculcating values across learning areas to make it dynamic.”

30. What was the aim of the Revised Basic Curriculum of 2002? The RBEC sought to improve the standard of education in the country. The RBEC would respond to the needs of Filipino learners with the following objectives:

31. 1. To provide knowledge and develop skills, attitudes, and values essential to personal development and necessary for living in and contributing to a developing and changing society; 2. Provide learning experiences which increase the child awareness of and responsiveness to the changes in society;

32. 3. Promote and intensify knowledge, identification with and love for the nation and the people to which s/he belongs; and 4. Promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gainful work.

33. The RBEC articulated a Vision and Mission: “ The Department of Education envisions every learner to be functionally literate, equipped with life skills, appreciative of arts and sports, and imbued with the desirable values of a person who is makabayan , makatao , makakalikasan , at maka-Diyos .”

34. The RBEC articulated a Vision and Mission: “ The Vision is in line with DepEd’s mission to provide quality basic education that is equitably accessible to all and lays the foundation for lifelong learning and service for the common good.”

35. The d esire to overcome a n overcrowded curriculum. - The RBEC resulted in th e decongestion of the curriculum with only five learning areas : English, Filipino, Mathematics, Science and Makabayan , these are “ tool learning areas for an adequate development of competencies for learning how-to-learn”. S alient feature of RBEC

36. Addresses primarily societal needs. - Makabayan : This is where the learner can apply practical knowledge and life skills and demonstrate deeper appreciation of Filipino culture. Thus, it emphasizes the development of self-reliant and patriotic citizens as well as the development of critical and creative thinking.” S alient feature of RBEC

37. The formation of pupils who are makabayan , makatao , makalikasan , at maka-Diyos . - This is the crucial foundation of disciplines in secondary and tertiary education that focus on the development of human being and not on merely professional skills. S alient feature of RBEC

38. Values Education in the 2002 RBEC The aim is “functional literacy”-not just an ability to read, write, calculate, and think scientifically in themselves – but a literacy that empowers the pupil to function appropriately in life, interacting in healthy manner with society and the world, equipped with life skills, appreciative of the arts , sports and spiritual.

39. What is the values and life skills outcome of the RBEC? “After going through the restructured curriculum from Grade 1 to Fourth Year, the learner ought to have developed and internalized value system that makes him/her a person of integrity who has the competence and courage to face contemporary challenges

40. What is the values and life skills outcome of the RBEC? and has the firm commitment to serve his/her country, respect of peoples and cultures, care for the environment, and live with gratitude to the Creator.” ( 2002 BEC pg18)