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Curriculum development in the philippines in new society

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Sharel Mae Ponce
Sharel Mae Ponce

The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include: 1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education. 2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens. 3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.

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CURRICULUM DEVELOPMENT IN THE PHILIPPINES DURING NEW SOCIETY Sharel Mae Ponce Pec-B Group 6
 The emphasis of the New Society is on moral values, relevance, proper methods of teaching, retraining of teachers, vocational and technical education, bilingualism, national consciousness and cultural values.  To guarantee that the educational system would be relevant and responsive to the challenges and requirements of national, provincial and local development.
Proclamation No. 1081 Decree No. 6 (Educational Development Decree of 1972)- issued Sept 29,1972 aims to:  Make schools responsive to the needs of the New society  Provide broad general education that will assist each individual in his development as a whole human being useful his fellowmen and to his country.  To train the nation’s manpower in middle level in skills required for national development
 Develop high-level professions that will provide leadership for the nation and advance knowledge through research  Respond affectively to the changing needs and conditions of the nation through a system of educational planning and evaluation
Educational Development Decree has formulated a ten-year program based on:  Improvement of curricular programs and quality of instruction at all levels by upgrading physical facilities  Adopting cost-saving instructional technology and training and retaining of teachers and administrators  Upgrading of academic standards through accreditation schemes, admissions testing and guidance counselling
 Democratization of access to education by financial assistance to poor but deserving students  Skills training programs for out of school youth and a continuing educational program for illiterate adults
Plans and Steps for Education Decree of 1972  Teaching of land agrarian reform and cooperatives  Requirement of family planning and Philippine Constitution as compulsory subjects in collegiate  Mandatory use of textbooks authored/published by Filipinos in elementary and secondary: except for specialized and technical courses in college such as medicine
 Requirement to take the National College Entrance Exam for applications  Improve collegiate curriculum by opening manpower training centers  Alien schools have to follow Basic education Curriculum of DepEd and may not be solely owned by aliens
The Curricular Redirection of the New Society        Should be redirected on development of moral virtues As a means of integrating education and life Should reflect the urgent need and problems facing the country today Should be viewed in terms of learning to be acquired All teaching shall seek to develop comprehensive understanding of all subjects Co-curricular youth programs shall be restructured and enriched Non-formal education shall be recognized
Ratified 1973 Constitution set out 3 Fundamental aims of education :  To foster love of country  To teach the duties of citizenship  To develop moral character, self discipline, and scientific, technological and vocational efficiency
 1978 Presidential Decree No. 1397 wherein the Department of Education and Culture became Ministry of Education and Culture (MEC)  1982 Education Act of 1982 changes MEC to DECS via Executive Order No. 117 by Pres. Cory Aquino  Education Act of 1982 provided an integrated system of education covering both non-formal and formal education at all levels
 In 1988 Republic Act 6655 which mandated free public secondary education in the school year 1988-1989  In 1992 Republic Act 7323 which provided that students aged 15-25 maybe employed during Christmastime and summer vacation with salary not lower than the minimum wage.
This threefold division known as TRIFOCAL SYSTEM of EDUCATION  In 1994 Republic Act 7722- Higher Education Act of 1994 which created Commission on Higher Education(CHED)which supervises tertiary degree programs  In 1994 Republic Act 7796- created Technical Education and Skills Development Authority (TESDA) which supervises non-degree technical-vocational programs  While DECS retained responsibility for elementary and secondary education
Republic Act 9155  Was formed August of 2001  Also known as Governance of Basic Education Act  RA 9155 transformed the name DECS to Department of Education (DepEd)  RA 9155 redefined the role of field offices( regional offices, district offices and schools)
RA 9155 Overall Framework:  School head empowerment by strengthening their leadership roles  School-based management within the context of transparency and local accountability  Provide the school age population and young adults with skills, knowledge and values to become caring, selfreliant, productive and patriotic citizens
The Structure/Features of the 2002 BEC 1. Greater emphasis on helping every learner to become more successful reader. 2. Emphasis on interactive/collaborative learning approaches.  Between teachers and students  Between students and self-instructional materials  Between students (collaborative learning)  Between students and multimedia assisted instruction
3. Emphasis on use of integrative learning approaches. 4. Greater focus on values formation in all the subject areas. Every teacher is a values education teacher. 5. Emphasis on the development of self-reliant and patriotic citizens. 6. Emphasis on the use of effective strategies for the development of critical and creative thinking skills.
The Curriculum Structure of the 2002 BEC  The CORE SUBJECTS: Filipino; English; Math; Science (Science and Health for Elem.); Science and Technology for Secondary  The Experiential Area: Makabayan: Araling Panlipunan; MAPEH (Music, Arts, PE and health); TLE; Edukasyon sa Pagpapahalaga (the practice environment for holistic learning to develop a healthy personal and national self-identity
 Medium of Instruction: Pursuant to the DepEd Bilingual Policy (Dep.Ed Order No. 52, s,1987), the media of instruction shall be as follows: A. For Elementary Education:  Filipino shall be used in the following areas: Filipino; Makabayan  English shall be used in the following learning areas: English; Science
B. For Secondary Education:  English: Mathematics, Science and Technology, English, Technology and Livelihood Education, Music, Arts, Physical Education and Health/CAT  Filipino: Edukasyon sa Pagpapahalaga (Values Education), Araling Panlipunan, Filipino
Philosophy of Basic Education Curriculum  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 (mindfu of humanity), Makakalikasan (respect of nature), and Maka-Diyos (Godly).  Functional literacy is the essential ability for lifelong learning in our dynamically changing world.
 The ideal teacher of the curriculum is not the authoritarian instructor but the trustworthy facilitator or manager of the learning process. She enables the learners to become active constructors of meaning and not passive recipients of information  The ideal teaching learning process is interactive where the learners, the teachers, instructional materials and information technology interact with one another reciprocally.
Reformed Basic Education 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:  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; 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
RBEC curriculum decongestion into five learning areas  English  Filipino  Mathematics  Science  Makabayan
Curriculum development in the philippines in new society

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Curriculum development in the philippines in new society

  • 1. CURRICULUM DEVELOPMENT IN THE PHILIPPINES DURING NEW SOCIETY Sharel Mae Ponce Pec-B Group 6
  • 2.  The emphasis of the New Society is on moral values, relevance, proper methods of teaching, retraining of teachers, vocational and technical education, bilingualism, national consciousness and cultural values.  To guarantee that the educational system would be relevant and responsive to the challenges and requirements of national, provincial and local development.
  • 3. Proclamation No. 1081 Decree No. 6 (Educational Development Decree of 1972)- issued Sept 29,1972 aims to:  Make schools responsive to the needs of the New society  Provide broad general education that will assist each individual in his development as a whole human being useful his fellowmen and to his country.  To train the nation’s manpower in middle level in skills required for national development
  • 4.  Develop high-level professions that will provide leadership for the nation and advance knowledge through research  Respond affectively to the changing needs and conditions of the nation through a system of educational planning and evaluation
  • 5. Educational Development Decree has formulated a ten-year program based on:  Improvement of curricular programs and quality of instruction at all levels by upgrading physical facilities  Adopting cost-saving instructional technology and training and retaining of teachers and administrators  Upgrading of academic standards through accreditation schemes, admissions testing and guidance counselling
  • 6.  Democratization of access to education by financial assistance to poor but deserving students  Skills training programs for out of school youth and a continuing educational program for illiterate adults
  • 7. Plans and Steps for Education Decree of 1972  Teaching of land agrarian reform and cooperatives  Requirement of family planning and Philippine Constitution as compulsory subjects in collegiate  Mandatory use of textbooks authored/published by Filipinos in elementary and secondary: except for specialized and technical courses in college such as medicine
  • 8.  Requirement to take the National College Entrance Exam for applications  Improve collegiate curriculum by opening manpower training centers  Alien schools have to follow Basic education Curriculum of DepEd and may not be solely owned by aliens
  • 9. The Curricular Redirection of the New Society        Should be redirected on development of moral virtues As a means of integrating education and life Should reflect the urgent need and problems facing the country today Should be viewed in terms of learning to be acquired All teaching shall seek to develop comprehensive understanding of all subjects Co-curricular youth programs shall be restructured and enriched Non-formal education shall be recognized
  • 10. Ratified 1973 Constitution set out 3 Fundamental aims of education :  To foster love of country  To teach the duties of citizenship  To develop moral character, self discipline, and scientific, technological and vocational efficiency
  • 11.  1978 Presidential Decree No. 1397 wherein the Department of Education and Culture became Ministry of Education and Culture (MEC)  1982 Education Act of 1982 changes MEC to DECS via Executive Order No. 117 by Pres. Cory Aquino  Education Act of 1982 provided an integrated system of education covering both non-formal and formal education at all levels
  • 12.  In 1988 Republic Act 6655 which mandated free public secondary education in the school year 1988-1989  In 1992 Republic Act 7323 which provided that students aged 15-25 maybe employed during Christmastime and summer vacation with salary not lower than the minimum wage.
  • 13. This threefold division known as TRIFOCAL SYSTEM of EDUCATION  In 1994 Republic Act 7722- Higher Education Act of 1994 which created Commission on Higher Education(CHED)which supervises tertiary degree programs  In 1994 Republic Act 7796- created Technical Education and Skills Development Authority (TESDA) which supervises non-degree technical-vocational programs  While DECS retained responsibility for elementary and secondary education
  • 14. Republic Act 9155  Was formed August of 2001  Also known as Governance of Basic Education Act  RA 9155 transformed the name DECS to Department of Education (DepEd)  RA 9155 redefined the role of field offices( regional offices, district offices and schools)
  • 15. RA 9155 Overall Framework:  School head empowerment by strengthening their leadership roles  School-based management within the context of transparency and local accountability  Provide the school age population and young adults with skills, knowledge and values to become caring, selfreliant, productive and patriotic citizens
  • 16. The Structure/Features of the 2002 BEC 1. Greater emphasis on helping every learner to become more successful reader. 2. Emphasis on interactive/collaborative learning approaches.  Between teachers and students  Between students and self-instructional materials  Between students (collaborative learning)  Between students and multimedia assisted instruction
  • 17. 3. Emphasis on use of integrative learning approaches. 4. Greater focus on values formation in all the subject areas. Every teacher is a values education teacher. 5. Emphasis on the development of self-reliant and patriotic citizens. 6. Emphasis on the use of effective strategies for the development of critical and creative thinking skills.
  • 18. The Curriculum Structure of the 2002 BEC  The CORE SUBJECTS: Filipino; English; Math; Science (Science and Health for Elem.); Science and Technology for Secondary  The Experiential Area: Makabayan: Araling Panlipunan; MAPEH (Music, Arts, PE and health); TLE; Edukasyon sa Pagpapahalaga (the practice environment for holistic learning to develop a healthy personal and national self-identity
  • 19.  Medium of Instruction: Pursuant to the DepEd Bilingual Policy (Dep.Ed Order No. 52, s,1987), the media of instruction shall be as follows: A. For Elementary Education:  Filipino shall be used in the following areas: Filipino; Makabayan  English shall be used in the following learning areas: English; Science
  • 20. B. For Secondary Education:  English: Mathematics, Science and Technology, English, Technology and Livelihood Education, Music, Arts, Physical Education and Health/CAT  Filipino: Edukasyon sa Pagpapahalaga (Values Education), Araling Panlipunan, Filipino
  • 21. Philosophy of Basic Education Curriculum  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 (mindfu of humanity), Makakalikasan (respect of nature), and Maka-Diyos (Godly).  Functional literacy is the essential ability for lifelong learning in our dynamically changing world.
  • 22.  The ideal teacher of the curriculum is not the authoritarian instructor but the trustworthy facilitator or manager of the learning process. She enables the learners to become active constructors of meaning and not passive recipients of information  The ideal teaching learning process is interactive where the learners, the teachers, instructional materials and information technology interact with one another reciprocally.
  • 23. Reformed Basic Education 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:  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.
  • 24. 2.) Provide learning experiences which increase the child awareness of and responsiveness to the changes in society; 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
  • 25. RBEC curriculum decongestion into five learning areas  English  Filipino  Mathematics  Science  Makabayan