MODULE 5

BASIC EDUCATION AND DEVELOPMENT

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Introduction The Department of Education (DepEd), created by virtue of RA 9155 or Basic Education Act of 2001, has been mandated to protect and promote the right of all citizens to quality education and to take appropriate steps to make such education accessible to all. In this regard, the DepEd has to establish maintain and support a complete, adequate and integrated system of free and compulsory public education in the elementary level; and free and public education in the high school. The DepEd will likewise take cognizance of the regional and sectoral needs and conditions and will encourage local planning in crafting education policies and programs. This module lesson focuses its attention in the articulation of the basic education programs and strategies useful to attain its goal. This articulation will revolve around these objectives hereto stated as follows; Objectives: At the end of this module, students should be able to: 1. Articulate the DepEd basic educations: 1.1 1.2 1.3 2.1 2.2 2.3 1.1 Vision Mission Goals and objectives Elementary education Secondary education Non-formal education Basic education restructured curriculum i. Legal basis ii. Philosophy iii. Features

2. Identify the DepEd basic education delivery system via:

3. Become familiar with the DepEds:

84 iv. Learning areas 1.2 Implication of RBEC to development i. Teacher education and training ii. Manpower training and skills development iii. Employment iv. Society Suggested Time Frame: 12 hours

DepEd Vision, Mission and Objectives As a social organization, DepEd is enlisted to educate the Filipino children and the youth by adopting a pro-active stance via creativity and innovativeness of initiating new ideas and demonstrating adequate competencies to put them into the teaching and learning level of teachers and learners, respectively. The vision, mission and objectives clearly convey the direction and the strategies that DepEd would pursue in making the learners and stakeholders acquire better understanding knowledge and competencies; and strengthen their character in search for a better life. Vision The DepEd envisions that every learner to be functionally literate, shall be equipped with life-long skills, the appreciations of the arts and sports and imbued with the desirable values of a person who is Makabayan, Makatao, Makakalikasan at MakaDiyos. Mission In line with the vision, the DepEd mission is to provide quality basic education that is equitably accessible to all and to lay the foundations for life-long learning and service for the common goals.

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Objectives The objectives of the basic education can be gleaned from the Education Act (BP232) are as follows: Elementary Education. The objectives of elementary education can be stated as: i. acquire knowledge and develop skills and attitudes, and values essential for personal development, productive life, constructive engagement with a changing social milieu; ii. provide learning experiences that increase the child awareness of and the responsiveness to the just demand of the society; and iii. promote and intensify awareness of identification with and love for our own nation and the community to which the learners belong Secondary Education. As regard this level of education, the objectives can be spelled out as: i. continue the general education started in the elementary; prepare learners for college; and prepare learners for the world of work. Non-formal Education. This part of the basic education has these objectives for the intended learners, viz; i. ii. iii. eradicate illiteracy and raise the levels of functional literacy of the population; provide an alternative means of learning and certification for out-of-school youth and adult; and develop among learners the proper values, attitudes and knowledge to enable them to think critically and act creatively for personal, community and national development.

ii.

ii.

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DepEd Basic Education Delivery System An analysis of the objectives of the basic education, it can be surmised that DepEd strategy is anchored on the provision of universal access to quality education among learners, including the disadvantage groups of children with special needs and extremely difficulty circumstances through formal, informal and non-formal channels. Through these interventions, DepEd hopes to provide a broad general education that will assist each individual in the peculiar ecology of his own society to attain his potential as human being; enhance the quality of individual and group participation in the basic function of society; and acquire essential productive and versatile citizen (BP 232, 1982). Elementary education. The elementary education is the first level in the Philippine education system. It consists of a primary grades which starts in grade one (1) to grade four (iv); and an intermediate level, starting in grade five (v) up to grade six (vi). Learners belonging to the elementary level start schooling at the age of six (6) and complete that grade level after six (6) years at the age of 12 years old more or less. Elementary education in the Philippine is free and compulsory, Section 2, Article IV of the 1987 Constitution provided that the state shall establish and maintain a system of free public education in the elementary and high school levels without limiting the natural rights of parents to rear their children, elementary education is compulsory for all school-aged children. DepEd has come up with the minimum learning competencies (MLC) to be achieved by pupils via the 2002 Restructured Basic Education Curriculum; putting greater emphasis on every learner particularly in grades 1 3 to become successful readers; making Filipino, English, Science and Mathematics as tool subjects; and Makabayan, an experiential subject area.

87 DepEd expects that this curriculum would raise the quality of grade school learners and prepare them for life-long learning and become functionally literate. Secondary education. Graduates of elementary schools are admitted to enroll in school offering secondary education curriculum. At present, some 5,452 secondary schools are operating in the country. Almost two-thirds (62%) of these are public schools; and one-third (38%) are private. These secondary schools definitely provide a strong base for human resource development by equipping students with skills for productive endeavor and/or prepare them for tertiary education. RA 6655 or the Free Public Secondary Education Act has focused more hopes to parents to send their children beyond elementary certification level. Prior to the enactment of this Act, secondary education was the weakest link in the education ladder and graduates have been often assailed as ill-equipped for life, for college and the world of work (Sutaria, 1989). These statistics to be quoted hereto would describe the state of secondary education in the decade of 90s, viz around 4.9 million highschool age youth who were 13-16 years old, two-third of them or 68 percent are in school. More than half of them, 59 percent were enrolled in public high school system; and the rest, 41 percent were in private high schools. Enrolment was increasing an average rate of 3.7 percent per year or about 4.4 million (Sutaria, 1989). Educational policies in the early 80s emphasized quantitative expansion. This resulted in the quality of output in terms of students average test scores down to 45 percent and that only half of those who take the NCEE qualify for college, specifically, test scores in science, mathematics and English. Overall drop-out rate from public high school is 5.83 percent; participation rate, 68 percent; and graduation rate/completion rate, 72 percent.

88 In order to fill in these inadequacies, Sutaria (1989) proposed the what should be which must focus on four goals, namely; i) equity or calling for raising participation and retention rates by broadening the access to secondary education; ii) quality or calling for higher standards and achievement level; iii) values education as mandated by Constitutional provisions; and iv) greater efficiency of the system in order that the first three goals are achieved. Sutaria (1989) further cited requirements to achieve the what should be in terms of: i) ii) Full implementation of the mandate of RA 6655 or Free Public Education Act of 1988; Full implementation of the Secondary Education Development Plan (SEDP) covering or period of 10 years. Secondary Education Development Program (SEDP) was actually a preparation for the entry of the graduates of the New Elementary School Curriculum (NESC) under the program for decentralized education (PRODED); who were expected to be in the high school in 1989. iii) SEDP goals were intended to a) continue the full development of pupils; b) strengthen the learners preparation for life, work and college; and c) provide quality education to all high school-age population. SEDP was likewise focused to learners a) desirable cultural and moral values development; b) of critical thinking; c) greater productivity; and d) the required capability building in terms of teachers training, both pre-service and in-service; upgrading and standardization of facilities and equipment; policy orientation like financing; school distribution by type; alternative delivery system; and national-regional-division and school relationship; e) development premise anchored on PRODED to bring about

89 a higher quality and greater number of students inputs into the secondary system; that new demand to continue on the system by escalating competitions of a growing technological society; that an improved system would be able to cope with the assigned responsibility; and attaining a desirable performance of secondary education (Gonzalez, 1989). Issues that could be gleaned from the SEDP. It appears that the government during decade of 1980s, has been addressing the problems raised in the PCSPE, the SOUTELE and the 1987 constitutional mandates of improving the secondary education program. The implementation of the NESC in the elementary level prompted the initiation of the SEDP under the PRODED, which curriculum was to i) develop among students an enlightened commitment to national ideas in terms of moral, spiritual and socio-cultural values and desirable Filipino heritage; ii) gain knowledge and form desirable attitude for understanding nature and of man, self understanding and showing their sense of individuality and family ties; iii) develop skills in higher intellectual operations in terms of comprehension and expressions activities and creatively for life situations; iv) acquire work skills, knowledge and information and work ethics, intelligent choice of career; and v) broaden and heighten their abilities to appreciate the arts, science and technology for selffulfillment and for promoting the welfare of others. All of these prompted the enactment of the RA 6655, an Act providing free public secondary education. This Act nationalized all public high schools and provided that the salaries, benefits of teachers, maintenance and operating expenses and capital outlay should be provided by national government. Non-Formal Education (NFE). Broadly speaking, the non-formal education is aimed at providing meaningful learning opportunities to the

90 out-of-school children youth and adults. It is an alternative mode of education for those individuals who are not in a position to attend a more formal education mode for one reason or another. It is a supplement to and an extension of the formal school system. The objectives of NFE is to i) eradicate illiteracy and raise the level of functional literacy; ii) provide unemployed and underemployed youth and adults with appropriate technical / vocational skills to make them productive and effective citizens; and iii) develop among clientele proper values and attitudes necessary for personal, community and national development. The concept of NFE as an educational activity outside the established formal system, whether operating separately intended to serve identifiable learner-clientele and learning objectives, is anchored these legal bases, viz: i) the Philippine Constitution of 1935, 1973 and 1987; ii) PD 6-A or the Philippine Education Development Act of 1972 iii) BP 232 or The Educational Act of 1982; and iv) PD 1139, creating the position of undersecretary of DECS for non-formal education NFE areas of concern. These areas were identified as, viz: i) ii) iii) iv) v) vi) vii) functional literacy; basic vocational/technical skills training; civic citizenship education; socio-cultural development; sports, physical fitness development; effective leadership and values education mass education Characteristics of Non-formal education. NFE can be described in terms of i) immediate and practical mission, ii) doing it outside the

91 school setting or in situations in which appropriate expertise can be used as a learning venue; iii) knowledge to acquire can be used in an organized performance rather than by certificate; iv) non-involvement of highly organized learning contents or structure; v) voluntary participation; vi) part-time activity of clientele; vii) non-graded and nonsequential instruction; viii) less costly than formal education; ix) no prescribed admission criteria; x) no restriction to any particular curriculum for study; xi) qualification of mentors is based on demonstrated ability rather than credentials; and xii) multiplier effect potentials in the economy and use of appropriate media. Target clientele. The NFE is usually conducted for these groups of clientele who are either, i) employed persons; ii) out-of-school youth who would like to join the mainstream formal education; iii) those who attended school for four years and those who never attended school; and iv) technical workers and professionals who need constant upgrading of skills or new knowledge to improve their qualification and performance. Approaches and strategies in NFE. NFE has to be conducted in a manner that learning activities can be conveyed effectively to the identified groups of clientele. This conveyance can be done using these approaches as in i) holding of classes in basic vocational and skills development; ii) individual or group instruction in functional literacy; iii) seminars, community, assembly, forums, work conferences for citizenship training; iv) demonstrative lesson in food processing conservation, plant propagation, food processing, seed selection; v) drama presentation and talent search for socio-cultural awareness and wise use of leisure time; vi) sports competitions for physical fitness and sports development; and viii) listening groups for schools in the air. Other techniques for non-formal education are those that relate to i) democratic-discussion, ii) dialogue; iii) critical analysis of factors in the environment; iv) self-analysis and reflection; v) acquiring new

92 information via reading, writing and calculating activities; vi) action program for community involvement; vii) training in practical skills for immediate application; viii) sharing experiences; and ix) putting actual earn-while-you learn projects. Non-formal education and development. The government sourceddata revealed that the countrys population as of 2005, stands 80 million Filipinos, more or less. At the rate of 2.4 percent growth rate, the population is expected to reach the 100 million mark in about 15 years or so. Coupled by the sluggish rate of economic development, it has been forecasted that the number of Filipino school-aged children who will not fit into the formal education system will substantially increase. In fact, the figures released in 2003-2004 by DepEd was quite disturbing in terms of drop-out, viz that out of the 100 pupil entrants in Grade I, only 67 of them would complete Grade VI; and 45 of them would finish high school. Out of the 45 entering high school; only 10-12 of them would finally obtain a college degree. The question now is where did the rest go or what happened to the 88-90 percent original entrants in Grade 1? Perhaps along the way, some found gainful employment, and many of them joined the rank of out-of-school youth/adult who have no skills which they can use to earn a living or cannot even support themselves. In most cases, they remained idle and become susceptible to drug addiction, peace and order problems and become a heavy burden in the nations movement toward economic development as they are not contributing any to the countrys wealth but rather consumers of nations scarce resources and services. This situation can be ably addressed by the implementation of NFE program learning packages in terms of i) agricultural extension and farmers training program, ii) literacy program; iii) occupational training; iv) youth club with educational purposes; and v) community programs of instruction in health, nutrition, family planning and cooperatives.

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Legal Bases of Philippine Basic Education 2002 Restructured Curriculum (RBEC) The goals, objectives, structure and content of the 2002 Curriculum are in compliance with the 1987 Constitution of the Republic of the Philippines, the 2001 Governance of Basic Education Act, and the 1982 Education Act. The 1987 Constitution provides the basic state policies on education, both formal and non-formal. Article XIV, Section 1. The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. Article XIV, Section 2 (1). The State shall establish, maintain, and support a complete, adequate and integrated system of education relevant to the needs of the people and society. Article XIV, Section 2 (4). The State shall encourage nonformal, informal, and indigenous learning systems, as well as selflearning, independent, and out-of-school study programs particularly those that respond to community needs. Article XIV, Section 3 (2) states that the school shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific efficiency. The Governance of Basic Education Act of 2001 provides the general goal of basic education is to develop the Filipino learners by providing them basic competencies in literacy and numeracy, critical and technological knowledge, and promote vocational

94 thinking and learning skills, and desirable values to become caring, selfreliant, productive, socially aware, patriotic and responsible citizens. The Governance of Basic Education Act envisions a curriculum that shall promote the holistic growth of the Filipino learners and enable them to acquire the core competencies and develop the proper values. This curriculum shall be flexible to meet the learning needs of diverse studentry and relevant to their immediate environment and social and cultural realities.

The Basic Features of the 2002 Restructured Basic Education Curriculum (RBEC) Greater emphasis on helping every learner particularly in Grades 1 to 3 to become a successful reader. The subject areas currently offered in Grades I and II have been reduced to four (4) subjects Filipino, English, Mathematics and Makabayan (a learning area composed of Social Studies, Music, Arts and PE). New focus of Mathematics in the secondary level is offered in First Year; Intermediate Algebra in second year; and Geometry in third year. Emphasis on interactive learning approaches between teachers and students; between students and self-instructional materials; between students (collaborative learning); and between students and multi-media assisted instruction. A stronger integration of competencies and values within and across the learning areas through the use of integrative teaching approaches for a more holistic learning where appropriate and relevant. The integrative approaches to teaching will lead to a more holistic view rather than fragmented learning within a subject area boundaries of learning relevant to the lives of the learners. The existing subject areas, however, maintain their identify to ensure that the integrity of the discipline is not lost in the process of integrating.

95 Greater focus on values formation in all the subject areas. Every teacher is a values education teacher in each subject area value emphasis used as springboards for values development. Emphasis on the development of self-reliant and patriotic citizens as a value oriented area is concerns for the common good among learners. Emphasis on the use of effective strategies for the development of critical and creative thinking skills. Here the teachers will continuously provide opportunities to develop critical and creative thinking skills in the process of learning. Learning Areas The Tool subjects are indispensable learning areas and are basic tools to learning how to learn. The tool subject areas are the following: i) Filipino; ii) English, iii) Science (Science and Health for Elementary and Science and Technology for Secondary) e.g. 1st year, Integrated Science; 2nd Year, Biology; 3rd Year, Chemistry and 4th Year, Track A Advanced Chemistry and Track B, Physics; and Mathematics e.g., 1st Year, Elementary Algebra; 2nd Year, Intermediate Algebra; 3rd Year, Geometry; and 4th Year, Trigonometry. The fifth learning area is called Makabayan to convey that the unifying principle in the development of love of country, while recognizing global interdependence. Learning is first contextualized in relation to the learners physical and social environment. The Makabayan learning area provides for balance between individual and deeper appreciation of our culture, heritage and history, including the development of patriotism that is neither hostile nor isolationist towards other nations. It is also seen as the experiential area where applications in technology and home economics are ensured.

96 The 2002 Restructured Curriculum for Elementary Education

Learning Areas FILIPINO ENGLISH MATHEMATICS SCIENCE AND HEALTH MAKABAYAN Social Studies Edukasyong Pantahanan at Pangkabuhayan (EPP) Musika, Sining at Edukasyong Pangkatawan (MSEP) Character Education (GMRC) Total Minutes Daily Possible Daily Time Allotment Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 80 80 80 60 60 100 100 100 80 80 80 80 80 60 60 Within English 40 60 60 60 60 60 100 120 (Civics and Culture) 40 (Geogra phy) 40 (History) Grade 6 60 80 60 60 120 40 (Govt & Civics)

Introduced only in Grades 46 Integrated in Sibika at Kultura

40 minutes per day 20 40 40

Within every learning area 320 320 360 360 380 380

The 2002 Restructured Curriculum for Secondary Level LEARNING AREAS FILIPINO ENGLISH MATHEMATICS
SCIENCE AND HEALTH

MAKABAYAN Social Studies TEPP formerly THE

Musika, Sining at Edukasyong Pantahanan Pangkatawan (MSEP)

Possible Daily Time Allotment 1 year 2nd year 3rd year 4th year 60 60 60 60 180 min./day for 4 days & 60 min. for 1 day 60 60 60 60 (Philippine (Asian (World (Economics History) Studies) History) 60 mins./day for 4 days Teknolohiya at Edukasyong Pantahanan at Pangkabuhayan (TEPP)
st

60 mins/day for 4 days Music, Arts, PE & Health 60 mins./week as a separate subject & within every learning area everyday 300 480 minutes per day

Edukasyon sa Pagpapahalaga (EP)

Total Minutes Daily

97 Implications of the 2002 Restructured Basic Education Curriculum (RBEC) To Development of Teacher Education and Teacher Training In whatever manner, the teacher and the learner remain the key factors in the operationalization of the curriculum in the teaching learning transactions in the classroom. *Empowering the learner for lifelong learning implies the preparation of the teacher to be an effective facilitator of learning and manager of the conditions for learning in the teaching-learning process so that the learners are gradually prepared to actively participate in knowledge construction and to be responsible for their own learning. The basic feature of the restructured curriculum is strengthening the development of functional curriculum which will likewise strengthen the development of functional literacy so that the learners can do selfregulated learning. Except in Grade 1 and 2, the restructured curriculum still maintains the identity of the different subject areas in the present curriculum. *However, integrative modes of teaching are encouraged towards more holistic learning. Curriculum integration which utilizes knowledge from the different subject areas repositioned in the context of themes, issues and concerns, questions or even activities, centers on a curriculum relevant to the lives of the learners rather than mastery of fragmented knowledge within subject area boundaries. *The teaching-learning process today requires more interactive learning and teaching approaches where students participate more actively in their learning experiences rather than mere passive recipients of information. The use of information technology and greater emphasis on computer literacy in all the learning areas call for continuing preparation and professional updating in the different areas of interactive learning.

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Values formation which is integral to the teaching of the different

subjects all the more becomes an important preparation in the preservice training area. There is a need also to strengthen the teachers capability in the use of strategies, in developing the critical and creative thinking skills of the learners. Having said all of these, an invitation is issued to teacher training institutions to continue to train teachers who: successful readers by Grade III. 2. are effective facilitators of learning and managers of the conditions for learning through the use of more interactive and integrative modes of teaching so that education can be holistic. 3. can effectively utilize strategies for developing critical and creative thinking skills or higher order thinking skills. 4. can not only model values, but who can contribute towards the gradual unfolding of standards and principles for the learners which serves as anchors in the development of principles and spiritual Filipino learners. 5. can contribute towards the development of the individual and collective talents (multiple intelligences) of our children and who can translate these in the teaching and learning process. *The restructured curriculum is a curriculum development in process. Teachers will be given initial prototype materials to enrich the teaching-learning processes and to demonstrate the translation of philosophy and the objectives of the restructured curriculum. Teachers and their support systems, the supervisors and principals including teacher education institutions are given flexibility to design the learning activities during the pilot year. After which best practices toward

1. can teach reading effectively so that children can all become

Lifted from the 2002 Restructured Basic Education Curriculum (RBEC)

99 improving the educational interventions in the restructured curriculum, must be shared to everybody. The restructured curriculum allows everyone to explore and apply the infinite possibilities in improving the quality of educations through the teaching-learning interventions and the creativity and innovations of the teachers and all the instructional support systems in the educational system. To the Learners Education and Skills Development Training. *The ideal Filipino learner in our rapidly changing world is one who is empowered for lifelong learning is an active maker of meaning and can learn whatever s/he needs t known in any new context. Such as empowered learner is competent in learning how to learn and has life skill so that she/he become a self-developed person who is makabayan (patriotic), makatao (mindful of humanity), makakalikasan (respectful of nature), and maka-Diyos (Godly). This is the vision of Philippine basic education, both formal and non-formal.

The DepEd curriculum stands on the conviction that functional

literacy in its comprehensive meaning is the ability that is most essential for lifelong learning in our risky new world. Filipino learners who attain functional literacy will have developed sufficient self-discipline, which can lead to sustainable accomplishments when combined with our peoples innate adaptability to change. With functional literacy, Filipino learners can do self-regulated learning, and with enough motivation, they on their own can seek sources of knowledge (for example, the library or the internet), read instructional materials, and conduct explorations on other subject matters or topics that interest them. The curriculum aims at empowering the Filipino learner to be capable of self-development throughout ones life and to be patriotic, benevolent, ecologically aware, and Godly. This overall aim entails the

Lifted from the 2002 Restructured Basic Education Curriculum (RBEC)

100 acquisition of life skills, a reflective understanding and internalization of principles and values, and the development of the persons multiple intelligences. Thus, in the restructured curriculum, training in like skills, the identification and analysis of values, and the recognition of multiple intelligences permeate all the learning areas. To the graduates employment. After having gone through the RBEC from grades school up to the high school, the graduates can self-actualize their learning in various ways. Becoming functionally literate and equipped with life skills, appreciative of the arts and sports; and spiritually fulfilled, individual learners training in Makabayan courses are initiated to entrepreneurship and employment either in the basic industries, manufacturing or agriculture sectors. The training they underwent for literacy in languages, science and technology and proficiency in numeracy will enable them to pursue higher education which will prepare them to assume a leadership role in the development of the nations patrimony or train in middle level skills that are needed to man the middle level industries the vanguard in the economic development of the country. If the labor sectors pronouncement regarding dearth of appropriately trained manpower in many sectors of our economy is true, the RBEC can specifically supply the trained manpower as the curriculum basically designed along that direction of learners needs functional literacy, life skills, self-actualization, preparation for world of work. To the society Students after schooling would have to return to their respective community. Whether they are going to settle for good or they are going elsewhere, whatever knowledge and skills acquired or attitude

101 developed while in school are tools very useful in their participation to improve the people and the community. The outcomes of RBEC in developing highly employable graduates can be gauged by their ability to produce wealth in terms of compensation from employment, entrepreneurship and other mode of income generating activities. As these highly trained graduates earn sufficient compensation, they can invest their extra income in business, deposit their money in banks and indulge in the purchase of basic provision for the members of the family like food shelter, education, medicine, clothing and perhaps some affordable luxuries. These wealth creating ventures are cyclic phenomena. An investment in business helps create employment among people; amount of money deposited in the bank would, in certain extent, build-up bank portfolio available for commercial and industrial loan packages; and develop other wealth creating ventures like small and medium entrepreneur (SME), etc. All of these are viewed as contributions by graduates who are products of the RBEC, a curriculum that contributes to the development of knowledge, skills and attitude of an actively participating citizenry. Self Activity 4 1. Prepare a brief historical account of our educational development spanning from the pre-hispanic period up to the present and note down the important contribution of each era to the Philippine development in terms of: 1.1 1.2 1.3 1.4 literacy rate of the Filipino manpower development rate of employment; and economic development

102 2. education. 3. Scrutinize closely the 2002 Restructured Basic Education curriculum. List down your observation regarding the important features of the curriculum that will show graduates readiness either to proceed to further schooling or enter the world of work. 4. If you were a principal in any level of the DepEd basic education program, how will you operationalize the integrated teaching requirements of the 2002 Restructured Basic Education Curriculum so that teachers can properly employ it in teaching their respective disciplines/subject areas. The integrative teaching approaches referred to in this case are thematic teaching, contentbased instruction focusing inquiry and generic competency model 5. 5.1 5.2 5.3 5.4 What implications can you deduce from the 2002 improving the teachers preparation (both pre-service and inservice education); learners education and skills development; graduates possible employment; and societal concerns. Restructured Curriculum with regards to: Examine the DepEd vision, mission and goals. Determine

how these are reflected in the curricular program of the basic

Self Activity Quiz 4 (SAQ4) 1. 2. 3. What are the approaches used by the DepEd to deliver What are the levels of school a learner has to go through In the 2002 Restructured Basic Education Curriculum its basic education program? in the elementary level? Describe each level. (RBEC), what learning areas are considered tool subjects, and experiential subjects?

103 4. Due to declining quality of the Philippine education what

are the four goals to be focused in order to meet the inadequacies of the DepEd basic education program. 5. Why is DepEd adopting a non-formal education (NFE) program? What does it aim to accomplish in making NFE as part of the basic education program? 6. 7. What are the legal basis of the DepEd basic education What are the basic features of the 2002 RBEC? program?

Answers to Self Quiz 4 (ANQ4) 1. DepEd delivers its basic education program via the elementary schools system, secondary school system and the non-formal education system. 2. The elementary is consisted of the primary level and the intermediate level. The primary level starts in grade one (1) up to grade four (iv); and intermediate level, grades five (v) to six (vi) Learners belonging to elementary level start schooling at the age of six (6) and complete that grade level after six (6) years at the age of 12 year old more or less. After completing a certification in elementary level, learners are admitted in the secondary level. It consist of four (4) years and learners basically complete this level after 4 years or at the age of 16 or 17 at least. 3. The RBEC identified Filipino, English, Mathematics and Science as tool subjects; and Makabayan an experiential subject. 4. The goals that have to be focused in order to arrest the declining quality of the Philippine education can be cited as i) equity or raising participation and retention rate by broadening the access to secondary education; ii) quality or higher standards and

104 achievement level; iii) values education; and iv) greater efficiency of the system in order that the first three goals are achieved. 5. DepEd adopts non-formal education as part of its delivery system in order to provide meaningful learning activities to out-of-school youth and adult. As an alternative mode of education for those individuals who cannot attend a more formal education mode, i) it aims to raise the level of functional literacy; ii) training of OSY and adult with technical and vocational skills to make them productive citizens; and iii) to develop the learners values, and attitudes needed for personal, community and national development. 6. The legal basis of the DepEd basic education program can be cited as i) the 1987 Constitution of the Philippine; ii) the 2001 Governance of Basic Education Act; and iii) 1982 Education Act. 7. The basic features of the 2002 RBEC can be cited as i) greater emphasis on helping every learner particularly Grades 1 to 3 to become successful reader; ii) new focus of Mathematics in the secondary level; iii) emphasis on interactive learning approaches; iv) a stronger integration of competencies and values within and across learning areas with the use of integrative teaching approaches; iv) greater focus on values education in all subjects; v) development of self reliant and patriotic citizen; and vi) he use of effective strategies for the development of critical and creative thinking skills.

Summary This lesson module would explain the delivery system of the DepEd basic education program. As an entry point, discussion started with the Basic Education Act of 2001 or RA 9155. This Act mandates the protection and promotion of the rights of all citizens to quality education and taking appropriate steps to make education accessible to all.

105 RA 9155 further spelled out the vision, mission, goals and objectives of DepEd that would set clearly the direction and strategies to pursue in making the learners acquire knowledge and competencies and strengthen their character in search for better life. In compliance with the mandates of RA 9155, DepEd has come up with a delivery system that provides a complete, adequate and integrated system of free elementary education, free secondary education and non-formal education system that would serve the OSY and adult who cannot fit in the formal system of education. The module also divulged that the learning activities have been concretized in the 2002 Restructured Basic Education Curriculum (RBEC). The RBEC identifies the main focus of Filipino, English, Mathematics and Science as the tool subjects; and Makabayan, the experiential subjects. Integrative teaching has been linkpin for the meaningful delivery of the learning activities of the RBEC. As educational movements, it shifts the focus of instruction from discrete subjects towards issues in the real world. This integrated teaching mode suggested four models thematic teaching contents-based instruction, focusing inquiry and generic competency model.

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References Used Aquino, G. V. Fundamentals of Effective Teaching Navotas, Rizal: Navotas Press. Bago, A. 2001. Curriculum Development: The Philippine Experience. Manila: Dela Salle University Press. Bernardo, A. 1998. The Learning Process: The Neglected Phenomenon in Science and Mathematics, Education Reforms in the Philippines. Science Education in the Philippines: Challenges for Development. (National Science Education Compress, November 27-28, 1998). Colambo, F. et al. 2000. Philippine Agenda For Educational Reform. Pasig City: The PACER Report, April, 2000. Gonzales, E. 1989. Secondary Educational Development Program. Philippine Education: Visions and Perspective. Metro Manila: National Bookstore, Inc. Guerrero, J.S. 1989. Thrusts, Reform Programs in Elementary Education: Implications to Teacher Education. Visions and Perspective. Metro Manila: National Bookstore, Inc. Hargreaves, A. et al. 2001. Learning to Change: Teaching Beyond Subjects and Standards. San Francisco, USA: Jossey-Bass. Kemp, D. 1998. Pathways and Priorities for Lifelong Learning, Education for 21st Century in the Asia-Pacific Region. Canberra: Australia National Commission for UNESCO. Lazear, D. 1998. Eight Ways of Knowing: Teaching for Multiple Intelligences. United States of America: Illinois Press. Muhi, E. T, et. al. 1986. Dynamics of Development: The Philippine Experience. Metro Manila: National Bookstore, Inc.

107 Perez, Jr. C. B. 1989. Education and Development: The Role of Technical Vocational and Non-formal Education. Philippine Education: Visions and Perspective. Metro Manila: National Bookstore, Inc. Roldan, A. 2001. Present Realities in Reading Education. DECS Curriculum Summit, August 3, 2001. Sutaria, M.C. et. al., 1989. Philippine Education: Visions and Perspective. Metro Manila: National Bookstore, Inc. Tendero, A. P. et al. 1984. Philippine Development Issues: An Inquiry. Metro Manila: National Bookstore, Inc. _________ The 2002 Basic Education Curriculum. Department of Education, DepEd Complex, Meralco Avenue, Pasig City, March 6, 2002.

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