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interests, and aptitudes of the youth, and offer courses in the different fields of
productive endeavor according to the talents of the youths and in the light of
community needs. It shall also initiate a program designed to develop community
leadership.
Taking into consideration the economic needs of the country, the school must
cultivate vocational efficiency which will help the students become effective
members of the family and the community. For those who will continue in colleges
and universities, the secondary school must offer courses to prepare the students for
effective study in the institutions of higher learning.
The curriculum revisions that accompanied the abovementioned formulations and statements of
educational objectives were said to have developed from one stage to another in response to the
changing needs of the country, to discoveries of knowledge new in content and methodology, to
new insights in how children learn and to new knowledge of the nature of the learning process
itself. Further, curriculum revisions were undertaken as brought about by changes in educational
thinking in terms of its shifts of attention which were made the basis of the school curriculum:
from the accumulation of facts and information to real life problems to the needs and resources
of the community. Thus, the Philippine curriculum has evolved and grown out of these different
stages.
However, it was felt that the hidden curriculum has greater impact on the life of the learner than
the expressed one.
Educating the Filipinos for what? This was the critical question posed in line with the
scrutiny being done to Philippine Education.
Based on the recommendations of the Presidential Commission to Survey Philippine Education
in 1971 and endorsed by the National Board of Education, maximum contribution of the
educational system to the attainment of the formulated national development goals then was
stated as a government policy in the Educational Development Act of 1972, otherwise known
as Presidential Decree No. 6-A, issued on September 29, 1972, a week after the proclamation of
Martial Law.
Hence, re provisions that are only relevant to basic education, the aims of the educational system
then are hereby enumerated as:
1.
2.
Provide for a broad general education that will assist each individual in the
peculiar ecology of his own society to:
1.1 attain his potential as a human being;
1.2 enhance the range and quality of individual and group participation in the
basic functions of society; and
1.3 acquire the essential educational foundation for his development into a
productive and versatile citizen.
Train the nations manpower in the middle level skills required for national
development.
In 1972, the era of New Society under Martial Law was the period of national development,
social reconstruction and restructuring of values. It was then that the goal of Basic Education
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was conceptualized when educational indicators were considered educational benchmarks: the
drop out rate, participation rate, repetition rate, etc. In the process of introducing reforms in
Philippine education, the conceptualization of the components and of the minimum level of basic
education that all Filipinos must acquire in order to live fully as individual human beings and as
members of a domestic society was the pressing need.
Rather than interpret educational goals in terms of listing of subjects for the schools to teach
under definite time allotments, there was a need to translate these educational objectives into a
minimum body of knowledge, skills, and attitude that are clearly defined, directed at behavior
changes, performance-oriented, possible of achievement, and easily measured.
Philip H. Coombs, suggested in a study of the learning needs of children and youth in
developing countries undertaken for UNICEF, six interdependent elements of a basic education
program which are believed to be true to all societies that educators in charge of reappraising
and introducing reforms into their system would find agreement on them. These elements are (a)
positive attitudes, (b) functional literacy and numeracy, (c) scientific outlook and an elementary
understanding of the processes of nature, (d) functional knowledge and skills for raising family
and operating a household (e) functional knowledge and skills for earning a living, and (f)
functional knowledge and skills for civic participation.
Truly these elements were adopted, modified and supplemented to suit Philippine conditions in
the conceptualization of Basic Education for Filipinos. Basic education was concisely and
meaningfully described by Faure et al., in Learning To Be as:
While dispensing fundamental knowledge, such education aims at learning how to
perceive and comprehend the world. It must instill, especially in children, a taste for
self-learning that will last a lifetime; to arouse their desire to know, to ask questions,
and to question themselves while developing the faculties of observation and
judgment and the critical spirit. Finally, it should try to awaken the feeling in an
individual that he belongs to a community and that each person has a creative
responsibility toward himself and others.
It was noted that the scope of the principal elements of basic education correspond logically and
psychologically to the cognitive, affective, and psychomotor needs and interests of the children
and youth in the elementary and secondary cycles of schooling. However, a sequence that will fit
the maturity levels of the children in the system will be considered in translating them into
subjects and experiences for the curriculum.
Basic Education, being many-sided and multi-based can only be effectively delivered through
multiple avenues. Basic education must be designed not only for the children in-school but also
for the out-of-school youth and adults. The venue of basic education, therefore, will be the whole
community.
Realizing the need for a curriculum that would be responsive and viable in the present era, the
Department of Education, then called Ministry of Education, Culture and Sports launched the
Experimental Elementary Education Program (EEEP). This experimental program ran for two
(2) years with decongested curriculum. It offered fewer subjects merging some subjects and new
relevant ones were introduced such as the integration of Language and Reading into
Communication Arts. Work Education was introduced as a subject as early as in Grade 1
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considering the rising importance of community resources in making education relevant and
effective. Thus non-formal education assumes a major importance with other agencies offering
non-formal education, such as the National Manpower and Youth Council which played an
important role in attaining educational roles.
In 1982, financed by the World Bank, a 10-year Program for Decentralized Education
Development known as PRODED was launched under the umbrella of the Program for
Comprehensive Elementary Education (PROCEED). It was geared towards the improvement of
elementary education with focus on upgrading the quality of education and increasing pupil
participation and survival rates. Moreover, the program also attempted to address disparities
between and within regions in the delivery of services and allocation of resources according to
the degree of educational deprivation of each region.
The New Elementary School Curriculum (NESC) is the core of PRODED. A subcomponent of
this curriculum development project was entitled The Preparation of Elementary Education
Measures also known as PREEM.
The New Elementary School Curriculum has the following features:
1. It covers fewer learning areas putting greater emphasis on intellectual skills and basic
knowledge, especially reading, writing and mathematics as well as attitude formation among
pupils.
2. Its content focuses on the development of a shared values and belief system which fosters
humanism and sense of nationhood among children.
3. It aims at mastery learning among the pupils.
4. It also emphasizes the development of work skills which are as important as intellectual
skills.
5. It develops health values in the whole curriculum, not only in the period for character
building activities and science and health.
6. It develops competencies and values for social living reflected in the new dimension in
Civics and Culture expanded to include History, Geography and Work Ethic for Grade III
and in-depth learning of Geography, History and Civics in Grades IV-VI.
It is a fact that this New Elementary School Curriculum of 1982 has to two (2) vital orientations:
1) intellectual quality of Filipino society into the next century and 2) development of humanism
and sense of nationhood. Thus, the term Filipinism was coined to embody these orientations.
Whereas, in the early 1990s the Congressional Commission on Education (EDCOM)
submitted its findings to the Philippine Congress on the education system and made several
policy recommendations. Most of those policy recommendations have been translated into
educational laws but other important recommendations remain to be acted upon.
(Executive Order No. 46)
In December 1998 by virtue of the cited Executive Order No. 46, the Presidential Commission
on Educational Reform (PCER) was established and given one year to define a comprehensive
and a budget feasible program of reform in areas such as among others, curricula, teaching
methods, instructional media, educational technologies, textbooks, language policy and school
calendar in use at the elementary and secondary levels, using international benchmarks.
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The 2002 Basic Education Curriculum is a restructuring and not a sweeping change of the
elementary and secondary curricula (New Elementary School Curriculum and New Secondary
Education Curriculum). 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.
III.
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Since integration works best when teachers of different disciplines plan and teach together thus
collaborative teaching is strongly encouraged in this 2002 curriculum. The ideal teachinglearning process is interactive, and thus the curriculum has been restructured to promote more
reciprocal interaction between students and teachers, between themselves (collaborative
learning), between students and instructional materials, between students and multi-media
sources, and between teachers of different disciplines. Using the restructured curriculum, schools
are allowed to design and contextualize the implementation of Makabayan while information
communication technology shall be used in every learning area, whenever hardware and
software are available. No teacher will be made redundant and none will be underloaded or
overloaded in the implementation of this curriculum. Likewise, every teacher is a values
educator, identifying and contextualizing the values inherent in her or his discipline and serves
as a role model of the learners.
Even with the integration of values and lifeskills in Filipino, English, Science and Mathematics,
these learning areas will inevitably accentuate the development of linguistic and logicalmathematical intelligences. Therefore there is a need for one learning area to provide more
opportunities for the learner to pursue other meaningful interests and to develop the
interpersonal, spatial, musical and bodily-kinesthetic intelligences.
The design of the curriculum is based on the principle that there are two (2) main sources of
reliable and meaningful knowledge for contemporary basic education: expert systems of
knowledge and the learners experience in his or her context. The curriculum has been
restructured so that these two main sources will interact with one another reciprocally thereby an
interactive one.
Figure 2. Curriculum Parameters
CURRICULUM
PARAMETERS
OBJECTIVES
Competencies
(Knowledge,
skills, attitudes)
CONTENT/PROCESS
SKILLS
Emphasis on learning
how to learn
Localization/
Contextualization
MATERIALS/
RESOURCES
Textbooks
ICT
Community
TEACHING-LEARNING
PROCESS
Learner as constructor
of meaning
Teacher as facilitator,
enabler and
manager of learning
EVALUATION
Portfolio
assessment
Authentic
assessment
School-based
evaluation
FEEDBACK
Studies indicate that an overcrowded curriculum and its insufficient relevance to the diverse
context of our learners hinder or delay the development of lifelong learning skills hence to
decongest the curriculum and make it easier for teachers and learners to contextualize it, the
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curriculum has been restructured into five (5) learning areas namely Filipino, English, Science,
Mathematics, and Makabayan with a stronger integration of competencies within and across
these learning areas. Each of these five learning areas addresses both the individual and social
needs of learners. However Makabayan will be the learning area that stresses most on the
development of social awareness and empathy and a firm commitment to the common good.
Figure 3. Restructured Curriculum for Formal Basic Education
Edukasyon sa Pagpapahalaga
Self-Actualization
Filipino
Teaching-Leaning
Teaching-Leaning
Socio-cultural,
politico-economic
literacy
Makabayan
Makatao
Makakalikasan
Maka-Diyos
Science
Teaching-Leaning
Functionally literate
Equipped with life skills
Appreciative of the arts
and sports
Spiritual
Linguistic Literacy
English
OUTCOMES
Scientific/
Technological
Literacy
Numeracy
Teaching-Leaning
Mathematics
Teaching-Learning
Makabayan
Sibika/Kultura/Kasaysayan/Heograpiya/
Araling
Panlipunan
Teknolohiya, Edukasyong Pantahanan at
Pangkabuhayan (EPP/THE)
Musika, Sining, Edukasyong Pangkatawan at
Pangkalusugan (MSEP/PEHM)
Edukasyon sa Pagpapahalaga (GMRC/VE)
Learning
Area 1
Learning
Area 2
Learning Area 2
Learning Area 4
Filipino
English (with
Science)
Mathematics
Filipino
English (with
Science)
Mathematics
3
4
5
Filipino
Filipino
Filipino
English
English
English
Mathematics
Mathematics
Mathematics
Learning
Area 5
Makabayan
(with
Science)
Makabayan
(with
Science)
Makabayan
Makabayan
Makabayan
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Grade/Year
Level
6
First Year
Second Year
Third Year
Learning
Area 1
Filipino
Filipino
Filipino
Filipino
Learning
Area 2
English
English
English
English
Fourth Year
Filipino
English
Learning Area 2
Learning Area 4
Mathematics
Elementary Algebra
Intermediate Algebra
Geometry
Business
Trigonometry
Mathematics
& Advanced
& Statistics
Algebra
(Track A)
(Track B)
Advanced
Chemistry
(Track A)
Physics
(Track B)
Learning
Area 5
Makabayan
Makabayan
Makabayan
Makabayan
Makabayan
Filipino
English
400
500
400
500
3
4
5
6
First Year
Second Year
Third Year
Fourth Year
400
300
300
300
300
300
300
300
500
400
400
400
300
300
300
300
Science
Integrated in
English &
Makabayan
Integrated in
English &
Makabayan
200
300
300
300
300
300
300
300
Mathematics
Makabayan
Total Minutes/
Week
400
300
1600
400
300
1600
400
300
300
300
300
300
300
300
300
500
600
600
780
780
780
780
1800
1800
1900
1900
1980
1980
1980
1980
Comparatively, these are the features that make the 2002 Basic Education Curriculum different
from the previous NESC and NSEC:
a)
b)
c)
d)
restructuring of the learning areas to five (Filipino, English, Science, Mathematics, and
Makabayan,
stronger integration of competencies and values within and across the learning areas,
greater emphasis on the learning process and integrative modes of teaching, and
increased time for tasks to gain mastery of competencies of the basic tool subjects.
The NFE curriculum is not a replica of the formal curriculum, and does not have the grade levels
of formal education, although the learning outcomes of the nonformal curriculum and the
restructured formal curriculum are practically equivalent. The Non-Formal Education (NFE)
curriculum has been designed to be more responsive to the needs of out-of-school youth and
adult learners, who will be empowered to function effectively as family and community
members, workers, entrepreneurs, and Filipino citizens.
Curriculum development is a dynamic process and thus this restructured curriculum will
continue to develop year after year.
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IV.
CHALLENGES
Revisiting the basic education curriculum is looking back the pilot years, the lessons learned,
insights gained and moving forward for further improvement. It poses challenges therefore in
terms of continuous consultation among stakeholders and realizing that the legitimacy of the
curriculum does not depend on legislation or executive fiat but on a common ownership the
stakeholders have of the curriculum.
1.
2.
1. No transmutation of grades
2. Use of non-traditional assessment to complement the usual teacher-made
tests
3. Adoption of a common test design: 60-30-10 Lowering of the failing grade
that can appear in the report card from 70 to 65% and setting the lowest
passing at 75%
Customization of summer classes to learning needs
Simplified selection of honor students
Greater application of ICT in the curriculum: moving from learning about the
technology to using the technology as a tool for teaching and learning
3.
Better quality books for the cheapest prices in addition to the revision of textbooks
to respond and include current technology such as ICT
Stakeholder Participation (4) SIP Process (5) School-Based Resources (6) School
Performance Accountability.
The following critical interventions are being scaled up to improve the way both and public
and private schools perform:
1. School-Based Management Grants to support establishment of SBM
structures and implementation, monitoring and reporting of school
improvement plans
2. Training of teachers, school heads and education managers to improve
quality in basic education
3. Establishing Competency-Based Teachers Standards
4. Putting up of Speech Laboratories for Oral Language Proficiency
5. Implementing Programs for Excellence (Arts, Sports, Special Education,
TECH-VOC Education) to promote holistic development of children via cocurricular activities and special curricular offerings. DepED is currently
working on the provision of supplemental school budgets to support the
expenditures entailed by this unique program offering
6. Aligning National Examinations to the Requirements of the Quality
Assurance and Accountability Framework as Measures of Student Outcome
7. Providing Alternative Delivery Modes of Learning to address the basic
education needs of learners in unique or difficult situations who encounter
problems attending the formal school system. Examples are Distance
Education for public elementary schools, open high school and Project Ease
(Easy and Affordable Secondary Education)
8. Expanding Early Childhood/Preschool Education to provide quality early
childhood education for all 5-year olds since early childhood education is a
critical phase in a childs development
9. Providing ICT in Basic Education to gain access to quality educational
materials while upgrading the capabilities of teachers and school
administrators by providing computers, softwares, coursewares and other
paraphernalia laying the foundation for a large scale technology-based
intervention through Open and Distant Learning
10. Investing on Science and Math equipment and constructing Tech-Voc
workshops to help students apply the scientific concepts, tinker with some
equipment for experimentation and learning retention while Tech-Voc
workshops is aimed to upgrade the quality of co-curricular programs
4.
5.
Policy Directions
5.1 School-Based Management
Greater authority for principals to manage own affairs based on DepED standards
for improved SBM practice
Drilling down school budget to promote continuous school improvement
Provision of more principal items to schools for greater accountability over results
Provision of augmentation funds to schools with special programs in ESM, techvoc, culture, arts, sports and SPED
5.2 Expansion of the DepED Preschool Program
DepED to expand coverage of 5-year olds
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