Curriculum Development in the Philippines

1. THE NATURE AND
SCOPE OF
CURRICULUM
DEVELOPMENT
IN THE
PHILIPPINES

2. History of Philippine Education:
Timeline
Before 1521 - Education before the coming of Spaniards
1521-1896 - Education during the Spanish Regime
1896-1899 - Education during the Philippine Revolution
1898-1935 - Education during the American Occupation
1935-1941 - Education during the Philippine Commonwealth
1941-1944 - Education during the Japanese Occupation
1944-1946 - Education after the World War II
1946-present - Education under the Philippine Republic
Pre-Hispanic

3. Pre- Hispanic Education
• Pre- Hispanic education in the Philippines
was not formal
• Education was oral, practical, and hands-on
• The objective was basically to promote reverence
for, and adoration of Bathala, respect for laws,
customs, and authorities represented by parents
and elders
• When the Spaniards arrived in the Philippines
they encountered islanders who knew how to read
and write.

4. Education during the Spanish Regime
• The Friars established parochial schools
linked with churches to teach catechism to
the natives
• Instruction was in the dialect
• Education was managed, supervised, and
controlled and the friars
• Education in the country was not uniform
• The system of schooling was not hierarchical
nor structured, thus there were no grade
levels

5. Subjects: Based on the Royal Decree of 1863
• Languages (Latin, Spanish grammar and literature,
elementary Greek, French and English)
• History (Universal, Spanish)
• Mathematics(Arithmetic, Algebra, Trigonometry, Geometry)
• Philosophy (Rhethoric, Logic, Ethics)
• Geography
• Pshychology
Because of need, higher level schools were established much later
by virtue of royal decrees, the Colegios and Beaterios.

6. Philippine Revolution
• Curricular reforms
1. Secularization of education
2. Instruction of Spanish
3. Greater attention to natural science
4. The design of a relevant curriculum
5. Improvement of higher centers of
learning
6. Improvement of educational system
• Illustrados spearheaded the Propaganda
Movement

7. Jose Rizal criticized unequivocally the friars’ method of
instruction in his two novels Noli Me Tangere and El
Filibusterismo
1. Disproportionate focus on religion
2. Discourage the attempt of Filipino students to speak in
Spanish
3. Lack of pedagogical skills
4. Irrelevant courses in the curriculum
Philippine Revolution

8. To improve the existing curriculum, Rizal considered the ff. subjects as
required courses in secondary schools
• Science
• Math
• History
• Philosophy
• Law
• Language
• P.E
• Religion
• Music
• Social Sciences
Philippine Revolution

9. American Occupation
• The Americans used
education as a vehicle
for its program
benevolent asimilation
• American soldiers were
the first teachers
• Restore damaged
school houses, build
new ones and
conduct classes

10. American Occupation
• Trained teachers
replaced soldiers
• Filipinos warmly
received their
new teachers,
Thomasites
• American teachers
infused their students
the spirit of democracy
and progress as well
as fair play

11. • Americans discarded the religious bias
• Educational Act of 1901- Separation of Church
and State in education
• Encourage Filipino in the field of teaching
• Outstanding Filipino scholars were sent to US to
train as teachers
During American Era:

12. Primary Education
• GMRC, Civics, Hygiene and Sanitation, Geography
Intermediate Curriculum
• Grammar and composition, Reading and spelling, Science
courses, Physiology, Hygiene and sanitation, Intensive
teaching of geography
American Era Curriculum Inclusion:

13. • Government established NORMAL SCHOOL for future
teachers
• Courses include Methods of teaching, practice
teaching, psychology, mathematics, language, science,
history and government, social sciences, P.E
• White collar-job bias
During American Era:

14. Philippine Commonwealth
• All schools should develop moral character, personal
discipline, civic conscience and vocational efficiency
• Promote effective participation of the citizens in the
processes of a democratic society
• Educational Act of 1940 to “meet the increasing
demand for public instruction and at the same time
comply with the constitutional mandate on public
education”

15. Japanese Regime
6 basic principles of Japanese Education
1. Realization of NEW ORDER and promote friendly relations
between Japan and the Philippines to the farthest extent
2. Foster a new Filipino culture
3. Endeavor to elevate the morals of people, giving up over
emphasis of materialism
4. Diffusion of the Japanese language in the philippines
5. Promotion of VOCATIONAL course
6. To inspire people with the spirit to love neighbor

16. • School calendar became longer
• No summer vacation for students
• Class size increased to 60
• Deleted anti-asian opinions, banned the singing of
american songs, deleted american symbols, poems and
pictures
• Nihongo as a means of introducing and cultivvating love for
Japanese culture
• Social Studies
Curriculum during Japanese Regime

17. Take Note!
• Spanish- Reign for 300 years
American- 50 years
• Japanese- about four years
• It is thus not surprising that despite the measure they
had instituted, the Japanese failed to succeed in
transforming the values and attitudes of the people in
line with their vision of the NEW ORDER.
• A contributory factor was widely reported brutalities that
ushered in the Japanese occupation that the filipinos
did not experience with the same degree during the
American period

18. Education After World War II
In 1947, by the virtue of Executive Order No. 94, the
Department of Instruction was changed to "Department of
Education." During this period, the regulation and supervision
of public and private schools belonged to the Bureau of Public
and Private Schools.

19. Education after 1940
• The objective of the Philippine Education was to established
“integrated, nationalistic, and democracy-inspired educational
system” which included the ff.
1. Inculcate moral and spiritual values inspired by an abiding
faith in God
2. To develop an enlighten, patriotic, useful and upright
citizenry in a democratic society
3. Conservation of the national resources
4. Perpetuation of our desirable values
5. Promote the science, arts and letters

20. • Great experiments in the community school and the use of vernacular
in the first two grades of the primary schools as the medium of
instruction were some of them.
• An experiment worth mentioning that led to a change in the Philippine
Educational Philosophy was that of school and community
collaboration pioneered by Jose V. Aguilar.
• Schools are increasingly using instructional materials that are
Philippine-oriented.
• Memorandum No. 30, 1966 sets the order of priority in the purchase
of books for use in the schools were as follows:
• Books which are contributions to Phil. Literature
• Books on character education and other library materials
• Library equipment and permanent features
Education after 1940

21. Education during Martial Law period
• The Department of Education became the Department of
Education and Culture in 1972, the Ministry of Education
and Culture in 1978, and with the Education Act of 1982, the
Ministry of Education, Culture, and Sports.
• A bilingual education scheme was established in 1974,
requiring Filipino and English to be used in schools.
• Science and math subjects as well as English language
and literature classes were taught in English while the rest
were taught in Filipino.

22. From 1986 to the present
• The bilingual policy in education was reiterated in the 1987
Constitution of the Philippines.
• (EDCOM), Congress passed Republic Act 7722 and Republic
Act 7796 in 1994, creating theCommission on Higher Education
(CHED) and the Technical Education and Skills Development
Authority (TESDA). The institute governing basic education was
thus renamed in 2001 as the Department of Education (DepEd).

23. • The quality of public school education is generally considered to
have declined since the post-war years, mainly due to
insufficient funds. The Department of Education aims to
address the major problems affecting public education by
2010.
• Private schools are able to offer better facilities and education,
but are also much more expensive. There is a wide variety of
private schools, including all-boys’ and all-girls’ schools,
religious schools, non-sectarian schools, Chinese schools,
special schools, and international schools. Due to economic
difficulties, there has been a recent increase in the popularity of
home schooling and open universities in the Philippines.

24. The Philippines K to 12 Basic
Curriculum

26. OUR VISION
We dream of Filipinos
who passionately love their country
and whose competencies and values
enable them to realize their full potential
and contribute meaningfully to building the
nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.

27. MISSION

29. The K to 12 Philippine Basic Education Curriculum Framework
CONTEXT
PHILOSOPHICAL
& LEGAL BASES
 RA 10533 Enhanced Basic
Education Act of 2013
 The 1987 Phil. Constitution
 BP 232, Education Act of 1982
 RA 9155, Governance of Basic
Education Act of 2001
 The vision, mission statements
of DepEd
 SOUTELE, 1976
 The EDCOM Report of 1991
 Basic Education Sector Reform
Agenda (BESRA)
 The four pillars of education
(UNESCO)
NATURE OF
THE LEARNER
 Has a body and spirit, intellect, free
will, emotions, multiple intelligence,
learning styles
 Constructor of knowledge and active
maker of meaning, not a passive
recipient of information
NEEDS OF
THE LEARNER
 Life skills
 Self-actualization
 Preparation for the world of the
work, entrepreneurship, higher
education
NEEDS OF NATIONAL
& GLOBAL
COMMUNITY
 Poverty reduction and human
development
 Strengthening the moral fiber of
the Filipino people
 Development of a strong sense
of nationalism
 Development of productive
citizens who contribute to the
building of a progressive, just,
and humane society
 Ensuring environmental
sustainability
 Global partnership for
development

30. The K to 12 Philippine Basic Education Curriculum Framework
SKILLS
Information, Media, and Technology Skills
Learning and Innovation Skills
Communication Skills
Life and Career Skills
LEARNING AREAS
Language
Technology and Livelihood Education (TLE)
Mathematics and Science
Arts and Humanities
Materials,
Facilities, and
Equipment
ICT
Environment
Assessment
School Leadership
and Management
Schools Divisions
Technical
Assistance
Community-
Industry
Relevance and
Partnerships
Teachers
Monitoring and Evaluation System
Curriculum Support System
Being and Becoming a Whole Person
Holistically Developed Filipino with 21st Century Skills

32. The K to 12 Philippine Basic
Education Curriculum Framework

33. Some Points on K to 12
The K to 12 Basic Education Program is a
transformative vehicle for local and national
development.
Through the provision of quality education for
all that will lead to human and community
development, the K to 12 will develop and
harness the skills and competencies of the
Filipino youth.

34. Curriculum Exits

35. Basic Education Program

36. Senior High School Curriculum

37. Grades 11 & 12 have 31 80-hour
subjects, totaling 2,480 hours

38. Senior High School Core Subjects

39. Contextualized Track Subjects

40. Academic Track

41. Academic Track

42. Academic Track

43. Senior High School Core Subjects for the STEM
Strand

44. Academic Track

45. Academic Track

46. Sports Track Subjects

47. Arts and Design Track Subjects

48. Technical-Vocational-Livelihood Track (Table 1) and TESDA Training
Regulations-Based Specializations* (Table 2)

49. Basic Education
Curriculum Inclusion
Programs

50. The

51. Alternative Learning System
A parallel learning system to provide a viable
alternative to the existing formal education
instruction. It encompasses both the Nonformal
and Informal sources of knowledge and skills (RA
9155).
NONFORMAL EDUCATION + INFORMAL EDUCATION =

52. Legal Bases
The Article XIV, Section 2, Paragraph (4) of the 1987 Philippine
Constitution concisely encourages non-formal, informal and
indigenous learning systems as well as self-learning,
independent and out-of-school study programs particularly
those that respond to community needs.
The Governance Act for Basic Education otherwise known as
the Republic Act 9155 stipulates the establishment of the
Alternative Learning System (ALS) to provide out-of-school
children, youth and adults population with basic education.

53. ALS is a Complement of the DepEd Drop-out Reduction Program
ADM
BEE
BSE BALS
ALS A & E
Program
-Over age SARDO
-Over age for A & E
Test
SARDO
OSCY
A

55. ALS Target Learners
 Elementary and Secondary School Leavers
 Out-of-School Children – 6-14 years. old
 Out-of-School Youth - 15-24 years. old
 Out-of-School Adults - 25 years old and above
 Anyone who has not completed 12 - year of basic
education.

56. Last Mile Learners
Those who remain
unreached even
after various
efforts to reach
them.
Children at risk
on the streets
Children in
indigenous
peoples (IP)
communities
Children who live
in difficult
circumstances
Kariton
Klasrum
ALS ALS & ADM ALS & ADM
Children with
disabilities
(CWDs)
Out-of-School
Youth (OSYs)/
Inmates
Children in off-
grid schools
and barangays
Pedals and
Paddles Project
IPEd
SPED
Abot
Alam/ALS
LightEd PH

57. Curriculum

58. Goal: LIFELONG LEARNING
process whereby every individual
acquires attitudes, knowledge, values
and insights from daily experiences

59. OBJECTIVES: FUNCTIONAL LITERACY
• Communicate effectively
• Solve problems scientifically, creatively and
think critically
• Use resources sustainably and be productive
• Develop oneself and a sense of community
• Expand one’s world view

60. 5 Learning Strands
1.Communication Skills (English & Filipino)
2.Problem Solving and Critical Thinking
3.Sustainable Use of Resources/Productivity
4.Development of Self and a Sense of Community
5.Expanding One’s World Vision

61. What is Alternative Delivery Mode(ADM)?
An educational intervention that caters to
marginalized and disadvantaged school
age learners who are unable to attend
regular class, have dropped out from
school, and those at risk of dropping out.

62. Alternative Delivery Modes
Modified In-School Off-School Project (MISOSA)
Instructional Management by Parents
Community and Teachers (IMPACT)
Open High School Program (OPHS)

63.  an Alternative Delivery Mode that was originally designed to
address issue on congestion.
 addresses issue of congestion plus helping pupils who are
enrolled but are :
• habitual/ seasonal absentees,
• living in conflict/disaster areas,
• chronically -ill, or
• engaged in earning a living to augment family income
What is Modified In-School Off-School Project
(MISOSA)?

64. How is MISOSA Implemented?
1. Use of Self-Instructional
Materials (SIMs) that
contain the lessons to be
learned for the day.
- include learning
objectives, activities to
work on, exercises and
questions to answer,
enrichment activities
utilizing the community
resources.
2. Utilization of community school
as a laboratory for learning
aside from the classroom i.e.
half of the class stays with the
teacher while the other half
stays with the teacher-facilitator
in the community school.
3. Involvement of different
school’s internal/external
stakeholders.

65. Instructional
Management by
Parents
Community and
Teachers

66. What is IMPACT?
• This is a management system where the
parents, teachers and community
collaborate to provide the child with quality
education at less costs.
• This was developed to address high student
population and high percentage of dropouts.

67. Principles of IMPACT
1. Children become active participants of the
learning process.
Three Primary Modes of Delivery
Programmed Teaching Peer Group Learning Individual Study

68. Principles of IMPACT
2. Learning
materials are
based on the
national
curriculum
standards of the
Department of
Education.

69. Principles of IMPACT
3. Learning can take place anywhere.
◦Learning is not confined in the classrooms.
◦Learning Kiosks provide alternative learning venues
for Peer Groups.
Peer group learning in a
Learning Kiosk
Peer group learning can happen
anywhere…

70. Principles of IMPACT
4. Progress of learners is based on individual mastery and
speed.
• Students learn independently at their own pace.
• The system recognizes individual differences and
each student’s potential.
• IMPACT develops in children an intrinsic motivation
to learn.

71. Principles of IMPACT
5. Instructional Management and Delivery of Instruction is not only the
responsibility of the teachers, but of the parents and community as
well.
• Community and parental participation is substantial and technical.
• Parents are encouraged to assist their children by tutoring them at
home and monitoring their progress.
• Skilled workers in the community may contribute by sharing their
expertise to the students.
• Use community resources to aid in educating the children.

72. Learning Opportunity for All:
Anytime, Anywhere

73. What is Open High School Program (OHSP)?
It is one of the alternative delivery
modalities of education (ADM) that uses
distance learning within the confines of the
formal system that allow secondary
schools to deliver quality basic education
(Grades 7-10).

74. What is Open High School Program (OHSP)?
•Provide equal learning opportunities for all types of
learners anytime, anywhere;
• Produce functionally literate graduates or who have
mastery of the basic competencies, capable of problem-
solving, and are productive members of their families and
communities;
•Prevent potential school leavers and encourage those
who are out of school to finish basic education (Grades 7-
10);

75. What are the Goals and Objectives of the OHSP?
• Provide opportunity to graduates of Grade VI, high
school drop outs, and successful examinees of the
Philippine Educational Placement Test (PEPT) to
complete basic education;
• Reduce high school drop outs and increase
participation rate; and Increase achievement rate
through quality distance education.

76. WHO ARE QUALIFIED TO ENROLL IN THE OHSP?
It is open to all school aged Filipino learners who can
demostrate capacity for independent learning and
who are willing to undergo self-directed learning; and
Enrolment will coincide with the opening of classes.

77. BEST PRACTICES IN
K TO 12
IMPLEMENTATION

78. Curriculum and Instruction
• Designed curriculum that allows teachers to cater to
the needs of both Muslim and Christian learners;
children with special needs and different learning
styles
• Contextualized, localized and indigenized
curriculum
• Differentiated instruction for multigrade classes

79. “In this world we need people
who work more than criticize,
who construct more than destroy,
who make fewer promises and
deliver more solutions,
who expects to give more
than they receive,
and who say it’s better
today than tomorrow.”
CHE GUEVARRA