The Philippine Education: Alternative Education Inclusive Education Trends in Curriculum Development

1. O R A L E X P O S I T I O N : D A H I N A A . C A Y A B A S
PHILIPPINE
EDUCATION

2. ALTERNATIVE
EDUCATION
INCLUSIVE EDUCATION
TRENDS IN CURRICULUM
DEVELOPMENT
PHILIPPINE
EDUCATION

3. INCLUSIVE EDUCATION ALTERNATIVE EDUCATION
All children should learn
together, wherever
possible, regardless of
any difficulties or
difference they may
have.(The Salamanca
Statement on Principles,
Policy and Practice in
Special Education.)
Education beyond the
classroom where basic
Learning Need be
availed and be useful to
one’s life and journey.
EQUAL OPPORTUNITIES FOR EDUCATION
Philippine Constitution 1987
How?

4. Inclusive Education ( IE ) Alternative Learning System
1. P.D. 603, Magna Carta Law for
the Disabled Person.
 requires a disabled child to
attend mainstream school
2. SPED Bill
 disabled children's access to
education
3. Deped Memo # 72, s 2009,
Deped Order # 26, s 1997
 SPED programs in all schools
1. Constitution of the
Philippines 1987, Art.
XIV, Sec. 2,
 Provide adult citizens, the
disabled, and out-of-school
youth with training in
civics, vocational
efficiency, and other skills.―
2. Proclamation No. 480, dated
October 16, 1989
 creating the EFA National
Committee
Legal Basis

5. 3. DepEd Memo No. 533, s.
2000
 access to MFI
4. DepEd Memo No. 110, s. 1999
 TESDA skills training
programs
5. DepEd Order No. 20, s.
2000
 a chance to acquire
eligibility for government
employment positions
under CSC Resolution No.
499

6. COMPONENTS OF ALS
1. Basic Literacy Program (BLP)
2. Accreditation and Equivalency Program
(A&E)
3. Indigenous Peoples Education Project (IP)
4. Informal Education (InfED)
5. SPECIAL PROJECT (ALS – DAP) and
(ALIVE)

7. ALS A&E Test
Who are the target clients of the ALS A&E Test?
1. An elementary dropout (not enrolled in the current school year), who is at
least 11 years old on or before the day of the test, may take the elementary level
ALS A&E Test
2. A high school dropout (not enrolled in the current school year), who is at
least 15 years old on or before the day of the test, may take the secondary level
ALS A&E Test
3. Non-passers of previous ALS A&E Tests
4. Youth and adults although in-school but over aged for Grade 6 (more than 11
years old) or for 4th year (more than 15 years old)
5. Non-passers of previous ALS A&E Test/s

8. 6. Others (at least basically literate) who may be:
a. unemployed/underemployed OSYs and adults
b. industry-based workers, housewives, maids, factory
workers, drivers
c. members of cultural minorities/indigenous peoples (IPs)
d. persons with disabilities (PWDs)/physically challenged
e. inmates, rebel/soldier integrees

9. Benefits of passing the ALS A&E Test
1. A secondary level test passer is given a chance to
mainstream in the formal education system of the country
like:
* enroll in post college for degree or non-degree courses
* access to MFI and TESDA skills training programs
* and a chance to acquire eligibility for government
employment positions under CSC Resolution No. 499
2. An elementary level test passer is qualified to enroll as
freshman in the secondary level education.

10. Vision for Children with Special Needs
 Adequately provided with basic education
 Full realization of the child’s potential for
development and productivity as well as being
capable of self-expression of his/her rights in the
society.
 Develop the child to be God-loving and proud of
being a Pilipino.
(DepEd statement)

11. Goals and Objectives of IE
 Mainstreaming of CSN into the regular school
system and eventually into the community.
 Develop the maximum potential of the CSN to enable
him to become self-reliant and shall be geared
towards providing him with the opportunities for a
full and happy life.
 Specific objective: The development and
maximization of learning competencies as well as the
inculcation of values to make the CSN a usefull and
effective member of society.

12. Preparation of IE
1. Change schools’ physical environments, such as
providing ramps, better lighting, accessible toilets,
etc.
2. Teacher training for inclusive education
3. Parent groups or parent support
4. Financial support
5. Accessible transport
6. Provision of textbooks and other classroom
materials (including ICT) in accessible formats

13. IMPLIMENTATION OF IE
1. Children with disabilities are enrolled in a regular
school environment.
2. The same teachers teach children with disabilities
and non-disabled students.
3. Curriculum is adapted to meet the needs of both
disabled and non-disabled students.
4. All students study the same curriculum.

14. What should be present in IE
 Pull-in programming – SPED or related services
delivering exclusively in the gen ed classroom.
 Co-teaching – Gen ed and SPED teachers team teaching
 Collaboration – Professionals working in partnerships to
provide educational services
 Array of services – Constellation of SPED services,
programs,personnel and educational placements
 Continuum of services – Describes each level of SPED as
being more restrictive and coming in a lock-stepped
sequence
 Consulting teacher – SPED teachers serving as resource
to gen ed teachers.

15. Trends in Curriculum Development
1. Learner centered
2. Activity based
3. Process oriented learning experiences
4. Social constructivism
5. Multiple intelligences
6. Critical Pedagogy (Issue based)

16. CURRENT TRENDS AND ISSUES

17. BILINGUAL EDUCATION
1. Article 14, sect 7 of 1987 constitution – ―for the
purposes of communication and instruction, the
official languages of the Philippines are Filipino and
until otherwise provided by law, English.‖
2. DECS Order 52, s. 1987 – the policy of bilingual
education aims to make every Filipino competent in
both Filipino and English at the national level
3. DECS defines bilingual as ―separate use of Filipino
and English as media of instruction in specific
subjects.‖

18. Mother Tongue Based- Multilingual Education
 learning and using multiple languages in school
 MT-based MLE includes four languages—the
students’ mother tongue or first language (L1), the
national language (L2), English (L3) and an optional
another international language(L4) like French,
mandarin, Japanese or it depends on the chool.

19. Rationale for MT-Based MLE: The current
situation
―The choice of the language…is a recurrent
challenge in the development
of quality education... Speakers of mother
tongues, which are not the same
as the national…language, are often at a
considerable disadvantage in the
educational system…‖ (UNESCO, 2003).

20. example of a progression plan for teaching and using
languages in a 3-language MT-Based MLE program:
K1 K2 Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Build
Fluency
in Oral
L1
L1 for
teaching
Continue
Oral L1&
Written
L1
Intro
Oral L2
L1 for
teaching
Continue
Oral and
written
L1
Fluency
Oral L2
Intro
Written
L2
L1 for
teaching
Continue
Oral and
Written
L1 & L2
L1 for
teaching
Mastery
of Oral
and
written
L1 & L2
Intro
Oral L3
L1 & L2
for
teaching
Continue
Oral &
written
L1,L2 &
Oral L3
Intro
Written
L3
L1 & L2
for
teaching
Continue
Oral &
written
L1,L2 &
L3
L1 &L2
for
teaching
Mastery
of
L1,L2,L3
L1, L2&
L3 for
teaching

21. Benefits:
 Reduced drop-out
 Reduced repetition
 Children are attending school.
 Children are learning.
 Parents and community are involved.
 It is more cost - effective to implement mother tongue
programs.

22. Early Childhood Care and Development (ECCD)
1. Art 15, Sec 2, 1987 Phil. Cons. – recognizes the
―right of children to assistance, including proper
care and nutrition, and special protection from all
forms of neglect, abuse, cruelty, exploitation and
other conditions prejudicial to their development.‖
2. UN Convention on the Rights of Child
3. Education for All (EFA) agenda of DECS, 1990
envisioned 90% in 2000 of early childhood care
and development either home-based services or
kindergarten / nursery classes

23. What is the
proposed
K-12
curriculum

24. NATURE OF THE LEARNER
•Has a body and spirit, intellect, free will, emotions,
multiple intelligences, learning styles, culture.
•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 work, entrepreneurship,
higher education

25. PHILOSOPHICAL and LEGAL BASIS
•The 1987 Phil. Constitution
• B.P. 232, Education Act of 1982
• R.A. 9155, Philippine Governance
Act
• The 4 pillars of education
(UNESCO)
• The vision-mission statement of
DepED
• The EDCOM Report of 1991
• BESRA

26. NEEDS OF NATIONAL and 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 citizen
who contributes to the building of a
progressive, just and humane society
•Ensuring environment sustainability
• Global partnership for development

27. K to 12 Curriculum is…
 Enhancing the vocational skills of learners
 Lengthening the years of schooling
 Going back to the basics
 Preparing the learners to a global market