This document discusses curriculum innovations in the Philippines from 2002 to the present. It outlines several major innovations including the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and the K-12 Basic Education Curriculum. The key innovations include strengthening early childhood education, making the curriculum more relevant, ensuring integrated learning, building proficiency in language, and gearing students for the future and 21st century skills. The document also discusses global concerns around quality learners, learning environments, content, processes and outcomes that curriculum innovations aim to address.

1. Curriculum innovation
in the Philippines
(BASIC, TERTIARY,
HIGHER)

2. Three Kinds of Innovations in Education
 Three Kinds of Innovations in Education
 1. Structure- involve the ways in which classroom and schools are organized
 2. Content- introduce subjects not previously included in the curriculum, or
those that revise old subjects in new ways.
 3. Process- those that have to do with human interaction. Involves the
cognitive or intellectual or thinking domain as well as the affective (social
and emotional) domain in Education.

3. “INNOVATIONS are INEVITABLE”
Local and National Curricular Innovations
 Local and National Curricular Innovations
 • 2002 Basic Education Curriculum (BEC)
 • Third Elementary Education Program(TEEP)
 • Secondary Education Improvement and Development
Program (SEDIP)
 • K-12 Basic Education Curriculum

4. 2002 Basic Education Curriculum (BEC)
 The implementation of the 2002 Basic Education Curriculum was
announced in DepEd Order No. 25, s. 2002, issued on June 17,
2002.

 BEC focuses on the basics of reading, writing, arithmetic, science,
and patriotism. Values are integral to all subject areas. Students can
then be ready for lifelong learning. BEC seeks to remedy the
inability of students to read with comprehension at grade 3 and,
worse, grade 6.

5. VISION
 The Department of Education, envisions every learner to be functionally literate,
equipped with life skills, appreciative of arts and sports and imbued with the desirable
values of a person who is makabayan, makatao, makakalikasan and maka-Diyos.


6. MISSION
 To provide quality basic education that is
equitably accessible to all and lays the
foundation for lifelong learning and service for
the common good.

7. PARAMETERS OF THE BASIC EDUCATION CURRICULUM
 1. Objectives
 2. Content
 3. Materials
 4. Teaching-Learning Process
 5. Evaluation

8. OBJECTIVES are expressed in terms of competencies in:
 KNOWLEDGE Cognitive Domain
 SKILLS Psychomotor Domain
 ATTITUDE Affective Domain

9.  These determine the content which focuses on the processes and skills of learning how to learn (Soft Skills)
rather than on the content coverage of facts and information (Hard Skills).
 CONTENT is delivered using a variety of media and resources.
 Traditional books ICT and Community Resources
 Content is contextualized so that the curriculum is adjusted to the situation and local culture.
 MATERIALS the use of multi sensory materials is encouraged in teaching. The use of local or community
resources as well as technology-driven support materials is utilized in the learning environment.
 TEACHING-LEARNING PROCESS considers the learners as active partners rather than objects of teaching. The
learners are constructors of meaning, while teachers act as facilitators, enablers, and managers of learning.

 EVALUATION is encouraged to schools. This will allow schools to make adjustments with regard to:

 Objective, Content, Materials, Teaching- learning processIn order to achieve learning outcomes.

10. SALIENT FEATURES OF
THECURRICULUM
 Five Learning Areas
 1. Makabayan
 2. Science
 3. English
 4. Mathematics
 5. Filipino

11. Tool Subjects
 1. Filipino
 2. English
 3. Science

12. Develop Internationalism
 1. Mathematics
 2. Science
 3. English

13. Enhance Nationalism
 1. Filipino
 2. Makabayan

14. “Laboratory of Life”
 MAKABAYAN
  Philippine History
  Politics-economic System
  Local Cultures
  Crafts
  Arts
  Music
  Games

15. MAKABAYAN
 MakabayanIn Elementary Schools
  GRADES 1-3
 Sibika at Kultura w/ MSEP
  GRADES 4-6
 Heograpiya, Kasaysayan at Sibika (HeKaSi)EdukasyongPantahan at Pangkabuhayan
(EPP)Musika, Sining at EdukasyongPangkatawan(MSEP)
  GMRC
 (Good Manners and Right Conduct) isIntegrated in all subjects.

16. MAKABAYAN IN HIGHSCHOOLS
 Social Studies or Araling Panlipunan(AP)
 1stYear: Philippine History and Governance
 2ndYear: Asian Studies
 3rdYear: World History
 4thYear: Economics
 Technology and Livelihood Education (TLE)
 Music, Arts, Physical Education and Health(MAPEH)
 Values Education (VE) orEdukasyongPagpapahalaga(EP)

17. CONTENT-BASED INSTRUCTION
(CBI)
 CONTENT-BASED INSTRUCTION (CBI)is theintegration of content of
learning withlanguage teaching. The language curriculum iscentered on the
academic needs and interestsof the learners, thus CBI crosses the
barriersbetween language and subject mattercontent.

18. FOCUSING INQUIRY
 FOCUSING INQUIRY is an interdisciplinaryapproach that uses questions to
organizelearning.Contents and concepts are given less importancethan the
process of conducting an investigationand communicating what was learned to
others.Instructional process is built around inquiry,where teachers guide the
students to discoveranswer to questions.


19. GENERIC COMPETENCY MODEL
 Learners are enrolled in three to four linked or related courses or subject areas.
In Makabayan for instance, competencies can be clustered into:
 1. Personal Development
 2. Social Competencies
 3. Work and Special Skills

20. Third Elementary Education
Program(TEEP)
 This was the flagship project of theDepartment of Education on response to
theSocial Reform Agenda initiatives of thegovernment.
  TEEP aimed to build institutional capacity ofthe Department of Education
to managechange and actively involve parents, teachers, community leaders for
quality education.
  Funded by World Bank (WB) and Japan Bankfor International
Cooperation (JBIC).
  TEEP began in 1996 and concluded in 2005.
 Initial findings:
 –Improved learning achievement
 –Rise in completions rates of the students
 –Access to quality education had been achieved

21. MAJOR EDUCATIONAL
COMPONENTS OF TEEP
 1.Advocacy
 2.In-service training for Teachers (INSET)
 3.School Improvement and Innovation Facility (SIIF)
 4.Students Assessment (SA)
 5.Educational Management Information System (EMIS)
 6.Procurement
 7.Monitoring and Evaluation
 “TEEP advocate principal empowerment in the entire educational component.”

22. Secondary Education Improvement and
Development Program (SEDIP)
 EDIP is a curricular innovation which dovetailed the TEEP.

  Its purpose was to improve equitable access to secondary education in poverty affected
areas.
 –Improving Teaching and Learning
 –Improving access to secondary education
 –Facilitating Decentralized secondary education management

  The SEDIP innovations started in 2000 and ended in 2006.
  Initial Results:
 –Showed gains
 –Best practices have been replicated in otherdivisions which were not participants in
theproject.

23. K-12 Basic Education Curriculum
 The K to 12 Program covers
 K-12 Basic Education Curriculum The K to 12 Program covers Kindergarten and 12 years of
basic education (six years of primary education, four years of Junior High School, and two years of
Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.
 K-12 Basic Education Curriculum SALIENT FEATURES 1. Strengthening Early Childhood
Education ( Universal Kindergarten) 2. Making the Curriculum Relevant to Learners
(Contextualization and Enhancement) 3. Ensuring integrated and seamless learning (Spiral
Progression) 4. Building Proficiency Through Language (Mother Tongue-Based Multilingual
Education) 5. Gearing up for the Future (Senior High School) 6.Nurturing Holistically Developed
Filipino (College and Livelihood Readiness, 21st Century Skills)

24. SALIENT FEATURES
 1. Strengthening Early Childhood Education

 (Universal Kindergarten)

 2. Making the Curriculum Relevant to Learners

 (Contextualization and Enhancement)

 3. Ensuring integrated and seamless learning

 (Spiral Progression)

 4. Building Proficiency Through Language

 (Mother Tongue-Based Multilingual Education)

 5. Gearing up for the Future

 (Senior High School)

 6. Nurturing Holistically Developed Filipino

 (College and Livelihood Readiness, 21stCentury Skills)


25. IMPLEMENTATION
 The Enhanced Basic Education Act of 2013, orRepublic Act No. 10533, was signed on May15, 2013
 Curriculum Innovations Issues

 1. A shift in educational goals and objectives towards using educational systems to prepare learners as
functioning citizens of the Twenty -first century. (Emerging Trends in Basic Education)

 2. Emphasis on education programs that enhance science and technology literacy and are introducing as much
ICT in schools as they can support.

 3. Pedagogically, shifts have also been occur ring away from traditional approaches where teachers are the major
authority in knowledge construction and transmission.

 4. Experimentation on various teaching-learning methods and approaches to attain a better integration of the
contents of the curriculum both within and across subject offerings.

 5. “Educators and curriculum developers, too, must work to ensure the effective implementation of new
curricular reforms and innovations.”

 6. Teachers in Elementary and High School will need to go through some adjustments with the new curriculum.
(k-12 implementation)

 7. LACK OF COLLEGE ENROLLEES. (k-12 implementation)


26. Global Concerns in the Curriculum:
 1. Quality Learners



 A. Good Health and Nutrition

 B. Early childhood psychosocial development experiences

 C.Regular attendance for learning

 D.Family support for learning

27. 2. Quality Learning Environments
 A. Physical Elements

 a. Quality of school facilities

 b. Interaction between school infrastructure and other quality dimensions.

 c. Class size



 B. Psychosocial elements

 a. Peaceful, safe environments, especially for girls.

 b. Teachers’ behaviors that affect safety.

 c. Effective school discipline policies.

 d. Inclusive environments.

 e. Non-violence.

28. 3. Quality Content
 1. Student-centered, non-discriminatory, standards-based curriculum structures. -
Curriculum should emphasize deep rather than broad coverage of important areas of
knowledge, authentic and contextualized problems of study, and problem-solving that stresses
skills development as well as knowledge acquisition.

 2. Uniqueness of local and national content. - quality content should include several
pivotal areas. These include literacy, numeracy, life skills and peace education — as well as
science and social studies.

 3. Literacy - Literacy, or the ability to read and write, is often considered one of the
primary goals of formal education.

 4. Numeracy - Also known as „quantitative literacy‟, numeracy encompasses a range of
skills from basic arithmetic and logical reasoning to advanced mathematics and interpretative
communication skills (Steen, 1999).

 5. Life Skills - are defined as “psycho-social and interpersonal skills used in every day
interactions…not specific to getting a job or earning an income”.

 6. Peace Education - Peace education seeks to help students gain the ability to prevent
conflict, and to resolve conflict peacefully when it does arise.

29. 4. Quality Processes
 A. Teachers

 a. Professional learning for teachers.

 b. Teacher competence and school efficiency.

 c. Continuing support for student-centered learning.

 d. Active, standards-based participation methods.

 e. Teacher beliefs that all students can learn.

 f. Teacher‟s working conditions.

30. B. Supervision and Support
 a. Student access to languages used at school.

 b. Using technologies to decrease rather than increase disparities.

 d. Diversity of processes and facilities.

31. 5. Quality Outcomes
 A. Using formative assessment to improve achievement outcomes. - Testing information
tends to be used primarily as a screening device to decide who can continue to the next grade
of level rather than as a tool to help improve educational quality for individuals and systems.

 B. Outcomes sought by parents. - Parents tend to see academic achievement as closely
related to the opportunity for social promotion and employment. - These anticipated outcomes
tend to be highly valued by families: future employment possibilities that result from education
seem to be a primary factor in the demand for primary education (Bergmann, 1996).

 C. Outcomes related to community participation, learner confidence and lifelong learning.
- Academic achievement is often used as an indicator of school quality because it is easily
measurable using standardized tests, while other outcomes may be more complex and less
tangible.

 D. Health outcomes. - Students should receive services to improve their health, such as
treatment for illness and infection and school feeding programmes to improve nutrition, as well
as curricular content that increases their knowledge and affects their behaviour related to
health and hygiene.

32. Innovation in education through the
pandemic
 School is an integral part of the rhythm of Filipino life. The entire year is often planned
by families based on when school opens and ends, and the students plan their future
based on the subjects they are taking. So when the COVID-19 pandemic caused the
largest disruption in education systems in history, we were not prepared for it.
 The Department of Education (DepEd) and Commission on Higher Education (CHEd)
decided to do online and blended learning classes, which proved to be challenging.
Fortunately, educators and educational resource providers collaborated to explore
innovative and creative lesson delivery models to ensure that learning never stops.

33. E-learning platforms
 Diwa’s Genyo e-Learning
 E-Tulay (DepEd)
 DepEd Commons (for Elementary and Secondary Learners)
 Google Learning Sessions
 Genyo e-Learning