The document discusses the historical development of curriculum in the Philippines from pre-Spanish times through the American colonial period and after independence. It outlines five motives that founded curriculum development: religious, political, utilitarian, mass education, and excellence in education. It also describes the essentialist and progressive schools of thought on curriculum and how the curriculum evolved under different ruling powers and their ideologies, as well as reforms post-independence to make education more nationally oriented and responsive to societal needs.
The document outlines rules and regulations for implementing the ARMM Basic Education Act of 2010 in the autonomous region of Muslim Mindanao in the Philippines. It discusses the role and responsibilities of school heads for public elementary and high schools. School heads are to act as both instructional leaders and administrative managers. They are responsible for setting school vision, managing resources, developing educational programs, and encouraging community involvement to deliver quality education programs.
Curriculum development in the Philippines by Karel Mie M. Pradomiekhy
This document discusses the historical development of curriculum in the Philippines from pre-Spanish times to present. It describes how the curriculum evolved under Spanish, American, and Japanese rule, as well as changes made after independence. Major shifts included the introduction of English, vocational subjects, and aligning the curriculum with societal needs. Under the 'New Society' in the 1970s, the curriculum emphasized moral virtues and practical skills to meet the country's challenges and integrate education with everyday life.
Historical perspective of education and the curriculum ofleonilitabadillo
The document discusses the historical development of curriculum in the Philippines under different ruling powers. It traces curriculum goals and methods from the pre-Hispanic informal education, to the religion-focused Spanish curriculum, the English-medium American curriculum, the Japanese propaganda-driven curriculum during WWII, and post-independence reforms emphasizing nationalism, democracy, and economic development. The changing curriculums reflected the goals and ideologies of successive foreign and local rulers in the Philippines.
The document discusses the organization and functions of the Department of Education and Culture in the Philippines. It outlines the various bureaus and boards under the department including Planning, Financial Management, Administration, and Information Services. It also describes the roles of the Secretary of Education and Culture as well as the different divisions within the Bureau of Elementary Education such as Curriculum Development, Staff Development, and Physical Facilities. Finally, it provides details on the duties and responsibilities of elementary school principals.
The document discusses the development of curriculum in the Philippines under different periods of history. During colonial rule, the curriculum served colonial goals and objectives. After independence, reforms were made including introducing the vernacular as the medium of instruction in primary schools and emphasizing a community school concept. Curriculum continued to be revised to meet the needs of the times and include more Philippine-oriented materials, vocational education, and use of new instructional technologies.
This document outlines various laws and policies that relate to school administration and supervision in the Philippines. It discusses laws around school curriculum, students, finance/support, and other topics. Some key points include:
- Laws that mandate the teaching of subjects like Spanish, Rizal's works, and religious instruction.
- Policies on compulsory education, tuition fees, and entrance exams.
- Acts governing the funding and support of schools as well as scholarships.
- Orders and circulars addressing issues like curriculum, personnel, and citizenship training.
- Decrees aiming to align education with national development goals.
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONJulie Anne Casa
Hope this will help you our fellow educators.
“We must always be mindful of who we are being while we are leading.” -Lolly Daskal, The Leadership Gap: What Gets Between You and Your Greatness
The document outlines rules and regulations for implementing the ARMM Basic Education Act of 2010 in the autonomous region of Muslim Mindanao in the Philippines. It discusses the role and responsibilities of school heads for public elementary and high schools. School heads are to act as both instructional leaders and administrative managers. They are responsible for setting school vision, managing resources, developing educational programs, and encouraging community involvement to deliver quality education programs.
Curriculum development in the Philippines by Karel Mie M. Pradomiekhy
This document discusses the historical development of curriculum in the Philippines from pre-Spanish times to present. It describes how the curriculum evolved under Spanish, American, and Japanese rule, as well as changes made after independence. Major shifts included the introduction of English, vocational subjects, and aligning the curriculum with societal needs. Under the 'New Society' in the 1970s, the curriculum emphasized moral virtues and practical skills to meet the country's challenges and integrate education with everyday life.
Historical perspective of education and the curriculum ofleonilitabadillo
The document discusses the historical development of curriculum in the Philippines under different ruling powers. It traces curriculum goals and methods from the pre-Hispanic informal education, to the religion-focused Spanish curriculum, the English-medium American curriculum, the Japanese propaganda-driven curriculum during WWII, and post-independence reforms emphasizing nationalism, democracy, and economic development. The changing curriculums reflected the goals and ideologies of successive foreign and local rulers in the Philippines.
The document discusses the organization and functions of the Department of Education and Culture in the Philippines. It outlines the various bureaus and boards under the department including Planning, Financial Management, Administration, and Information Services. It also describes the roles of the Secretary of Education and Culture as well as the different divisions within the Bureau of Elementary Education such as Curriculum Development, Staff Development, and Physical Facilities. Finally, it provides details on the duties and responsibilities of elementary school principals.
The document discusses the development of curriculum in the Philippines under different periods of history. During colonial rule, the curriculum served colonial goals and objectives. After independence, reforms were made including introducing the vernacular as the medium of instruction in primary schools and emphasizing a community school concept. Curriculum continued to be revised to meet the needs of the times and include more Philippine-oriented materials, vocational education, and use of new instructional technologies.
This document outlines various laws and policies that relate to school administration and supervision in the Philippines. It discusses laws around school curriculum, students, finance/support, and other topics. Some key points include:
- Laws that mandate the teaching of subjects like Spanish, Rizal's works, and religious instruction.
- Policies on compulsory education, tuition fees, and entrance exams.
- Acts governing the funding and support of schools as well as scholarships.
- Orders and circulars addressing issues like curriculum, personnel, and citizenship training.
- Decrees aiming to align education with national development goals.
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONJulie Anne Casa
Hope this will help you our fellow educators.
“We must always be mindful of who we are being while we are leading.” -Lolly Daskal, The Leadership Gap: What Gets Between You and Your Greatness
Educational planning models is a topic from the subject Educational Planning (EdM 405) for the degree Master of Arts in Educational Management, planning process model, bell's strategic planning model, kaufman's strategic planning model, franco planning model
Philosophical and Sociological Foundations of Philippine Education System_PhD...Marlon Villaluz
The document provides an overview of the development of the Philippine education system from pre-colonial times through the present day K-12 program. It describes how the system was influenced by Spanish, American, and Japanese colonial rule, establishing formal schools and standardized curricula. The post-colonial system developed a trifocal structure overseen by different government agencies. The new K-12 program aims to strengthen early education, make the curriculum more relevant, and build proficiency in mother tongues and English/Filipino to better prepare students for tertiary education and compete globally.
This document discusses the history and development of curriculum in the Philippines. It covers the influences of Spanish colonial rule, American rule, and the Japanese occupation on the Philippine curriculum. It also describes the essentialist and progressive schools of thought on curriculum development. Additionally, it discusses the modernization and reforms of the Philippine curriculum after independence, including an emphasis on moral values, relevance, vocational education, and national consciousness. The document provides context on how political, economic, social, and religious factors have shaped curriculum development in the Philippines over time.
This document provides an overview of different curriculum models, including their key components and steps. It discusses the Wheeler, Tyler, Dynamic, Skilbeck, and Taba models. The Wheeler model focuses on situational analysis and a continuous cycle of curriculum development. The Tyler model consists of four steps: determining objectives, identifying educational experiences, organizing experiences, and evaluating objectives. The Dynamic model sees curriculum development as flexible and interactive. The Skilbeck model locates curriculum within a cultural framework. The Taba model advocates an inductive approach starting with specifics and allows teachers to design curriculum from the ground up.
The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also outlines policies to improve access and quality such as establishing schools in underserved areas, creating teaching positions, and implementing a Social Reform Agenda.
Concepts, nature and purpose of curriculumMona Gracia
This document discusses different perspectives on curriculum. It defines curriculum as all the learning experiences planned by the school, according to Ralph Tyler in 1957. Traditional views saw curriculum as written documents focusing on core subjects like grammar and mathematics. Progressive views, like John Dewey's, saw curriculum as all experiences children have under teacher guidance. The document also discusses curriculum development models, types of curriculum operating in schools, philosophical foundations, and psychological foundations of curriculum.
Indigenous peoples education curriculum of the PhilippinesBobby Mascarenas
The document outlines an alternative learning system (ALS) curriculum for indigenous peoples in the Philippines with the goal of achieving functional literacy. The curriculum aims to develop five key competencies in students: 1) effective communication, 2) scientific and critical thinking, 3) developing self and community, 4) sustainable use of resources, and 5) expanding one's world view. It emphasizes teaching subjects like family life, health, civic participation, economics, and environmental protection from an indigenous perspective using culturally-appropriate methods. The curriculum is designed using a rights-based approach to uphold indigenous peoples' social and cultural integrity as well as self-determination.
The American curriculum established in Philippine public schools after the 1900s was aimed at conquering Filipinos intellectually as well as physically. The curriculum and teaching materials focused on American culture, ideals, and values. English was the primary language of instruction. During the Commonwealth period from 1935-1946, the curriculum expanded to include subjects like farming, trade, and domestic science. The 1940 Educational Act reorganized elementary schools and established collegiate normal schools for teacher training.
The document outlines the principles and objectives of education in the Philippines. It aims to provide a broad general education to help individuals reach their full potential and participate productively in society. It also aims to develop skills for national development, high-level professions to provide leadership, and respond effectively to changing needs through planning and evaluation. The education system is organized by the Department of Education with central and field offices responsible for administration at national and local levels respectively.
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
Philosophy, goals and objective of educationPaulpogz
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
The document summarizes key sections of Republic Act No. 7722, also known as the Higher Education Act of 1994. The act establishes the Commission on Higher Education (CHED) as the governing body for higher education in the Philippines. It outlines CHED's powers and functions, which include setting standards, monitoring performance, and allocating funding. The act also creates the Higher Education Development Fund to strengthen higher education in the country through government and private contributions.
History of Curriculum Development in the Philippinesyuanshirota
The document provides an overview of the history of curriculum development in the Philippines from pre-Spanish times to the present K-12 system. It discusses the curriculum approaches under different ruling nations and time periods, including the pre-Hispanic, Spanish, American, Japanese, Commonwealth, and post-WWII eras. The objectives of curriculum shifted from promoting cultural traditions to integrating democratic and nationalistic ideals. The K-12 system introduced in recent decades aims to develop students holistically through a learner-centered approach and emphasis on vocational skills.
Activity 2 historical background of curriculum in the philippinesladykenndagatan
The document provides an overview of the history of education in the Philippines from pre-Hispanic times through the modern era. It describes how education was conducted during periods of Spanish colonial rule, American occupation, Japanese occupation, and independence. It notes that the Americans established a public school system and used education to promote democracy, while the Japanese aimed to spread Japanese culture and language. It also outlines the development of the Philippine education system and curriculum over time.
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
The document provides a historical overview of curriculum foundations from the colonial period to the early 20th century. It discusses the evolution of curriculum from basic elementary education focusing on religion and the three R's, to the establishment of Latin grammar schools and academies, and the rise of universal public education. Key developments included Dr. Benjamin Rush advocating for free public schools, the emergence of committees to standardize high school curriculum, and early 20th century educators like Dewey, Bobbitt, and Tyler establishing principles for a modern, progressive curriculum focused on students' needs, experiences, and societal goals.
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Education For All(EFA) in Non-Formal EducationAlex Legara
Education for All is a global movement seeking consensus on meeting basic learning needs for all people. Its key objectives include institutionalizing early childhood education, improving primary education quality and efficiency, eradicating illiteracy, and providing basic skills and knowledge to help adults improve their lives. Alternative delivery systems, the alternative learning system, and continuing education are some concepts related to implementing the Philippine plan of action for Education for All.
The technical/scientific approach is a step-by-step method for designing curriculum based on Tyler's model. It involves experimentally forming objectives, taking steps to achieve outcomes, and evaluating results. The 7 steps are: diagnosing needs, formulating objectives, specifying content, organizing content, selecting learning experiences, organizing learning experiences, and evaluating through defined means. The approach views curriculum development as a rational, universal, and objective process similar to engineering.
One of the essential topics for the course School Administration and Supervision, a required course leading the degree Master of Arts in Education- Educational Management
Presented at Bulacan Agricultural State College (1st semester for s.. 2018-2019)
This document discusses the history and development of curriculum in the Philippines from pre-Spanish times to the present. It outlines key definitions of curriculum and describes the predominant essentialist and progressive approaches to curriculum development. The document also examines factors that influence curriculum selection, implementation, and evaluation. Current trends discussed include bilingual education, early childhood care and development, and other issues like access to preschool education.
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
Educational planning models is a topic from the subject Educational Planning (EdM 405) for the degree Master of Arts in Educational Management, planning process model, bell's strategic planning model, kaufman's strategic planning model, franco planning model
Philosophical and Sociological Foundations of Philippine Education System_PhD...Marlon Villaluz
The document provides an overview of the development of the Philippine education system from pre-colonial times through the present day K-12 program. It describes how the system was influenced by Spanish, American, and Japanese colonial rule, establishing formal schools and standardized curricula. The post-colonial system developed a trifocal structure overseen by different government agencies. The new K-12 program aims to strengthen early education, make the curriculum more relevant, and build proficiency in mother tongues and English/Filipino to better prepare students for tertiary education and compete globally.
This document discusses the history and development of curriculum in the Philippines. It covers the influences of Spanish colonial rule, American rule, and the Japanese occupation on the Philippine curriculum. It also describes the essentialist and progressive schools of thought on curriculum development. Additionally, it discusses the modernization and reforms of the Philippine curriculum after independence, including an emphasis on moral values, relevance, vocational education, and national consciousness. The document provides context on how political, economic, social, and religious factors have shaped curriculum development in the Philippines over time.
This document provides an overview of different curriculum models, including their key components and steps. It discusses the Wheeler, Tyler, Dynamic, Skilbeck, and Taba models. The Wheeler model focuses on situational analysis and a continuous cycle of curriculum development. The Tyler model consists of four steps: determining objectives, identifying educational experiences, organizing experiences, and evaluating objectives. The Dynamic model sees curriculum development as flexible and interactive. The Skilbeck model locates curriculum within a cultural framework. The Taba model advocates an inductive approach starting with specifics and allows teachers to design curriculum from the ground up.
The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also outlines policies to improve access and quality such as establishing schools in underserved areas, creating teaching positions, and implementing a Social Reform Agenda.
Concepts, nature and purpose of curriculumMona Gracia
This document discusses different perspectives on curriculum. It defines curriculum as all the learning experiences planned by the school, according to Ralph Tyler in 1957. Traditional views saw curriculum as written documents focusing on core subjects like grammar and mathematics. Progressive views, like John Dewey's, saw curriculum as all experiences children have under teacher guidance. The document also discusses curriculum development models, types of curriculum operating in schools, philosophical foundations, and psychological foundations of curriculum.
Indigenous peoples education curriculum of the PhilippinesBobby Mascarenas
The document outlines an alternative learning system (ALS) curriculum for indigenous peoples in the Philippines with the goal of achieving functional literacy. The curriculum aims to develop five key competencies in students: 1) effective communication, 2) scientific and critical thinking, 3) developing self and community, 4) sustainable use of resources, and 5) expanding one's world view. It emphasizes teaching subjects like family life, health, civic participation, economics, and environmental protection from an indigenous perspective using culturally-appropriate methods. The curriculum is designed using a rights-based approach to uphold indigenous peoples' social and cultural integrity as well as self-determination.
The American curriculum established in Philippine public schools after the 1900s was aimed at conquering Filipinos intellectually as well as physically. The curriculum and teaching materials focused on American culture, ideals, and values. English was the primary language of instruction. During the Commonwealth period from 1935-1946, the curriculum expanded to include subjects like farming, trade, and domestic science. The 1940 Educational Act reorganized elementary schools and established collegiate normal schools for teacher training.
The document outlines the principles and objectives of education in the Philippines. It aims to provide a broad general education to help individuals reach their full potential and participate productively in society. It also aims to develop skills for national development, high-level professions to provide leadership, and respond effectively to changing needs through planning and evaluation. The education system is organized by the Department of Education with central and field offices responsible for administration at national and local levels respectively.
Goal-free evaluation (GFE) is an evaluation approach where the evaluator conducts the evaluation without knowledge of the program's stated goals and objectives. The GFE evaluator attempts to observe all actual outcomes of the program, intended or unintended, in order to determine what the program actually does without reference to what it intends to do. GFE has benefits such as reducing bias, uncovering unintended effects, and aligning goals with actual outcomes, but criticisms include the risk of missing important effects and lack of guidance for implementation.
Philosophy, goals and objective of educationPaulpogz
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
The document summarizes key sections of Republic Act No. 7722, also known as the Higher Education Act of 1994. The act establishes the Commission on Higher Education (CHED) as the governing body for higher education in the Philippines. It outlines CHED's powers and functions, which include setting standards, monitoring performance, and allocating funding. The act also creates the Higher Education Development Fund to strengthen higher education in the country through government and private contributions.
History of Curriculum Development in the Philippinesyuanshirota
The document provides an overview of the history of curriculum development in the Philippines from pre-Spanish times to the present K-12 system. It discusses the curriculum approaches under different ruling nations and time periods, including the pre-Hispanic, Spanish, American, Japanese, Commonwealth, and post-WWII eras. The objectives of curriculum shifted from promoting cultural traditions to integrating democratic and nationalistic ideals. The K-12 system introduced in recent decades aims to develop students holistically through a learner-centered approach and emphasis on vocational skills.
Activity 2 historical background of curriculum in the philippinesladykenndagatan
The document provides an overview of the history of education in the Philippines from pre-Hispanic times through the modern era. It describes how education was conducted during periods of Spanish colonial rule, American occupation, Japanese occupation, and independence. It notes that the Americans established a public school system and used education to promote democracy, while the Japanese aimed to spread Japanese culture and language. It also outlines the development of the Philippine education system and curriculum over time.
This document discusses curriculum development in the Philippine context. It defines curriculum as the sum of all learning experiences organized by the school. It also discusses different approaches to curriculum such as technical, behavioral, systems-based, and humanistic approaches. It outlines factors that influence curriculum development like society, learners' needs, and educational principles. The document also compares essentialist and progressive philosophies of curriculum, which see it as rigid vs flexible respectively. It examines elements of curriculum like intent, content, learning experiences, and evaluation.
The document provides a historical overview of curriculum foundations from the colonial period to the early 20th century. It discusses the evolution of curriculum from basic elementary education focusing on religion and the three R's, to the establishment of Latin grammar schools and academies, and the rise of universal public education. Key developments included Dr. Benjamin Rush advocating for free public schools, the emergence of committees to standardize high school curriculum, and early 20th century educators like Dewey, Bobbitt, and Tyler establishing principles for a modern, progressive curriculum focused on students' needs, experiences, and societal goals.
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
Education For All(EFA) in Non-Formal EducationAlex Legara
Education for All is a global movement seeking consensus on meeting basic learning needs for all people. Its key objectives include institutionalizing early childhood education, improving primary education quality and efficiency, eradicating illiteracy, and providing basic skills and knowledge to help adults improve their lives. Alternative delivery systems, the alternative learning system, and continuing education are some concepts related to implementing the Philippine plan of action for Education for All.
The technical/scientific approach is a step-by-step method for designing curriculum based on Tyler's model. It involves experimentally forming objectives, taking steps to achieve outcomes, and evaluating results. The 7 steps are: diagnosing needs, formulating objectives, specifying content, organizing content, selecting learning experiences, organizing learning experiences, and evaluating through defined means. The approach views curriculum development as a rational, universal, and objective process similar to engineering.
One of the essential topics for the course School Administration and Supervision, a required course leading the degree Master of Arts in Education- Educational Management
Presented at Bulacan Agricultural State College (1st semester for s.. 2018-2019)
This document discusses the history and development of curriculum in the Philippines from pre-Spanish times to the present. It outlines key definitions of curriculum and describes the predominant essentialist and progressive approaches to curriculum development. The document also examines factors that influence curriculum selection, implementation, and evaluation. Current trends discussed include bilingual education, early childhood care and development, and other issues like access to preschool education.
The document discusses the historical foundations and major concepts of curriculum, including its definitions, purposes, nature and development from different viewpoints. It also examines the philosophical, psychological and social foundations that influence curriculum design. Furthermore, the document outlines the typical components of curriculum, such as objectives, content, learning experiences and evaluation approaches.
The document discusses curriculum development in the Philippine context. It defines curriculum and outlines two predominant schools of thought on curriculum development - the essentialist school and the progressive school. The essentialist school views curriculum as rigid subjects aimed at maintaining the status quo, while the progressive school sees curriculum as flexible based on learner interests to develop independent thinking. The document also discusses factors to consider in selecting curriculum aims and objectives, such as analyzing culture and knowledge in the subject area.
Curriculum Development: Concepts, Nature and Purposes of CurriculumAyefsmotCaye
The document discusses different points of view on curriculum from traditional to progressive perspectives. Traditionally, curriculum was viewed as a body of subjects or course of study, but progressive views defined it more broadly as all experiences students have under teacher guidance. Major curriculum development models are discussed, including Tyler's rationale of specifying objectives, experiences, organization, and evaluation, and Taba's grassroots approach involving teacher participation. Philosophical foundations of curriculum are also outlined, describing perspectives like perennialism, essentialism, progressivism, and reconstructionism that have influenced curriculum aims, roles, foci and trends.
The document discusses the historical development of curriculum in various contexts and time periods. It describes five motives that have influenced curriculum development: religious, political, utilitarian, mass education, and the tension between traditional vs modern approaches. It then provides details on curriculum development in the Philippines from the pre-Spanish period through independence, highlighting changes in approaches and influences from Spanish, American, Japanese and post-war reforms.
The document discusses curriculum development in the Philippine context. It defines curriculum and outlines two main schools of thought on curriculum - the essentialist school and the progressive school.
The essentialist school views curriculum as rigid consisting of core subjects. It aims to fit learners into the existing social order. In contrast, the progressive school conceives of curriculum as flexible based on learner interests and experiences. It is learner-centered and aims to create independent thinking in learners.
The document also discusses models of curriculum development like Ralph Tyler's four basic principles and Hilda Taba's grassroots approach. It outlines common steps in curriculum development as selecting aims and objectives, selecting content and learning experiences, organizing experiences, and evaluating outcomes.
concepts, nature, and purposes of curriculumgaestimos
This document discusses different perspectives on the concept, nature, and purpose of curriculum. It outlines traditional and progressive views of curriculum, including definitions that see curriculum as a body of subjects or the total learning experiences of an individual. The document also discusses models of curriculum development, such as Ralph Tyler's four basic principles and Hilda Taba's grassroots approach. Finally, it examines the philosophical, historical, psychological, and social foundations that influence curriculum.
1. The document outlines key concepts in curriculum development including definitions of curriculum, approaches to curriculum as content, process and product, models of curriculum development, and philosophical, historical, psychological and social foundations of curriculum.
2. Major curriculum development models discussed include Tyler's four basic principles and Taba's grassroots approach.
3. Foundations of curriculum development explored include perspectives from philosophers like Dewey, essentialists, and reconstructionists, as well as influences from theorists in psychology and the social sciences.
1. Society and student needs change over time, so the curriculum needs to be updated periodically to remain relevant.
2. Keeping the curriculum static means students are not learning the latest knowledge and skills needed in the current world.
3. Other schools will be providing more modern curricula, putting this school at a competitive disadvantage.
This document discusses different perspectives on curriculum and curriculum development. It defines curriculum broadly as the total learning experiences of individuals, not just subjects taught in school. Traditionally, curriculum was viewed as a set of subjects or disciplines, but progressive views define it as all planned and enacted experiences. Curriculum development models like Tyler's and Taba's emphasize defining objectives, selecting content, organizing learning experiences, and evaluating outcomes. Schools implement recommended, written, taught, supported, assessed, learned, and hidden curriculums.
This document discusses the history and development of curriculum in the Philippines from pre-Spanish times to the present. It covers the influences of Spanish colonial rule, American occupation, Japanese occupation, and the development of curriculum under the Philippine Commonwealth and Republic. It addresses key factors in curriculum development like cultural values, knowledge of learners, and teaching/learning theories. It also describes the lack of framework prior to recent reforms and the need to base curriculum on learners, learning processes, and cultural contexts.
This document discusses concepts and definitions of curriculum from both traditional and modern perspectives. It provides several definitions of curriculum from different authors, focusing on curriculum as a structured set of learning outcomes or tasks. The document also discusses curriculum planning, development, and innovation. It outlines factors to consider in curriculum development like the nature of society and needs of learners. Finally, it discusses two predominant schools of thought on curriculum development - the essentialist school which views curriculum as rigid disciplines, and the progressive school which sees curriculum as flexible and learner-centered.
Educ-6-ppt (1).pptx Teaching and learningKurthHigayon
This document discusses different perspectives on the concept, nature, and purposes of curriculum. It describes traditional and progressive views of curriculum, including essentialist perspectives that curriculum should focus on core academic subjects, and progressive views that emphasize experiential learning centered around students' interests. The document also outlines models of curriculum development from theorists like Ralph Tyler and Hilda Taba, and discusses how curriculum is influenced by philosophical, psychological, and social factors in both its design and implementation in schools.
Curriculum
Meaning, Definition and Nature
Dictionary meaning of the word curriculum stands for ‘chariot for racing’.
Derived from the Latin word ‘currere’.
The Chariot takes us from what we are to what we shall be.
According to Secondary Education Commission (1952-53) “Curriculum does not mean only the academic subjects traditionally taught in the school, but it includes the totality of the experiences that learner receives through the manifold activities that go in the school, in the classroom, library, laboratory, workshop, playground and in the numerous informal contacts between the teacher and the learners”.
According to Cunningham “Curriculum is the tool in the hands of the artist (the teacher) to mould his material (the students) according to his ideals (aims and objectives) in his studio (the school)”.
According to Krug “Curriculum is subject matter content which is taught to a person in order to educate him”.
According to Kerr “Curriculum comprises all the course offered to the learner which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school”.
According to Crow and Crow “Curriculum includes all the learners’ experience which the child gets under the guidance of a teacher, in or outside school, that are included in the programme which has been devised to help him develop mentally, physically, emotionally, socially, spiritually and morally”.
According to Saylor and Alexander “Curriculum is the Environment in which the education takes place”.
According to Saylor, Alexander and Lewis “Curriculum is planned opportunities for learning for persons to be educated”.
According to Smith “Curriculum deals with the learning outcomes which are to be achieved through instruction or experience”.
Nature
Curriculum is a means to achieve some end.
Curriculum is a series of experiences.
Curriculum is a process of living.
Curriculum is a dynamic process.
Curriculum helps in the development of a balanced personality
Curriculum and the society are interrelated and inter-dependent.
The document discusses the nature and scope of curriculum development in the Philippine context. It defines curriculum and outlines the key steps in curriculum development. It also discusses two predominant schools of thought on curriculum - the essentialist and progressive schools. Additionally, it examines factors that influence curriculum development such as cultural values, knowledge of learners, and teaching/learning theories. The document also provides historical context on curriculum development in the Philippines from the pre-Spanish era to the present.
The document provides an overview of curriculum development concepts. It defines curriculum and discusses different points of view on curriculum, including the traditional essentialist view and progressive view. It also outlines two models of curriculum development: Ralph Tyler's model and Hilda Taba's model. Additionally, it discusses foundations of curriculum including sociological, philosophical, historical, and psychological foundations. Major learning theories that provide foundations for curriculum are also summarized, including behaviorism, cognitivism, and humanistic psychology.
The document discusses different types of curriculum:
1. Recommended curriculum refers to proposals from experts on what should be taught.
2. Written curriculum appears in official documents outlining standards and guidelines for schools.
3. Taught curriculum is what teachers actually deliver in classrooms based on student needs.
4. Supported curriculum includes resources like textbooks that help implement the curriculum.
5. Assessed curriculum evaluates student progress through tests.
6. Learned curriculum is what students actually learn based on assessment results.
7. Hidden curriculum includes unintended influences on students from the school environment.
This document discusses the bases and foundations of curriculum adaptation. It identifies several factors that influence curriculum goals and design, including social forces, theories of human development, learning styles, and technology. It also outlines several curriculum criteria like goals, diversity, flexibility, and problem solving. The document then examines the nature of subject matter, society, and individuals as basic focal points for curriculum decisions. It explores the philosophical foundations of curriculum in perennialism, essentialism, progressivism, and reconstructionism. Finally, it analyzes the psychological foundations in behaviorism, cognitivism, humanism, and social foundations.
This document discusses key concepts and approaches related to curriculum development. It defines curriculum in various ways and outlines two predominant schools of thought on curriculum - the essentialist school and the progressive school. The essentialist school views curriculum as rigid subjects aimed at maintaining the status quo, while the progressive school sees curriculum as flexible based on learner interests and using experiential learning. The document also discusses models of the curriculum development process, including Tyler's linear model and other non-linear approaches. It outlines steps in curriculum development such as selecting aims and objectives, content, organizing learning experiences, and evaluation.
The document discusses various perspectives on curriculum from traditional and progressive views. Under the traditional point of view, figures like Robert Hutchins, Arthur Bestor, and Joseph Schwab viewed curriculum as focusing on core subjects like grammar, literature, mathematics, and emphasizing knowledge from academic disciplines. Progressive views defined curriculum more broadly as all the experiences and learning under the guidance of teachers. The document also discusses models of curriculum development from Ralph Tyler and Hilda Taba, and describes different types of curricula like recommended, written, taught, supported, assessed, learned, hidden, concomitant, phantom, and null curricula. It outlines four main educational philosophies that influence curriculum - perennialism, essentialism, progressiv
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3. The development of curriculum in
history is basically founded on five
outstanding motives:
(1) The religious
(2) The political
(3) The utilitarian
(4) The mass education motive
(5) The motive for excellence in education
6. Traditional Schools
• Traditional schools defined
curriculum as a group of subjects
arranged in a certain sequence
peculiar to the subject field itself for
the purpose of instruction.
• Unique needs and interests have
been placed second to “the common
needs of all.”
7. Modern Dimension of Curriculum
• The modern dimension of curriculum
consists of all experiences for learning
which are planned and organized by the
school.
• It is composed of the actual experiences
and activities of learners inside or outside
the classroom under the guidance of the
teacher and for which the school accepts
responsibility.
8. Definitions of Curriculum
• Some authors define curriculum as “the
total effort of the school to bring about
desired out-comes in school and out-of-
school situations” or “a sequence of
potential experiences set up in school for
the purpose of disciplining children and
youth in group ways of thinking and
acting”.
9. Curriculum Planning
• A Curriculum Plan is the advance
arrangement of learning opportunities
for a particular population of learners.
• A Curriculum Guide is a written
curriculum.
10. Curriculum Planning
• A Curriculum Planning is the process
whereby the arrangement of
curriculum plans or learning
opportunities are created.
11. Curriculum Planning
• It is the process of preparing for the
duties of teaching, deciding upon
goals and emphases, determining
curriculum content, selecting learning
resources and classroom procedures,
evaluating progress, and looking
toward next steps.
12. Curriculum Development
• It is defined as the process of
selecting, organizing, executing, and
evaluating learning experiences on
the basis of the needs, abilities, and
interests of learners and the nature of
the society or community.
13. Curriculum Laboratory
• Curriculum Laboratory is a place or
workshop where curriculum materials are
gathered or used by teachers or learners
of curriculum.
• Resource Unit is a collection or suggested
learning activities and materials organized
around a given topic or area which a
teacher might utilize in planning,
developing, and evaluating a learning unit.
14. Parts of Resource Unit
1. Introduction or short explanation of the
importance of the topic;
2. Objectives or anticipated outcomes;
3. Content of the unit;
4. Unit Activities;
5. Evaluation; and
6. Bibliography of useful materials.
15. Course of Study
• It is an official guide prepared for use
by the administrators, supervisors,
and teachers of a particular school
system as an aid to teaching a given
subject or areas of study for a given
level or grade, combinations of grades
or other designated class or group of
learners.
16. Course of Study
It usually includes the following:
1.Aims of the course;
2.The expected outcomes;
3.The scope and nature of materials to
be studied;
17. Course of Study
4. Suitable instructional aids;
5. Textbooks;
6. Supplementary activities;
7. Teaching methods; and
8. Techniques of evaluation of
achievements.
19. Two Schools of Thought on
Curriculum Development
Two schools of thought predominated
throughout the history of curriculum
development;
1.the essentialist school
2.the progressive school
20. The Essentialist School
• It considers the curriculum as something
rigid consisting of discipline subjects.
• It considers all learners as much as the
same and it aims to fit the learner into the
existing social order and thereby maintain
the status quo.
• Its major motivation is discipline and
considers freedom as an outcome and not
means of education.
21. The Essentialist School
• Its approach is authoritative and the
teacher’s role is to assign lessons and
recite recitations.
• It is book-centered and the methods
recommended are memory work, mastery
of facts and skills, and development of
abstract intelligence.
22. The Essentialist School
• It has no interest in social action and life
activities.
• Its measurement of outcomes are
standard tests based on subject matter
mastery.
23. The Progressive School
• It conceives of the curriculum as
something flexible based on areas of
interest.
• It is learner-centered, having in mind
that no two persons are alike.
• Its factor of motivation is individual
achievement believing that persons
are naturally good.
24. The Progressive School
• The role of the teacher is to stimulate
direct learning process.
• It uses a life experience approach to
fit the student for future social action.
25. The Progressive School
• Constant revision of aims and
experimental techniques of learning
and teaching are imperatives in
curriculum development in order to
create independent thinking, initiative,
self-reliance, individuality, self-
expression and activity in the learner.
26. The Progressive School
• Its measurements of outcome are
now devices taking into consideration
subject matter and personality values.
27. Different Theories
• Conflicting philosophies of education have
influenced curriculum principles and
practices.
• A number of “self-evident educational
truths” in the past are now seen to be
rather educational myths, such as:
teachers know, children or learners don’t;
all learners should be treated alike.
28. Different Theories
• The fundamental concepts of some
curricula have changed.
• In many areas, new methodologist –
programmed instruction, computer-
assisted instruction, tutorials, large-and-
small-group instruction, and a variety of
individualized instruction procedures –
have been developed.
29. Different Emphasis
• There is the curricular emphasis upon
subject matter for the mind, with
priority in value to literature,
intellectual history, ideas of religion,
philosophy, studies.
• There is the curricular emphasis on
observable fact, the world of things.
30. Different Emphasis
• Another curricular emphasis is the
school which defends its purpose
through the tenets of scholasticism.
• A curricular emphasis that is worth
mentioning is that school which
stresses the importance of
experience-process.
31. Different Emphasis
• A recent curricular emphasis is that of
existing choice.
• The learner must learn skills, acquire
knowledge, and make decisions.
33. Curriculum Development in the
Philippines
• Curriculum development in the
Philippines touched on the religion,
political, economic, and social
influences and events that took place
in the country.
• Colonial rule in the Philippines
tailored the curriculum to serve
colonial goals and objectives.
34. Curriculum Development in the
Philippines
• The Pre-Spanish Curriculum
• The Spanish-devised Curriculum
• The American-devised Curriculum
• The Curriculum During the
Commonwealth
• The Japanese-devised Curriculum
35. Curriculum Development in the
Philippines
• The Curriculum During the Liberation
Period
• The Curriculum During the Philippine
Republic
• Curriculum in The New Society
Education
36. Curriculum Development in the
Philippines
• Language
• Science And Technology
• Arts And Culture
• Sports
37. The Pre-Spanish Curriculum
• The Filipino possessed a culture of their
own.
• They had contacts with other foreign
peoples from Arabia, India, China, Indo-
China and Borneo.
• “The inhabitants were a civilized people,
possessing their systems of writing, laws
and moral standards in a well-organized
system of government.
38. The Pre-Spanish Curriculum
• As shown in the rule of the barangay,
their code of laws-the Code of
Kalantiao and Maragtas-their belief in
the Bathala, and the solidarity of the
family were obedience and respect
had been practiced.
39. The Spanish-devised Curriculum
• The Spanish missionaries aim to
control of the Filipinos, body and soul.
• The curriculum then consisted of the
three R’s-reading, writing and religion
to attain goals were the acceptance of
Catholicism and the acceptance of
Spanish rule.
40. The Spanish-devised Curriculum
• The schools were parochial or
convent schools.
• The main reading materials were the
cartilla, the caton and the catecismo.
• The method of instructions was
mainly individual memorization.
41. The American-devised
Curriculum
• The motive of the American was
conquering the Filipinos not only
physically but also intellectually.
• The curriculum was based on the
ideals and traditions of America and
her hierarchy of values.
• English was the medium of
instruction.
42. The American-devised Curriculum
• The primary curriculum prescribed for
the Filipinos consisted of three grades
which provides training in two
aspects.
(1) body training-physical education
(2) Mental training-English, nature
study, and arithmetic.
43. The Curriculum During the
Commonwealth
• The period of the Commonwealth
(1935-1946) may be considered as the
period of expansion and reform in the
Philippine curriculum.
• The educational leaders expanded the
curriculum by introducing course in
farming, domestic science, etc.
44. The Curriculum During the
Commonwealth
• Commonwealth Act 586, also known
as Educational Act of 1940,
reorganized the elementary school
system.
• This measured ushered the beginning
of the decline of the efficiency of
elementary education.
45. The Japanese-devised
Curriculum
• They devised the curriculum for the
Filipino to suit their vested interest.
• They introduced many changes in the
curriculum by including Nippongo and
abolishing English as a medium of
instruction and as a subject.
46. The Japanese-devised
Curriculum
• All textbooks were censored and
revised.
• It cause a blackout in Philippines
education and impeded the
educational progress of the Filipinos.
47. The Curriculum During the Liberation
Period
• In 1945, during the liberation period, steps
were taken to improve the curriculum
existing before the war. Some steps taken
were to restore Grade VII, to abolish the
double-single session and most especially,
to adopt the modern trends in education
taken from the United States.
• The school curriculum remained basically
the same as before and was still subject-
centered.
48. The Curriculum During the
Philippine Republic
• Great experiments in the community
school idea and the use vernacular in
the first two grades of the primary
schools as the medium of instruction
were some of them.
49. The Curriculum During the
Philippine Republic
• 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.
• It is a source of gratification also to note
that our schools are increasingly using
instructional materials that are Philippine-
oriented.
50. The Curriculum During the
Philippine Republic
• This policy been formulated by our
educational leaders, the most recent
example of which being Department
Memorandum No. 30, 1966.
• This particular memorandum sets the
order of priority in the purchase of
books for use in our schools as
follows:
51. The Curriculum During the
Philippine Republic
• Books which are contributions to
Philippine Literature.
• Books on character education and
other library materials.
• Library equipment and permanent
features.
52. Community in The New Society
• “To guarantee that the educational system
would be relevant and responsive to the
challenges and requirements of national,
provincial and local development.”
• President Ferdinand Marcos pursuant to
Proclamation No. 1081 issued last Sept.
29, 1972, Decree No. 6 known as the
Educational Development Decree of 1972,
to take effect immediately.
53. Community in The New Society
• To advance its objectives, the Educational
Development Decree has formulated a
ten-year program based on a number of
principle, among them: improvement of
curricular programs and quality of
instruction at all levels by upgrading
physical facilities; adopting cost-saving
instructional technology and training and
retaining of teachers and administrators;
upgrading of academic standards …….
54. Community in The New Society
……… standards through accreditation
schemes, admissions testing and
guidance counseling; and democratization
of access to education by financial
assistance to poor but deserving students,
skills training programs for out of school
youth and a continuing educational
program for illiterate adults.
55. Community in The New Society
• The emphasis of the New Society are
on moral values, relevance, proper
methods of teaching, retraining of
teachers, vocational an technical
education, bilingualism, national
consciousness and cultural values.
56. Community in The New Society
The curricular redirection of the New
Society:
• Should be redirected on development
of moral virtues
• As a means of integrating education
and life
• Should reflect the urgent need and
problems facing the country today
57. Community in The New Society
• Should be viewed in terms of
learnings to be acquired
• All teaching shall seek to develop
comprehensive under-standing of all
subjects
• Co-curricular youth programs shall be
restructured and enriched
• Non-formal education shall be
recognized
58. Education
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.
Section 2. The State shall:
59. Education
1. Establish, maintain and support a
complete, adequate and integrated
system of education relevant to the
needs of the people and society;
2. Establish and maintain a system of
free public education in the
elementary and high school levels.
60. Education
3. Establish and maintain a system of
scholarship grants and other
incentives;
4. Encourage out-of-school study
programs particularly those that
respond to community needs;
61. Education
1. Provide adult citizens, the disabled
and out-of-school with training in
civics, vocational efficiency, and
other skills.
Section 3.
1. All educational institutions shall
include the study of Constitution as
part of the curricula.
62. Education
2. They shall inculcate patriotism and
nationalism;
3. Religion shall be allowed to be
taught to their children.
63. Education
Section 4.
1.The State recognizes the complementary
roles of public and private institutions in
the educational system and shall
exercises reasonable supervision and
regulation of all educational institutions.
2.The Congress may, however, require
increased Filipino equity participation in all
educational institutions.
64. Education
1. All revenues and assets of non-stock,
no-profit educational institutions used
actually, directly, and exclusively for
educational purposes shall be exempt
from taxes and duties.
2. Subject to conditions prescribed by law,
all grants, endowments, donations, or
contributions used actually, directly, and
exclusively for educational purposes
shall be exempt from tax.
65. Education
Section 5.
1.The state shall take into account
regional and sectorial needs and
conditions and shall encourage local
planning in the development of
educational policies and programs.
2.Academic freedom shall be enjoyed
in all institutions of higher learning.
66. Education
1. Every citizen has a right to select a
profession or course of study,
subject to fair, reasonable and
equitable admission and academic
requirements.
2. The State shall enhance the right of
teachers to professional
advancement.
67. Education
5. The State shall assign the highest
budgetary priority to education and
ensure that teaching will attract and
retain its rightful share.
68. Language
Section 6. The national language of
the Philippines is Filipino.
Section 7. For purposes of
communication and instruction, the
official languages of the Philip-pines
are Filipino and, until other-wise
provided by law, English.
69. Language
Section 8. This Constitution shall
establish a national language
commission composed of
representatives of various regions and
disciplines which shall undertake,
coordinate, and promote researches for
the development, propagation and
preservation of Filipino and other
languages.
70. Science And Technology
Section 10. The State shall give
priority to research and development,
invention, innovation, and their
utilization.
Section 11. The Congress may
provide for incentives, including tax
deductions, to encourage private
participation in programs of basic and
applied scientific research.
71. Science And Technology
Section 12. The State shall regulate
the transfer and promote the
adaptation of technology from all
sources for the national benefit.
72. Science And Technology
Section 13. The State shall protect
and secure the exclusive rights of
scientists inventors, artists, and other
gifted citizens to their intellectual
property and creations, particularly
when beneficial to the people for such
period as may be provided by law.
73. Arts And Culture
Section 14. The State shall foster the
preservation, enrichment, and
dynamic evolution of a Filipino
national culture based on the principle
of unity and diversity in a climate of
free artistic and intellectual
expression.
74. Arts And Culture
Section 15. Arts and letters shall
enjoy the patronage of the state.
Section 16. All country’s artistic and
historic wealth constitutes the cultural
treasurer of the nation and shall be
under the protection of the State
which may regulate its disposition.
75. Arts And Culture
Section 17. The State shall
recognize, respect, and protect the
rights of indigenous, cultural
communities to preserve and develop
their cultures, traditions and
institutions.
76. Arts And Culture
Section 18.
1.The State shall ensure equal access
to cultural opportunities through the
educational system;
2. The State shall encourage and
support researches and studies on
the arts and culture.
77. Sports
Section 19.
1.The State shall pro-mote physical
education and encourage sports
programs, to foster self-discipline,
teamwork, and excellence for the
development of a healthy and alert
citizenry.
78. Sports
2. All educational institutions shall
undertake regular sports activities
throughout the country in
cooperation with athletic clubs and
other sectors.
The Presidential Decrees affecting the
curriculum:
79. Sports
A. Presidential Decree No. 6-A
(September 29, 1972)
“Authorizing the under-taking of
educational development projects
providing for the mechanics of
implementation and financing thereof,
and for other purposes.”
80. Sports
Section 1. Title-Educational
Development Decree of 1972
Section 2. Declaration of policy-To
ensure maximum contribution of the
educational system to the attainment of
national development goals.
Section 3. Statement of Objectives-
Educational system aims to:
81. Sports
a. Provide a broad general education
b. Train nation’s manpower
c. Develop high level professions
d. Respond to changing needs
Section 4. Guiding Principles of the
Ten-Year Program:
82. Sports
a. Improvement of curricular programs
and quality of instruction
b. Upgrading of academic standards
c. Democratization of access to
educational opportunities
d. Restricting of higher education
e. Training middle-level technical and
agricultural manpower
83. Sports
f. Shifting of funding elementary and
secondary education from national to
local government
Section 9. Appropriations-for the
attainment of the objectives of this
decree
B. Presidential Decree No. 146
84. Sports
B. Presidential Decree No. 146 (March
9, 1973)
“Upgrading the quality of education in the
Philippines by requiring all high school
graduates seeking admission to post-
secondary degree programs necessitating
a minimum of four years study to pass a
national entrance examination and
appropriating funds therefore.”
85. Sports
Section 1. Declaration of Policy.
C. Presidential Decree No. 176 (April
16, 1973)
“Implementation section 8 (7), article
xv, of the new constitution.”
86. Sports
The Letters of Instruction affecting the
curriculum:
A. Letter of Instruction No. 47
“Integration of family planning in
curricula.”
87. Sports
B. Letter of Instruction No. 48
“Encouraging the discussion of the
proposed constitution in universities,
colleges, and other schools”
C. Letter of Instruction No. 51
“Creation of special task force to
study salary promotion scheme for all
public school teachers”
88. Sports
The Department Orders affecting the
curriculum:
A. Department Order No. 16, s.
1972 (June 27, 1972)
“Adoption of a work-oriented
curriculum in our schools”
89. Sports
1. Approaches that may be adopted in
the re-orientation of the school
curriculum to a work-oriented
pattern:
a. Curriculum Enrichment
b. “Theory-and-Practice Scheme”
c. Core Curriculum Organization
90. Sports
B. Department Order No. 15, s.
1973 (April 27, 1973)
“Revised physical education and
health, preparatory military training
and scouting program in secondary
schools”
1. Effective school year 1973-74;
91. Sports
a. P.E. and Health, P.M.T. and
Scouting Programs will divided into
two areas: Youth Development
Training and Citizen Army Training I.
b. Y.D.T. comprises P.E., Health, and
Scouting for first, second and third
year students of high school.
92. Sports
c. C.A.T. comprises all fourth year
students who will take basic citizen
army training for one academic year.
d. Each high school will create a
separate administrative unit headed
by a qualified faculty member.
93. Sports
C. Department Order No. 16, s 1973
(February 21, 1973)
“Reorienting education in the new
society”
1. Policies:
a. Curriculum Redirection
b. Reforms in teaching methodology
and evaluative methods.
94. Sports
c. Reforms in administrative practices
and supplies management
d. Code of conduct for school
officials and teachers
D. Department Order No. 20,s. 1973
(May 30, 1973)
“Revised secondary education
program, 1973”
95. Sports
E. Department Order No. 21, s.
(June 1, 1973)
“Clarification on the revised physical
education, and health, music, PMT,
and scouting program”
1. Youth Development Training
96. Sports
The schedule, 40 minutes per period,
shall consists of the following:
1st semester 2nd
semester
Scouting 2 days 1 day
P.E. 1 day 2 days
Health 1 day 1 day
Music 1 day 1 day
97. Sports
2. Citizen Army Training-The schedule
for both semesters, 40 minutes per
period:
C.A.T - 2 days
P.E. - 1 day
Health - 1 day
Music - 1 day