This PowerPoint presentation discusses the historical events about curriculum development in Philippine history

1. HISTORICAL BACKGROUND OF
CURRICULUM IN THE PHILIPPINES

2. PRE-HISPANIC
PERIOD

3. • Filipinos had no formal schools
• Oral, practical, and hands-on
• The objective of education during this
period was to prepare the children to
become good husbands and wives, and
to become productive members of the
community.

4. SPANISH PERIOD

5. • The friars established parochial school in
accordance with the primary goal of colonial
education to spread Christianity throughout the
archipelago.
• Education during the period was privileged
only to Spanish students.
• The Educational Decree of 1863 was
implemented which required the establishment
of one primary school for boys and one for girls
in each of the major town in the country.

6. The Problems in Education
during the Spanish Period

7. • The absence of government supervision
• Over-emphasis on religion
• Limited and irrelevant curriculum
• Obsolete teaching methods
• Poor classroom facilities
• Inadequate instructional materials
• Discrimination against Filipino students
• Absence of academic freedom

8. AMERICAN PERIOD

9. • Education was used as an instrument to pacify the
natives and eventually colonizing the island.
• The Taft Commission Act No. 74 established the
Philippine public-school system for free education and
teacher training.
• On August 23, 1901, the first group of American
Teachers arrived in Manila through the Thomas
• Ship, and they are called the Thomasites. They are one
of the first American teachers beside the American
soldiers.

10. • The Filipinos learned to speak English and appreciate
the American way of life.
• The establishment of higher education institution
(HEI) was also encouraged.
• In the 1983, the National Assembly enacted a law
providing for the establishment of national vocational
schools in different parts of the country.
• Educational Act of 1940 reduced the elementary levels
from 7 years to 6 years.
• The minimum age for Grade 1 was raised to 7.
• School starts from July to April.

11. JAPANESE PERIOD

12. • On January 3, 1942, the Japanese Military Administration issued a
proclamation order No. 2 in 1942 which contained the 6 basic
principles of Japanese education in the country.
• In June 1942, schools were reopened and The Philippine Executive
Commission established the Commission of Education, Health and
Public Welfare.
• School calendar became longer, no summer vacation for students and
teachers.
• Class size increased to 60.
• They banned the singing of American songs and Nihongo was used as
means of introducing and cultivating love for Japanese culture.
• Department of Instruction became Department of Education.

13. MARTIAL LAW PERIOD

14. • The Department of Education became the Department of
Education and Culture by the Proclamation 1081.
• P.D. No. 1397 changed it to Ministry of Education and
Culture.
• Bilingual education started 1974.
• Ministry of Education, Culture and Sports was created
by the Education Act of 1982 then it became
Department of Education, Culture and Sports in 1987 by
Executive Order No. 117.
• CHED and TESDA was established.
• Science, Literature, English, and math subjects were
taught in English while the rest were taught in Filipino.

15. PHILIPPINE BASIC EDUCATION
CURRICULUM

16. • In the Philippine Basic Education Curriculum National
Elementary School Curriculum (NESC) New Secondary
Education Curriculum (NSEC) Revised Basic Education
Curriculum (RBEC) Secondary Education Curriculum (SEC
2010) K to 12 Basic Education Curriculum.
• Republic Act 10533 also known as “Enhanced Basic
Education Act of 2013”, or the K to 12 Curriculum
encompasses
• at least one (1) year of kindergarten education
• six (6) years of elementary education and six (6) of secondary
education
• Secondary education includes four (4) years of junior high
school and two (2) years of senior high school.

17. The standards of the curriculum:
• learner-centered
• relevant, responsive and research-based
• culture-sensitive
• contextualized and global
• uses pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative, and integrative
• adheres to the principles and framework of MTB-MLE
• uses spiral progression approach to ensure mastery of
knowledge and skills after each level
• flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective
educational and social contexts.

18. PREPARED BY:
SAMANTHA MARIE O. MATES