This PowerPoint presentation talks about the Philippine history of curriculum development all over the years

1. Historical Background of
Curriculum in the Philippines

2. Prepared by:
Razel Latiban Ganloy
BSED-SCIENCE II

3. Learning Objectives
At the end of the discussion, learners will be able to:
1. define curriculum development;
2. discuss the history of the curriculum development;
3. describe the every period of the history of curriculum
development and;
4. explain the importance of history of curriculum
development in the Philippines

4. What is Curriculum
Development?

5. Curriculum Development
Curriculum development is 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. The motives of curriculum
development are Religious, Political,
Utilitarian, for mass education and for
excellence in education.

6. What are those periods/events that
happened in Philippines History of
Curriculum Development?

7. Historical Events of Curriculum
Development in Philippine History

8. Pre-Hispanic Period

9. Pre-Hispanic Period
In the Pre-Hispanic Filipinos had no
formal schools. Education was oral,
practical and hands-on. The objective of
education during this period was to prepare
children to become good husbands and
wives as well as to become productive
members of the community. The education
during the Pre-Spanish time was informal
and unstructured. The fathers taught their
sons how to look for food and other means
of livelihood while the mothers taught their
daughters how to do household chores.

10. Spanish Period

11. In the Spanish Period, 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 in the colony which required
the establishment of one primary school for boys and one for girls
in each of the major town in the country. The problems in
Education during the Spanish Period are 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 and absence of academic freedom.
Spanish Period

12. American Period

13. In the American Period, 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.
Recruitment of US teacher and abolition of compulsory
religious instruction. On August 23, 1901, the first group of
American Teachers arrived in Manila through the Thomas ship.
The Thomasites are one of the first American teachers beside
the American soldiers The Filipinos learned to speak English
and appreciate the American way of life. University of the
Philippines was created in 1908 by the Act No. 1870 by the
Philippine Commission and the Philippine Assembly.
American Period

14. American Period
The establishment of higher education institution (HEI) was also
encouraged. Promising Filipinos were given the opportunity by the
American government to pursue higher education degrees in the
United States. President Quezon created the National Council of
Education in 1936 as an advisory body on educational matters. Its first
chairman was Dr. Rafael Palma. In the 1983, the National Assembly
enacted a law providing for the establishment of national vocational
schools in different parts of the country. The Adult Education in 1936
started the adult education in 1936. The National Language was a
made a compulsory subject in all schools in the beginning of school
year 1940-1941. President Quezon issued his famous Code of Ethics
which was required to be taught in all schools. 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.

15. Japanese Period

16. In the Japanese Period, 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: Make people understand the position of
the Philippines as a member of the Greater East-Asia Co-prosperity
Sphere; Eradicate the old idea of the reliance upon the western
nations and to foster a new Filipino culture on the consciousness of
people as Orientals; Endeavor to elevate the morals of the people
giving up over emphasis on materialism; and Strive for the diffusion
of the Japanese language in the Philippines and to terminate the
use of English in due course. These six basic principles put
importance to the diffusion of elementary education and to the
promotion of vocational education and Inspire the people with the
spirit of love and labor. In June 1942, schools were reopened and
The Philippine Executive Commission established the
Commission of Education, Health and Public Welfare.
Japanese Period

17. On October 14, 1943, the Japanese- sponsored
Republic created the Ministry of Education. The
curriculum then then changed during the Japanese
period. School calendar became longer, no summer
vacation for students and teachers. Class size
increased to 60 and the Japanese deleted anti-Asian
opinions as well as American symbols, poems and
picture from all instructional materials. 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.
Japanese Period

18. Regulation and supervision of public and private
schools belonged to the Bureau of Public and Private
Schools. Integrated, nationalistic and democracy-
inspired educational system. The objectives of Japanese
Occupation were: to inculcate moral and spiritual values
inspired by an abiding faith in God; develop an
enlightened, patriotic, useful and upright citizenry in a
democratic society; conservation of the national
resources, perpetuation of our desirable values; and
promote the science, arts and letters for the enrichment
of life and the recognition of the dignity of the human
person.
Japanese Period

19. Martial Law Period

20. In the Martial Law Period, 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.
Congressional Commission on Education
(EDCOM).
Martial Law Period

21. Philippine Basic Education
Curriculum

22. 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, in that
sequence. Secondary education includes four (4)
years of junior high school and two (2) years of
senior high school.
Philippine Basic Education Curriculum

23. The standards of the curriculum: a. learner-centered b.
relevant, responsive and research-based c. culture-
sensitive d. contextualized and global e. uses pedagogical
approaches that are constructivist, inquiry-based,
reflective, collaborative, and integrative f. adheres to the
principles and framework of MTB-MLE g. uses spiral
progression approach to ensure mastery of knowledge
and skills after each level h. flexible enough to enable and
allow schools to localize, indigenize and enhance the
same based on their respective educational and social
contexts. The Assessment: From Knowledge (K)15%,
Process or skills (P)25%, Understanding(s) (U)30%,
Performance/ Products (P) 30% (DepEd Order # 31 s. 2012) to
Written Works (WW), Performance Tasks (PT) and Quarterly
Assessment (QA) (DepEd Order # 8s. 2015).
Philippine Basic Education Curriculum

24. What is the Importance of History of
curriculum development in the
Philippines?

25. Importance of History of
curriculum development in
the Philippines
-Discovering the historical foundations of curriculum can support a
sense of freedom and encourage educational reform. Through history,
students learn that programs are considered pioneering due to the
different philosophies to which others subscribe. All in all, studying
Philippine History is vital because students can understand and know
the things that occurred in the past for them to appreciate the future and
present situation of the country.

26. References
1. Aleo, Ariel. (2015). Historical Foundation of Curriculum. Retrieved
from https://prezi.com/xwtknha4nvjg/historical-foundations-of-
curriculum/?fbclid= IwAR 2urlqh
SYk6iHnzavsKORRC6CWuGB4rx9OcjcZDTUCDoop0tUtRimw4gjk
2. Prospero, Carlos. (2015). Curriculum Development in the Philippines.
Retrieved from https://www.slideshare.net/psoliventino/curriculum-
development-in-the- Philippines-51423077
3. Yascub, Chris. (2020). Basic Education Curriculum in the Philippines.
Retrieved from
https://www.academia.edu/14247613/Basic_Education_Curriculum_in
_the_Philip pines

28. Submitted to:
Ma’am MARICEL N. BERNAL
EDUC7 Instructor