Management of Curriculum and Instruction
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The document discusses the social forces that influence curriculum planning and development. It identifies several levels of social forces - national, national agencies, and stakeholders. At the national level, forces include social diversity, religion, culture, economics, politics, technology, environment, and child psychology. National agencies that influence the curriculum include the Department of Education, Commission on Higher Education, and state universities. Key stakeholders are teachers, students, parents, community, and private organizations. The curriculum is also influenced by laws like the Governance of Basic Education Act. Social science concepts like social, political, economic, technological, environmental, and child development factors shape curriculum goals and learning experiences.
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The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
K to 12 CURRICULUM FOR BASIC EDUCATION
The document discusses the rationale for implementing a K to 12 curriculum for basic education in the Philippines. It notes that international test scores have consistently ranked Philippine students low in math and science. With a congested 10-year pre-university program, graduates lack preparation for employment, entrepreneurship or higher education. The K to 12 curriculum aims to enhance quality, implement a decongested curriculum, and better prepare students for their futures through a 6-4-2 system with additional skills development.
PERCEIVED MEASURES FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION ...
This document discusses perceived measures for effective implementation of the Universal Basic Education (UBE) programme in primary and junior secondary schools in Delta State, Nigeria. It begins with an introduction to UBE and its objectives of providing free and compulsory education. Challenges to implementation are then examined through a literature review and interviews with school administrators. Key challenges identified include poor funding, inadequate infrastructure, and lack of qualified teachers. Recommendations to address these challenges include increasing education budget allocation, improving facilities and teacher recruitment, and reducing class sizes. The study concludes that while UBE aims to provide universal access to education, many objectives remain unachieved in Delta State due to implementation challenges.
Quality Assurance in ODeL, 22 August 2023, Philippines.pptx
The document discusses the evolving quality agenda in education. It notes several trends that will shape the quality agenda going forward, including a focus on lifelong learning skills, global competence, inclusion, personalized learning, data-driven decision making, and innovative assessment. The quality agenda is an ongoing concern for educational institutions and aims to improve the effectiveness and outcomes of education programs. Lifelong learning is positioned as important for addressing challenges like economic and social change through developing adaptability and resilience in learners.
July, 2014 Vol. 18 No.3
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, faculty training, and addressing issues around access and infrastructure. Overall ICT provides opportunities to make higher education more accessible, efficient and relevant if institutions are willing to embrace the changes needed.
July, 2014 Vol. 18 No.3
This document discusses how information and communications technology (ICT) can act as a change agent for higher education. It outlines how the role of universities is changing to focus on developing 21st century skills in students. ICT is driving a paradigm shift from an instructional model to a learning model that is more student-centered. While ICT has potential benefits, its effective use requires organizational changes, investments in training, and addressing issues around access and support. ICT alone will not transform higher education - it must be integrated into educational systems and used to support new teaching and learning practices.
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This document discusses leadership concepts and styles. It covers Blake and Mouton's managerial grid leadership styles, which are assessed based on two dimensions: concern for people and concern for tasks. The five styles on the grid are impoverished, country club, authority/obedience, team leader, and middle of the road. Middle of the road is identified as the most effective style because it balances concern for both people and production. Students will study these leadership styles and the characteristics of effective team leaders.
Theories of Motivation
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This document discusses theories of motivation and motivating employees. It begins with objectives to understand motivation concepts and their importance in organizations. Intrinsic motivation is defined as performing an activity for its own sake rather than external rewards. Extrinsic motivation comes from outside rewards like money or praise. Several theories of motivation are introduced, including Maslow's hierarchy of needs and Herzberg's two-factor theory involving hygiene and motivator factors. The document outlines group activities for students to demonstrate different aspects of motivation. It emphasizes that motivated employees improve organizational performance.
Planning at Different Levels in the Firm
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Delegation & Formal and Informal Organization
This document discusses delegation and formal vs informal organization. It defines delegation as assigning responsibility and authority to complete a clearly defined task while retaining ultimate responsibility. There are three elements of delegation: responsibility, authority, and accountability. Formal organization has defined roles and a hierarchy, while informal organization develops spontaneously through social interactions. Key differences between formal and informal organizations include their purpose, stability, communication channels, and focus on work vs relationships.
Decision making
This document outlines the steps in the decision-making process and provides an example exercise for participants to practice decision-making. It begins by defining decision-making as selecting the best alternative among different options. It then lists the 7 steps in the decision-making process as: 1) identify the decision, 2) gather information, 3) identify alternatives, 4) weigh the evidence, 5) choose among alternatives, 6) take action, and 7) review your decision. The document provides details about each step. It also includes a self-check questions and homework assignment to further develop decision-making skills.
Types of plans
The document discusses four types of plans: contingency plans, which are made when unexpected changes are needed; operational plans, which describe day-to-day operations and can be single-use or ongoing; strategic plans, which provide a long-term vision for the organization; and tactical plans, which outline the specific actions needed to achieve strategic goals on a shorter timescale. It also includes a quiz to test understanding of the different types of plans.
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Planning is defined as a process that involves setting organizational goals, establishing strategies to achieve those goals, and developing plans of action to accomplish the goals. It provides the foundation for other management functions and is goal-oriented, continuous, and flexible. Planning is a primary managerial function found at all levels and departments of an organization, as it involves choosing future courses of action from among alternatives while considering goals, deadlines, opportunities, threats, and progress.
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This document discusses the role of business in relation to the economy. It explains that businesses benefit society by supplying goods and services, creating jobs, developing new technologies, and investing in employees and the community. Businesses are socially responsible by considering their impact on customers, employees, and the environment. The document encourages students to write an essay about how local businesses contribute to the local economy through these roles and responsibilities.
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Here are 4 principles from Henri Fayol's 14 principles of management with corresponding situations:
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This document discusses total quality management (TQM) and the survey data feedback process. It defines TQM as a management philosophy focused on continuous improvement, meeting customer needs, and involving all employees. The document traces the history and evolution of quality management, including the contributions of Deming and Juran. It outlines Deming's 14 points and seven deadly diseases. Examples are given of companies that have implemented TQM principles. The survey feedback process is described as collecting data to diagnose problems and improve relationships through discussion of common issues in order to take follow-up action.
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The complex relationship between human activities and the environment has been the focus
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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The utilization of land is impacted by human needs and environmental factors. In countries
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9
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Management of Curriculum and Instruction
- 1. Polytechnic University of the Philippines Graduate Studies – College of Education Sta. Mesa, Manila THE SOCIAL ENVIRONMENT OF CURRICULUM PLANNING AND DEVELOPMENT CONTEMPORARY SOCIAL FORCES INFLUENCING THE CURRICULUM AND ITS DEVELOPMENT DEM 737 Management of Curriculum and Instruction Kathleen C. Abaja Doctor in Educational Management Student Dr. Nilo E. Colinares Course Specialist
- 3. LEVELS OF SOCIAL FORCES THAT INFLUENCE THE CURRICULUM
- 4. Source: Online etymology Dictionary
- 6. BASIC EDUCATION ~ K-12 CURRICULUM
- 7. GENERAL EDUCATION CURRICULUM CHED Memorandum Order (CMO) No. 20, series of 2013
- 8. LEVELS OF SOCIAL FORCES THAT INFLUENCE THE CURRICULUM
- 9. SOCIAL FORCES ~ NATIONAL LEVEL
- 10. SOCIAL FORCES ~ NATIONAL AGENCIES Dr. Leonor M. Briones Atty. Guiling Mamondiong Dr. Patricia B. Licuanan
- 11. SOCIAL FORCES ~ STAKEHOLDERS
- 12. REPUBLIC ACT 9155 GOVERNANCE OF BASIC EDUCATION ACT OF 2001SECTION 5 PRINCIPLES OF SHARED GOVERNANCE
- 13. SOCIAL SCIENCE CONCEPTS UNDERLYING THE INFLUENCE OF SOCIAL FORCES ON CURRICULUM
- 15. S O C I A L • Social diversity including religion, culture and social groupings affect curriculum development because these characteristics influence the types of topics and methods for teaching information. Developing relevant curriculum takes into account society's expectations, accommodating group traditions and promoting equality.
- 17. E C O N O M I C • Economics influences curriculum development. • Curriculum developed for in house training in corporations focuses on educating employees for promotions that bring better returns in profits. • Nations financing education expect an economic return from educated students contributing to the country's economy with global competition abilities in technical fields
- 18. T E C H O N O L O G I C A L • Technology driven curriculum development is the norm of the 21st century. • The computer technology of the 21st century influences curriculum development at every level of learning. Learning centers and classrooms increasingly provide computers as requisite interaction for studies among students. Technological multimedia use influences educational goals and learning experiences among students. • Undergraduate and graduate degrees in computer technology increases in popularity.
- 20. CHILD P S Y C H O L O G Y • The developmental psychology curriculum examines the changes in personality, cognitive ability and behavior throughout the lifespan. Therefore, in addition to preparing themselves for a rewarding career, students enrolled in developmental psychology curricula will also learn and understand more about themselves as they study the scientific conclusions made by experts in the field .
Editor's Notes
- The DepEd shall formulate the design and details of the enhanced basic education curriculum. It shall work with the Commission on Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino graduates. To ensure college readiness and to avoid remedial and duplication of basic education subjects, the DepEd shall coordinate with the CHED and Technical Education and Skills Development Authority (TESDA).
- Several social science concepts affect all curriculum development in meeting the needs of 21st century learners in both organized academic settings and corporation learning centers. Concepts affecting curriculum development include government rules, which in turn brings other factors into the process. Valid curriculum development requires awareness of the diversity of the target community socially, financially and psychologically.
- Society has its own expectations about the aims and objectives that should be considered when designing the curriculum. It also has a perception of what the product of the school system should look like. It is therefore necessary for curriculum designers to take in to account these societal considerations. Subjects which has gender education and political economy have proved difficult to include in the curriculum because of the resistance from some religious groups.
- How politics influences curriculum design and development starts with funding. Both private and public educational institutions rely on funding for hiring personnel, building and maintaining facilities and equipment. All aspects of curriculum depend on local, state and national political standards.