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The Rationale for the 2002 Basic Education Curriculum (BEC) The 2002 Basic Education Curriculum (DepEd, Apr. 5, 2002), cited several reasons why the basic education curriculum should be restructured. Restructuring does not mean complete revision or change of the curriculum. It only means refining and giving more emphasis to some aspects that are deemed more responsive to the present realities. The Four Pillars of Education in Jacques Delors’ Report to UNESCO(1996,pp. 22-24) was one of the documents that influenced the restructuring of the curriculum. The third and fourth pillars, Learning to Live Together and Learning to Be, which emphasize using the knowledge gained to improve oneself and one’s relationship with fellow human beings, are especially relevant. The emphasis on learning-to-learn skills has long been a feature of the curriculum. But it seems that it got lost in implementation. Thus, the new BEC gives it greater impetus, along with the development of functional literacy which involves the development of the essential skills such as “linguistic fluency and scientific – numerical competence. Lifelong learning is possible only when our people become functionally literate,” (David Kemp as mentioned in the 2002 Basic Ed. Curriculum). To further decongest the curriculum and to provide more contact time for the tool subjects, the restructured curriculum emphasizes the enhanced teaching of the four (4) core subjects
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The Rationale for the 2002 Basic Education Curriculum (BEC)

The 2002 Basic Education Curriculum (DepEd, Apr. 5, 2002), cited several reasons why the basic education curriculum should be restructured. Restructuring does not mean complete revision or change of the curriculum. It only means refining and giving more emphasis to some aspects that are deemed more responsive to the present realities.

The Four Pillars of Education in Jacques Delors’ Report to UNESCO(1996,pp. 22-24) was one of the documents that influenced the restructuring of the curriculum. The third and fourth pillars, Learning to Live Together and Learning to Be, which emphasize using the knowledge gained to improve oneself and one’s relationship with fellow human beings, are especially relevant.

The emphasis on learning-to-learn skills has long been a feature of the curriculum. But it seems that it got lost in implementation. Thus, the new BEC gives it greater impetus, along with the development of functional literacy which involves the development of the essential skills such as “linguistic fluency and scientific – numerical competence. Lifelong learning is possible only when our people become functionally literate,” (David Kemp as mentioned in the 2002 Basic Ed. Curriculum).

To further decongest the curriculum and to provide more contact time for the tool subjects, the restructured curriculum emphasizes the enhanced teaching of the four (4) core subjects Filipino, English, Mathematics and Science. A fifth subject called Makabayan, which is envisioned to be a “laboratory of life” or practice environment, integrated the other non-tool subject.

The Features of the BEC

1. Greater emphases on helping every learner become a successful reader.

Several studies mentioned earlier (PCSPE, SOUTELE) showed that our students are weak in the 3R’s. If our students do not know how to read, it will be very difficult for them to learn the other subjects. Let us take for example the learning of mathematics. It has been shown that most children can do the computational skills, but when the equations are put into word problems, they cannot solve the problems correctly. The culprit is their lack of ability to comprehend what they read.

Thus, under the BEC, the emphasis is for every child to become successful reader by Grade III. You must have heard of the program Every Child a Reader Program or E-CARP. This program of the Bureau of Elementary Education (BEE) provides materials and training for teachers to become effective reading teachers.

If you are teaching Grades I-III, it is your main responsibility to see to it that your students learn how to read. Modules 6.1 and 6.2 on the Teaching of Communication Arts – English and Filipino will show you how. If you are to teach in the higher grades/years, it does not mean that you will no longer be a reading teacher. You must continuously help your students to develop their reading ability further. In all subjects, children read in order to learn; thus, all teachers must be reading teachers. The BEC includes the reading competencies/skills that your students should master. Your job is to develop those competencies.

  2. Emphasis on interactive/collaborative learning approaches

Teachers have a tendency to lecture. They seem to feel that they have all the questions and all the answers. Try to tape one of your lessons and compare the length of time you talk and the amount of time pupils/students do the talking. And if they do talk, what do they say? Do they simply say “Yes, Ma’am or ‘No, Ma’am?” If this is the case, your class is very much teacher–dominated or teacher-directed. Nothing much happens in your classroom except for your children to affirm what you are saying. Do you think they are becoming robots in the process?

Interactive learning is like playing basketball. The teacher interacts with the pupils and the pupils interact among themselves. They work together to achieve the lesson objectives for the day. They can work together as a whole class or work in small groups. The teacher does not direct but merely facilitates the learning process.

3. Emphasis on the use of Integrative Learning Approaches

The child learns as a whole individual. While for convenience in scheduling, class time is blocked into periods for the different subject areas, the integration of learning takes place within the individual. This is called covert integration. It is not done deliberately but it happens in the life of the individual learner. On the other hand, you as the teacher can employ strategies that will show students how to relate earnings in one subject to leanings in other subjects or how to integrate elements within a learning area. This is overt integration. If you are the English or Filipino teacher, you can use science topics or Araling Panlipunan topics, respectively, as vehicles for teaching the skills of listening, speaking, reading and writing. Thus you are integrating within and across learning areas.

4. Teaching of values in all learning areas.

In the implementation of the BEC, every teacher is considered a values education teacher. You cannot separate values from what you do. Values are those that you consider of most worth. Values permeate everything that you do. Whatever lesson you teach, be very conscious of the values that can be infused or integrated in the lesson.

5. Development of self-reliant and patriotic citizens.

Recall the legal bases of the Philippine BEC. When parents were asked during the time of PRODED what values they would like emphasized in schools, many mentioned patriotism. They said that many values can be learned at home and can be taught in the church, but it is only the schools that can do a good job of teaching the value of patriotism. You may not fully agree with them, but our schools are mandated to teach the values of love of country, patriotism, and nationalism. In what learning areas can you exemplify the value of patriotism? The very name itself of the learning area MAKABAYAN is a give -away.

We would like to erase the culture of mendicancy from our people. Let us teach our students how to stand on their own two feet. While the government is there to help, they should not always rely on the government to do things for them. You can start them early on the trait of self-reliance. You can always look for activities

6. Development of Critical and Creative Thinking Skills

Earlier you learned that the BEC is an interactive curriculum. Children learn not only from you or from the books that the DepEd provides, or from experiences in the classroom. They bring with them the stock knowledge they gain from life outside the school. The formal knowledge from the school and their own personal experiences are ingredients for further learning in the restructured BEC.

As the teacher, you will be greatly responsible for developing creativity and critical thinking among your students. Refrain from dominating the classroom interaction. Guide the students to create and construct their own knowledge. Do not be satisfied with just the correct answer, but probe the thinking processes that helped them arrive at the correct answers. The curriculum has provided you a wealth of opportunities to engage students in reflecting on their own leanings, to find new answers to old questions and to work out problems cooperatively among themselves with you as the facilitator.

Never dictate to your students how they should organize their own earnings. Be dutifully alert to opportunities that will help them synthesize their own earnings and apply them to real life situations. Provide the challenge to make them think critically.

 

The Structure of the 2002 Basic Education Curriculum

The objectives of elementary and secondary education serve as the “official learning goals” of basic education as stated for a particular population of learners; that is, the elementary and secondary education learners. The Bureau of Alternative Learning System (formerly Non-formal Education) likewise has a set of official learning goals for its particular set of target learners – the out-of-school youth and adults. The Education Act of 1982 or Batas Pambansa Blg. 232 provides the general objectives of elementary, secondary, and non-formal education.The objectives of elementary education are as follows:

1. Provide the knowledge and develop the skills, attitudes, and values essential for personal development, a productive life, and constructive engagement with a changing social milieu;

2. Provide learning experiences that increase the child’s awareness of and responsiveness to the just demands of society3. Promote and intensify awareness of, identification with, and love for our nation and the community to which the learner

belongs4. Promote experiences that develop the learner’s orientation to the world of work and prepare the learner to engage in honest and

gainful work.

 The objectives of secondary education are threefold:

1. Continue the general education started in elementary2. Prepare the learners for college.3. Prepare the learners for the world of work.

The objectives of non-formal education are as follows:

1. Eradicate illiteracy and raise the level of functional literacy of the population;2. Provide an alternative means of learning and certification for out-of-school youth and adults

3. Develop among the learners the proper values, attitudes, and knowledge to enable them to think critically and act creatively for personal, community, and national development. To operationalize the official learning goals, the BEC, was organized into four (4) learning areas, considered as the core or tool subjects and one (1) non–core subject. The core subjects for both the elementary and secondary levels are the following:

a. Filipinob. Mathematicsc. Englishd. Science

The fifth subject, called Makabayan, was designated as the “practice environment for holistic learning to develop a healthy personal and national self-identity”. (BEC, 2002)Makabayan has several components as follows:

Elementary Level 

Sibika at Kultura (S&K) (I-III) Heograpiya, Kasaysayan, Sibika (HKS) (IV-VI) Musika, Sining at Edukasyong Pangkatawan (MSEP) (Integrated in Grades I-III;Separate subjects in Grades IV-

VI) Edukasyong Pantahanan at Pangkabuhayan (EPP) (IV-VI) Edukasyong Pagpapakatao (EP); Separate subject from Grade I-VI

Secondary Level  Araling Panlipunan Technology and Livelihood Education (TLE) Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan Edukasyon sa Pagpapahalaga

Philippine Elementary Learning Competencies (PELC) and the Philippine Secondary Learning Competencies (PSLC)

If you are an elementary school teacher, the PELC is your “bible”. If you are in the secondary schools, the PSLC is your “bible’. They are the documents that you have to study religiously because they are the sources of your objectives and they prescribe the contents of your lessons as well as the strategies and assessment procedures to use. The PELC and the PSLC define the intermediate and the specific learning goals that your pupils are expected to learn and that you, as a teacher, are expected to achieve. You will base your daily lessons on the PELC or PSLC.

The PELC and PSLC are organized according to learning areas so you have a list of objectives and competencies from Grades I-VI and from first year to fourth year for English, Filipino, Mathematics, Science and Health and for all the Makabayan Components. They are issued under separate covers, that is, there is handbook for each learning area. It is now your turn to become more familiar with the PELC or the PSLC. Get the Handbook for the learning area that you are teaching and go through it.

This goal is further broken down into goals for each grade level; that is, what the students are expected to accomplish at the end of the year. The goals for Grades I- VI are given.

At the end of Grade I, the child is expected to demonstrate understanding of basic concepts and skills on whole numbers up to one hundred, including money and measurement; perform addition and subtraction of 1 to 3 digit numbers and apply the concepts learned to solve problems.

At the end of Grade II, the child is expected to demonstrate understanding of concepts and skills on whole numbers up to one hundred, including basics of geometry; perform addition and subtraction of 3 to 4 digit numbers; understand basic facts of multiplication and division and apply the concepts learned to solve problems.

At the end of Grade III, the child is expected to demonstrate understanding of concepts and skills on whole numbers up to one hundred thousand; fractions, measurements and graphs; perform the four fundamental operations of whole numbers and measurement and apply the concepts learned in solving problems.

At the end of Grade IV, the child is expected to demonstrate understanding of concepts and perform skills of whole numbers up to millions and billions including money, decimal, fractions, geometry, graphs, and scales; exact and estimated computation on the four fundamental operations and apply the concepts learned to solve problems.

At the end of Grade V, the child is expected to have mastered the concepts and operations of whole numbers; demonstrate understanding of concepts and perform skills on fractions, decimals including money, ratio, percent geometry, measurement and graphs; exact and

estimated computation of the four fundamental operations on rational numbers including money and measurement and apply the concepts learned in solving problems.

At the end of Grade VI, the child is expected to have mastered the concepts and operations of whole numbers; demonstrate understanding of concepts and perform skills on decimals, fractions, ratio and proportion, percent, integers, simple probability, geometry, measurement, and graphs; exact and estimated computation of the four fundamental operations on rational numbers including money and measurement and apply the concepts learned in solving problems.

The Pre-Spanish Curriculum

Before the coming of the Spaniards, the Filipino possessed a culture of their own. They had contacts with other foreign people from Arabia, India, China, Indo-China and Borneo. The Filipinos were a civilized people, possessing their system of writing, laws and moral standards in a well organized system of education as we have now. They possessed them as expressed in their way of life and as shown in the rule of the barangays, their code of laws – Code of Kalantiao and Maragtas – They believe in the Bathala, the solidarity of the family, the modesty of the women, the children obedience and respect for their elders, and in the valor of men.

Education which the early Filipinos received:

1. Informal education as a result o his interaction with others in the group of which he has a member.2. Ideas and facts were acquired through suggestions, observations, examples and imitation.3. There was no direct teaching, no formal method of teaching,4. The learning of the basic skills, patterns of culture, ideas and new knowledge was unplanned and unsystematic.5. The youngster learned their trade through experience.

The Spanish-devised Curriculum

The Spanish curriculum consisted of the three R’s – reading, writing, and religion. The curriculum goals were the acceptance of Catholicism and the acceptance of Spanish rule.

The school then were parochial or convent schools. The main reading materials were the cartilla, the caton, and the catecismo. The schools were unguarded and the curriculum organization was separately subject-organization. The method of instruction was predominantly individual memorization.

According to Fr. Modesto de Castro, author of Urban at Felisa (1877), the curriculum for boys and girls was aimed to:

1. teach young boys and girls to serve and love God,2. discover what is good and proper for one’s self, and

3.enable the individual to get along well with this neighbors

Philippine Education: Historical

In pre-Spanish times, education was still decentralized. Children were provided more vocational training but less academics in their houses by their parents and in the houses of their tribal tutors. They were using a unique system of writing known as the baybayin. When the Spanish arrived in Manila, they were surprised to find a population with a literacy rate higher than the literacy rate of Madrid.

Spanish period

During the early Spanish period most education was carried out by the religious orders. The friars, recognizing the value of a literate indigenous population, built printing presses to produce material in baybayin. Many missionaries learnt the local languages and the baybayin to communicate better with the locals and teach them the Christian faith.

The church and the school both worked together. All Christian villages had schools and students to attend.

The Spanish missionaries established schools immediately after reaching the islands. The Augustinians opened a school in Cebu in 1565. The Franciscans, in 1577, immediately took to the task of teaching improving literacy, aside from the teaching of new industrial and agricultural techniques. The Jesuits followed in 1581, also by the Dominicans in 1587, which they started a school in their first mission at Bataan.

In 1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, and after the suppression of the Jesuits was incorporated into the University of Santo Tomás, College of Medicine and Pharmacy.

The first book printed in the Philippines dates back to 1590. It is a Chinese language version of the Doctrina Christiana or Christian Doctrine. A Spanish and Tagalog version, in both Latin script and the locally used baybayin script, was printed in 1593.

In 1610, Tomas Pinpin, a Filipino printer, writer and publisher, who is sometimes referred as the "Patriarch of Filipino Printing", wrote his famous Librong Pagaaralan nang manga Tagalog nang Uicang Castilla, which was meant to help Filipinos learn the Spanish language. The prologue read:

“Let us therefore study, my countrymen, for although the art of learning is somewhat difficult, yet if we are persevering, we shall soon improve our knowledge”.

Other Tagalogs like us did not take a year to learn the Spanish language when using my book. This good result has given me satisfaction and encouraged me to print my work, so that all may derive some profit from it.

In 1640, the Universidad de San Felipe de Austria was established in Manila. It was the first public university in the Philippines. On April 28, 1611, the University of Santo Tomás was founded in Manila as the Colegio de Nuestra Señora del Santísimo Rosario.

By the end of the 16th century, several religious orders had established charity hospitals all over the archipelago and provided the bulk of this public service. These hospitals also became the setting for rudimentary scientific research work on pharmacy and medicine.

The Jesuits also founded the Colegio de San José in 1601 and took over the management in what became Escuela Municipal in 1859 (which was later renamed as Ateneo Municipal de Manila in 1865; today as Ateneo de Manila University). The Dominicans on their part founded the Colegio de San Juan de Letran in 1620 in Manila.

The Educational Decree of 1863 created a free public education system in the Philippines, run by the government. It was the first such education system in Asia. The decree mandated the establishment of at least one primary school for boys and one for girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary education was free and available to every Filipino, regardless of race or social class. Contrary to what the propaganda of the Spanish–American War tried to depict, they were not religious schools, but schools established, supported and maintained by the Spanish Government.

In 1866, the total population of the Philippines was only 4,411,261. The total public schools for boys was 841, and 833 was for girls, while the total number of children attending these schools was 135,098 for boys, and 95,260 for girls. In 1892, the number of schools had increased to 2,137, in which 1,087 were for boys, and 1,050 for girls. By 1898, enrollment in schools at all levels exceeded 200,000 students.

Because of the implementation of public education, a new social class of educated Filipinos arose, the ilustrados. This new enlightened class of Filipinos would later lead the Philippine independence movement, using the Spanish language as their main communication method. Among the ilustrados who had also studied in Spain were José Rizal, Graciano López Jaena, Marcelo H. del Pilar, Mariano Ponce or Antonio Luna, who were to lead later the cause of Filipino self-government and independence.

Education in the Philippines during Spanish rule

Library of the University of Santo Tomás in Manila, 1887. Created at the request of Archbishop Miguel de Benavides, O.P. of Manila in 1610, it is the oldest existing university library in Asia. It even had its own printing press which had been imported from Europe.

During the Spanish Colonial Period of the Philippines (1565-1898) most of the archipelago underwent a deep cultural, religious and linguistic transformation from various native Asian cultures and traditions with Islamic or animist religious practices, to a unique hybrid of Southeast Asian and Western culture including the Catholic faith.

Spanish education played a major role in that transformation. The oldest universities, colleges, vocational schools and the first modern public education system in Asia were created during the colonial period. By the time Spain was replaced by the United States as the colonial power, Filipinos were among the most educated subjects in all of Asia.

The early period

During the early years of Spanish colonization, education was mostly religion-oriented and controlled by the Roman Catholic Church. Spanish friars and missionaries educated the natives through religion with the aim of converting indigenous populations to the Catholic faith.

King Philip II's Leyes de Indias (Laws of the Indies) mandated Spanish authorities in the Philippines to educate the natives, to teach them how to read and write and to learn Spanish. However, the latter objective was well-nigh impossible given the realities of the time. The early friars learned the local languages and the Baybayin script to better communicate with the locals. Although by royal decree the friars were required to teach the Spanish language to the natives, they reasoned that it would be easier for them to learn the local languages first than trying to teach Spanish to all the population.

The Spanish missionaries established schools immediately on reaching the islands and wherever they penetrated, church and school went together. There was no Christian village without its school and all young people attended.

The Augustinians opened a school immediately upon arriving in Cebú in 1565. The Franciscans arrived in 1577, and they, too, immediately taught the people how to read and write, besides imparting to them important industrial and agricultural techniques. The Jesuits who arrived in 1581 also concentrated on teaching the young. When the Dominicans arrived in 1587, they did the same thing in their first mission in Bataan.

Within months of their arrival in Tigbauan which is located in the island of Panay, Pedro Chirino and Francisco Martín had established a school for Visayan boys in 1593 in which they taught not only the catechism but reading, writing, Spanish, and liturgical music. The Spaniards of Arévalo heard of the school and wanted Chirino to teach their boys too. Chirino at once put up a dormitory and school house (1593–1594) for the Spanish boys near his rectory. It was the first Jesuit boarding school to be established in the Philippines.

The Chinese language version of the Doctrina Christiana (Christian Doctrine) was the first book printed in the Philippines in about 1590 to 1592. A version in Spanish, and in Tagalog, in both Latin script and the commonly used Baybayin script of the Manila Tagalogs of the time was printed in 1593. The goal of the book was to propagate the Christian teachings around Manila. Eventually, the Baybayin script was replaced by the Latin script, providing in this way the indigenous people with more leverage when dealing with the local Spanish colonial administrators.

In 1610 Tomas Pinpin a Filipino printer, writer and publisher, who is sometimes referred as the "Patriarch of Filipino Printing", wrote his famous Librong Pagaaralan nang manga Tagalog nang Uicang Castilla, that was meant to help Filipinos learn the Spanish language. The prologue read:

“ "Let us therefore study, my country men, for although the art of learning is somewhat difficult, yet if we are persevering, we shall soon improve our knowledge.Other Tagalogs like us did not take a year to learn the Spanish language when using my book. This good result has given me satisfaction and encouraged me to print my work, so that all may derive some profit from it." ”

There were also Latin schools where that language was taught together with some Spanish, since it was a mandatory requirement for the study of philosophy, theology and jurisprudence in schools like the University of Santo Tomás, run by the Dominicans. The Philippine priests and lawyers of that time, with the exception of the sons and daughters of Spaniards, Principalías and Ladinos, knew Latin perfectly well because the educational system was wholly religious.

The friars also opened many medical and pharmaceutical schools. The study of pharmacy consisted of a preparatory course with subjects in natural history and general chemistry and five years of studies in subjects such as pharmaceutical operations at the school of pharmacy. At the end of this period, the degree of Bachiller en Farmacia was granted.

By the end of the 16th century, several religious orders had established charity hospitals all over the archipelago and provided the bulk of this public service. These hospitals also became the setting for rudimentary scientific research work on pharmacy and medicine, focusing mostly on the problems of infections diseases. Several Spanish missionaries cataloged hundreds of Philippine plants with medicinal properties. The Manual de Medicinas Caseras...., written by Father Fernando de Santa María, first published in 1763, became so sought after that it was reprinted on several editions by 1885.

Colegio de Santa Potenciana was the first school and college for girls that opened in the Philippines, in 1589. It was followed by another school for women, Colegio de Santa Isabel, that opened in 1632. Other Schools and Colleges for girls were Santa Catalina, Santa Rosa, La Concordia, etc. Several religious congregations also established schools for orphaned girls who could not educate themselves. Tertiary schools

In 1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, initially as the Colegio-Seminario de San Ignacio. Pope Gregory XV made it a papal university in 1621 and King Philip IV named it a royal university in 1623. By the second half of the 19th century, the university was incorporated as a mere College of Medicine and Pharmacy into the University of Santo Tomás.

The Universidad de San Carlos was founded in Cebú by the Jesuits on August 1, 1595, initially named as the Colegio de San Ildefonso. It closed down in 1769 as a result of the expulsion of the Jesuits from the Philippines and didn't open again until 1783.

On April 28, 1611, the Universidad de Santo Tomás was founded in Manila, initially named as the Colegio de Nuestra Señora del Santísimo Rosario and later renamed as Colegio de Santo Tomas. On November 20, 1645, Pope Innocent X elevated it to University. King Charles III of Spain bestowed the title “Royal Patronage” on 1785, and Pope Leo XIII “Pontifical” on 1902. Pope Pius XII designated it as La Real y Pontificia Universidad de Santo Tomás de Aquino Universidad Católica de Filipinas (The Catholic University of the Philippines), on 1947.

San Carlos and Santo Tomás maintain a friendly rivalry over the claim to be the oldest university in Asia. The University of San Carlos makes the claim of tracing its roots to the Colegio de San Ildefonso founded by the Spanish Jesuits fathers Antonio Sedeno, Pedro Chirino and Antonio Pereira in 1595. However, this claim is opposed by the Pontifical and Royal University of Santo Tomas, which argues that USC only took over the facility of the former Colegio de San Ildefonso and that there is no 'visible' and 'clear' link between San Carlos and San Ildefonso

Notable scholars including Dr. Jose Victor Torres, professor of history at the De La Salle, Fr. Aloysius Cartagenas STD, professor at the Seminario Mayor de San Carlos of Cebu, and Fr. Fidel Villarroel, OP, respected historian and former archivist of Santo Tomas, have also questioned San Carlos' claim of tracing its roots to the 16th Century Colegio de San Ildefonso.

In 1640, the Universidad de San Felipe de Austria was established in Manila. It was the first public university created by the Spanish government in the Philippines. It closed down in 1643.

The Jesuits also founded the Colegio de San José (1601) and took over the management of a school that became the Escuela Municipal (1859, later renamed Ateneo Municipal de Manila in 1865, now the Ateneo de Manila University). The Dominicans on their part had the Colegio de San Juan de Letrán (1620) in Manila. All of them provided courses leading to different prestigious degrees, like the Bachiller en Artes, that by the 19th century included science subjects such as physics, chemistry, natural history and mathematics. The University of Santo Tomás, for example, started by teaching theology, philosophy and humanities. During the 18th century, the Faculty of Jurisprudence and Canonical Law was established.

In 1871, several schools of medicine and pharmacy were opened. From 1871 to 1883 Santo Tomás alone had 829 registrations of medical students, and from 1883 until 1898, 7965 medical students. By the end of the Spanish colonial rule in 1898. the university had granted the degree of Licenciado en Medicina to 359 graduates and 108 medical doctors. For the doctorate degree in medicine its

provision was inspired in the same set of oppositions than those of universities in the metropolis, and at least an additional year of study was required at the Universidad Central de Madrid in Spain.

Secondary schools

A Nautical School was created on January 1, 1820 which offered a four-year course of study (for the profession of pilot of merchant marine) that included subjects such as arithmetic, algebra, geometry, trigonometry, physics, hydrography, meteorology, navigation and pilotage. A School of Commercial Accounting and a School of French and English Languages were established in 1839.

The Don Honorio Ventura College of Arts and Trades (DHVCAT) in Bacolor, Pampanga is said to be the oldest official vocational school in Asia. Augustinian Friar Juan Zita and civic leader Don Felino Gil established the vocational school on November 4, 1861. Other important vocational schools established were the Escuela de Contaduría, Academia de Pintura y Dibujo and the seminaries of Manila, Nueva Segovia, Cebú, Jaro and Nueva Cáceres.

The Manila School of Agriculture was created in 1887, although it was unable to open its doors until July 1889. Its mission was to provide theoretical and practical education by agricultural engineers to skilled farmers and overseers, and to promote agricultural development by means of observation, experiment and investigation. It included subjects such as mathematics, physics, chemistry, natural history, agriculture, topography, linear and topography drawing. Agricultural schools and monitoring stations, run by professors who were agricultural engineers, were also established in Isabela, Ilocos, Albay, Cebú, Iloílo, Leyte and parts of Mindanao.

The Real Sociedad Economica de los Amigos del Pais de Filipinas (Royal Economic Society of Friends of the Philippines) was first introduced in the islands in 1780, and offered local and foreign scholarships to Filipinos, professorships and financed trips of scientists from Spain to the Philippines. Throughout the nineteenth century the Society established an academy of design, financed the publication of scientific and technical literature, and granted awards to successful experiments and inventions that improved agriculture and industry.

The Observatorio Meteorológico del Ateneo Municipal de Manila (Manila Observatory) was founded in 1865 by the Jesuits after an article they published in the newspaper Diario de Manila, describing typhoon observations made on September 1865, attracted the attention of many readers who publicly requested for the observations to be continued. The Spanish government made the observatory the official institution for weather forecasting in the Philippines in 1884, and in 1885 it started its time service. Its seismology section

was set up in 1887, while astronomical studies began in 1899. The Observatory published typhoon and climatological observations and studies, including the first typhoon warnings, a service that was highly appreciated by the business community, specially those involved in merchant shipping.

Modern public system of education

Modern public school education was introduced in Spain only in 1857. This did not exist in any other colony of any European power in Asia. The concept of mass education was relatively new, an offshoot of the 18th century Age of Enlightenment.

Free access to modern public education by all Filipinos was made possible through the enactment of the Education Decree of December 20, 1863 by Queen Isabella II. Primary instruction was made free and the teaching of Spanish was compulsory. This was ten years before Japan had a compulsory form of free modern public education and forty years before the American government started an English-based public school system in the Philippines. The royal decree provided for a complete educational system which would consist of primary, secondary and tertiary levels, finally making officially available to Filipinos valuable training for leadership after three centuries of colonization. The Education Decree of 1863 provided for the establishment of at least two free primary schools, one for boys and another for girls, in each town under the responsibility of the municipal government. It also commended the creation of a free public normal school to train men as teachers, supervised by the Jesuits. One of these schools was the Escuela Normal Elemental, which, in 1896 became the Escuela Normal Superior de Maestros de Manila (Manila Ordinary School for Schoolmistresses). The Spanish government established a school for midwives in 1879, and Escuela Normal Superior de Maestras (Superior Normal School) for female teachers in 1892. By the 1890s, free public secondary schools were opening outside of Manila, including 10 normal schools for womenThe range of subjects being taught were very advanced, as can be seen from the Syllabus of Education in the Municipal Atheneum of Manila, that included Algebra, Agriculture, Arithmetic, Chemistry, Commerce, English, French, Geography, Geometry, Greek, History, Latin, Mechanics, Natural History, Painting, Philosophy, Physics, Rhetoric and Poetry, Spanish Classics, Spanish Composition, Topography, and Trigonometry. Among the subjects being taught to girls, as reflected in the curriculum of the Colegio de Santa Isabel, were Arithmetic, Drawing, Dress-cutting, French, Geology, Geography, Geometry, History of Spain, Music, Needlework, Philippine History, Physics, Reading, Sacred History and Spanish Grammar. Contrary to what the Propaganda of the Spanish–American War tried to depict, the Spanish public system of education was open to all the natives, regardless of race, gender or financial resources. The Black Legend propagation, black propaganda and yellow journalism

were rampant in the last two decades of Spanish Colonial Period and throughout the American Colonial Period. Manuel L. Quezon, on his speech for the Philippine Assembly at the US Congress on October 1914 stated that

“ ...there were public schools in the Philippines long before the American occupation, and, in fact, I have been educated in one of these schools, even though my hometown is such a small town, isolated in the mountains of the Northeastern part of the island of Luzon. ...as long ago as 1866 when the total population of the Philippine Islands was only 4,411,261 souls, and when the total number of municipalities in the archipelago was 900, the total public schools was 841 for boys and 833 for girls and the total number of children attending these schools was 135,098 for boys and 95,260 for girls. And these schools were really edifices and the students were lively, intelligent, alert. In 1892, the number of schools had increased to 2,137, 1,087 of which were for boys and 1,050 for girls. I have seen with my own eyes many of these schools and thousands of those students. They were not religious schools, but schools established, supported and maintained by the Government (Spanish)

Gunnar Myrdal, a renowned Swedish economist, observed that in 19th-century Asia, Japan and Spanish Philippines stood out because of their stress on modern public education. Education and Filipino nationalism

As a result of increasing the number of educated Filipinos a new social class raised, that came to be known as the Ilustrados. Furthermore, with the opening of Suez Canal in 1869 travel to Spain become quicker, easier and more affordable, and many Filipinos took advantage of it to continue higher education in Spain and Europe, mostly in Madrid and Barcelona. This new enlightened class of Filipinos would later lead the Philippine independence movement, using the Spanish language as their main communication method. The most prominent of the Ilustrados was José Rizal, who inspired the desire for independence with his novels written in Spanish. Other Filipino intellectuals, such as Graciano López Jaena, Marcelo H. del Pilar, Mariano Ponce or Antonio Luna, who had also studied in Spain, began contributing to the cause for Filipino self-government and independence. Describing this new generation of highly educated Filipinos, Fr. John N. Schumacher pointed out that,

“ Philippine higher education was not far behind, or, under certain aspects, was even superior to the general level of higher education in Spain, at least outside Madrid. Perhaps the best testimony for this is the fact that such larger numbers of Filipino students were able to move without apparent difficulty from educational institutions at home to those in the Peninsula and establish honorable records for themselves there. ”

The Philippines was also ahead of some European countries in offering education for women. Ironically, it was during the time of American occupation of the Philippines that the results of Spanish education were more visible, especially in the literature, printed press and cinema.

Criticisms

On 30 November 1900, the Philippine Commission reported to the US War Department about the state of education throughout the archipelago as follows:

“ ...Under Spanish rule there were established in these islands a system of primary schools. The Spanish regulations provided that there should be one male and one female primary school-teacher for each 5,000 inhabitants. It is clearly shown in the report of the first Philippine Commission that even this inadequate provision was never carried out. They say: “Taking the entire population at 8,000,000, we find that there is but one teacher to each 4,179 inhabitants.” There were no schoolhouses, no modern furniture, and, until the Americans came, there were no good text-books. The schools were and are now held in the residences of the teachers, or in buildings hired by the municipalities and used by the principals as dwellings. In some of the schools there were wooden benches and tables, but it was not at all unusual to find a school without any seats for the pupils. In these primary schools, reading, writing, sacred history, and the catechism were taught. Except in a very few towns, the four elementary arithmetical processes were attempted, and in a few towns a book on geography was used as a reading book. Girls were taught embroidery and needlework. From the beginning the schools were entirely under the supervision of the religious orders, who were disposed to emphasize secondary and higher education for a few pupils rathe than to further and promote the primary education of the masses. The result of this policy is that a few persons have stood out prominently as educated Filipinos, while the great mass of people have either not been educated at all or furnished only the rudiments of knowledge, acquiring merely the mechanical processes of reading and writing. The little school instruction the average Filipino has had has not tended to broaden his intelligence or to give him power of independent thought. One observes in the schools a tendency on the part of the pupils to give back, like phonographs, what they have heard or read or memorized, without seeming to have thought for themselves. As a rule, they possess mechanical skill, and they excel in writing and drawing. The Spaniards made very little use of this peculiar capacity.

...It is stated on good authority that when the Spaniards came here several of the tribes of the Philippine Islands could read and write their own language. At the present time, after three hundred years of Spanish domination, the bulk of the people cannot do his. The Spanish minister for the colonies, in a report made December 5, 1870, points out that, by the process of absorption, matters of education had become concentrated in the hands of the religious orders. He says: “While every acknowledgement should be made of their services in earlier times, their narrow, exclusively religious system of education, and their imperviousness to modern or external ideas and influences, which every day become more and more evident, rendered secularization of instruction necessary."

...It has been stated that in 1897 here were in these islands 2,167 public schools. The ineffectiveness of these schools will be seen when it is remembered that a school under the Spanish regime was a strictly sectarian, ungraded school, with no prescribed course of study and no definite standards for each year, and that they were in charge of duly certificated but hardly professionally trained or progressive teachers, housed in unsuitable and unsanitary buildings.

Those numbers led some people to conclude that less than 6% of the population were attending schools. However that assumption was completely misleading, because it takes into account all of the population, including babies and old people, when in reality public school systems are meant primarily for children and teenagers. To calculate the percentage of children on scholar age, it must be taken into account the number of children in Elementary School age (ages 5 through 13) and teenagers in High School age (ages 14 through 17). That would yield a total percentage of around 20% of the total population. Since the 1887 census yielded a count of 6,984,727, 20% would be approximately 1,4 million. Also, by 1892 the number of schools had more than doubled to 2,137, 1,087 of which were for boys and 1,050 for girls, which means that the number of children attending school also did increase, to at least 500,000, by conservative estimates. That's about 35% of the population in School age.

Another claim commonly heard was that based on the official figures there couldn't be a school in every village in the Islands, as Manuel L. Quezon declared years later before the Philippine Assembly. However, since those official figures branded by the Philippine Commission itself put the total number of municipalities in the archipelago at 900, and the number of public schools at 2,167, those numbers reveal that there was not only one school in every municipality in the Islands, but in most cases two or more.Neither was taken into account that the schools maintained by Spain were closed and in many cases looted and badly damaged during the Spanish–American War and the Philippine Revolution. Although the free and compulsory elementary education system was temporarily reestablished by the Malolos Constitution, it was finally dismantled after the Philippine–American War, that also took a heavy toll upon the remaining educational infrastructures.

Finally, the Philippine Commission made no reference to the fact that the pioneering public school education introduced by Spain in the Philippines was the first of its kind in all of Asia, and the first to be established in any European colony in the world. Such system

was even ahead of most of United States at the time, where by 1900 only 34 states had any kind of compulsory schooling laws requiring attendance until age 14. As a result, the average American at the time was less educated than the average Filipino, something that was especially true among the troops that fought in the Philippine–American War, since most of the soldiers generally were of humble social origins.

CURRICULAR REFORMS IN THE PHILIPPINES

Reform Rationale

The results of a comprehensive appraisal of the Philippines education system revealed that a great deal was desired as far as the quality of education was concerned. There was a need for the students to develop:

1. higher critical, logical thinking skills2. communication skills3. values development

4. general manual skills for higher education or the world of work

It was also projected that, due to financial difficulties, students would remain in the government schools and families would move away from the private schools to less expensive public schools. Therefore, the public school sector had to be prepared to accept anyone wishing to finish basic education. The comprehensive appraisal reports become the basic reference documents for improving the quality and efficiency of the education system, and enhancing its utility in terms of access and equity.

Finally, it was recognized that, unless greatly improved, the system’s existing capacity would be unable to cope with the educational demands generated by the escalating competitiveness of a growing technological society. Thus, curricular reforms were also undertaken to meet the new demands being made on the system.

Reform Implementation

The reforms were implemented after project preparation was undertaken. Two major initiatives were launched:1. Program for Decentralized Educational Development (PRODED)2. Secondary Education Development Program (SEDP)

As early as 1956, an experimental-demonstrational project for rural community high schools under the International Cooperation Administration and the National Economic Council (ICA-NEC) was implemented by the Bureau of Public Schools. It was a comprehensive five-year program to improve secondary education in the Philippines in two phases: first, strengthening the practical arts courses and second, setting up experimental and demonstrational community high schools. The project components included training of school administrators and selected teachers, and provision of infrastructure and physical facilities in selected schools. In 1975, the Department conducted the Survey of Outcomes of Elementary Education (SOUTELE). A significant finding showed that the average sixth grader across the nation had mastered only 50% of what he was expected to learn and that the least learned subjects were the “3Rs.” Baseline data from SOUTELE were used for a nationwide project in elementary education. In 1983, the Program for Decentralized Educational Development (PRODED) assisted by World Bank, was implemented.

PRODED1983-1989(Program for Decentralized Educational Development)

1. PRODED strategies included a reform in the curriculum, providing improved and adequate textbooks

and supplementary instructional materials, improving the staff development program, providing adequate school facilities, installing an effective monitoring and evaluation system, and conducting research to undergird policy formulation. 2. The New Elementary School Curriculum (NESC) was the core of PRODED. It was developed and implemented in a series of consultative conferences and was research-based. The New Elementary School Curriculum (NESC) was the core of PRODED . It was developed and implemented in a series of consultative conferences and was research-based.  The Secondary Education Development Project (SEDP) was a massive reform program in secondary education. It was a response to: the need to continue pupil development started by PRODED; the need to improve student performance in science, mathematics, and communication arts.3.In 1983, the Program for Decentralized Educational Development (PRODED) assisted by World Bank, was implemented. 4.The PRODED was funded with a loan from the International Bank for Reconstruction (IBRD).

Components: 1. new curricula

2. mass training of teachers focused on the elementary level

Aims:1. to reduce disparities in elementary education among and within the regions; 2. raise the overall quality and efficiency of elementary education; 3. and improve the management capabilities of the system, especially at the regional and subregional levels4. introduce improvements in policy, management and other sectoral concerns in order to achieve greater efficiency and effectiveness in

the operation and administration of the elementary education system.

PRODED, which curriculum was to:

develop among students an enlightened commitment to national ideas in terms of moral, spiritual and socio-cultural values and desirable Filipino heritage;

gain knowledge and form desirable attitude for understanding nature and of man, self understanding and showing their sense of individuality and family ties;

develop skills in higher intellectual operations in terms of comprehension and expressions activities and creatively for life situations;

acquire work skills, knowledge and information and work ethics, intelligent choice of career; and broaden and heighten their abilities to appreciate the arts, science and technology for self-fulfillment and for promoting the

welfare of other.

After 6 years of implementation of the new elementary education curriculum, the 1989 elementary school graduates became the first students for the new secondary education curriculum.

Outcomes:

The reform at the elementary level had been implemented over the last fifteen years. Current indicators are that PRODED has indeed succeeded in:

1. improving the quality of basic education2. making the sector more effective and efficient in the delivery of basic educational services

As for the outcomes related to the implementation and management of reform, the PRODED had added responsibilities and accountability for all those involved:

1. policy makers2. programme implementers3. target beneficiaries

Mechanisms and structures needed for the efficient implementation of the reforms have been given priority. Competencies of those involved in curriculum development and implementation are upgraded regularly, so that they may discharge their functions and responsibilities more effectively. Lessons learned from the reform implementation are providing useful baseline information for future reform and development programmes.

The curriculum is continuously undergoing refinement to ensure its relevance to changing needs and demands. The ongoing basic education curriculum review has provided for more in depth indigenization/localization of the curriculum and integration of information technology or multimedia resources in the teaching/learning process. Benchmarking has provided valuable and reliable

data about school and student performance. At this point in time, significant improvements in the learner’s and schools’ performances have been recorded.

TABLE OF CONTENTS

Syllabus Lessons Outline

*Module 1(Lesson 1,2,3) Concepts , Nature and Purposes of Curriculum *Module 2(Lesson 1,2) Crafting the Curriculum *Module 2(Lesson3) Approaches to Curriculum Design *Module 3(Lesson 1) Implementing the Curriculum Report *Group 1,2,3

Assignment *Traditional and Progressive Point of View of Curriculum *Code of Ethics for Professional TeachersQuizzes

CODE OF ETHICS FOR PROFESSIONAL

TEACHER

TADIPA,KARLENE GIFT V. Beed 3C General

TRADITIONAL AND PROGRESSIVE POINT OF VIEW OF

CURRICULUM

TADIPA,KARLENE GIFT V. Beed 3C General

TADIPA, Karlene Gift V. Professor Levy A. Taleser, MA. Ed.,ED.DBeed 3C General June 19,2012

Curriculum Development (EDU7)Different Point of View of Curriculum

I. Traditional Point of View of Curriculum – 20th Century Is that, “it is a body of subjects or subject matter prepared by the

teachers for the students to learn.” Synonymous to the “course of study” and “syllabus.”

a. Robert M. Hutchins view curriculum As “permanent studies” where the rules of grammar,

reading, rhetoric and logic and mathematics for basic education are emphasized.

i. Basic education: ─ the 3 R’sii. College education: ─ grounded on liberal education

b. Arthur Bestor ─ an essentialist: believes the mission of the school be intellectual training, focus on the fundamental intellectual disciplines of

grammar, literature and writing includes mathematics, science, history, and foreign

language

II. Progressive Points of View of Curriculum Progressivist, a listing of school

i. subjectsii. syllabusiii. course of studyiv. list of coursesv. specific discipline do not make a

curriculum These can only be called curriculum if the

written materials are actualized by the learner. Broadly speaking, Curriculum is:

o As the total learning experiences of the individual.

o is anchored on John Dewey’s definition of experience and education

o That reflective teaching is a means that unifies curricular elements

o Thought is not derived from action but tested by application.

c. Joseph Schwab discipline is the sole source of curriculum divided into chunks of knowledge we call subject areas in basic education.

i. Ex. English, Mathematics, Science, Social Studies and others.

in college:i. Discipline may include humanities, science,

languages and many more

d. Phenix: should consist entirely of knowledge which comes from

various discipline Academic discipline became the view of what

curriculum is after the cold war and the race to space.

Joseph Schwab ─ leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development.

Curriculum should consist only of knowledge which comes from discipline which is the sole source.

Curriculum viewed as a fold of study. It is made up of foundations:

a. Philosophicalb. Historicalc. Psychologicald. Social foundations

domains of knowledge research theories and principles Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical,

social issues and academic Traditional ideas view curriculum as:

o written documentso a plan of action in accomplishing goals

a. Caswell and Campbell viewed curriculum: All the experiences children have under

the guidance of teachers.

b. Smith, Stanley and Shores: “Curriculum as a sequence of potential

experiences set up in the school purpose of disciplining children and youth in group ways of thinking and acting.”

c. Marsh and Willis Curriculum, as all “experiences in the

classroom which are planned and enacted by teacher, and learned by the students.’


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