'Past Movements in Education and Analysis of Curricuar Reforms\r'

'Polytechnic University of the Filipinos GRADUATE SCHOOL amend in gentilityal Management troopsilla paper The Past Movement for thoroughly-disposed budge in the facts of lifeal remains & digest of Curricular Re craps in the dewy-eyed, substitute and third takes A Written Report in DEM 736-Systems compendium in information Submitted to: DE DRACIA orbit Specialist Submitted by: MARY ANN B. PASCUA DEM savant March 16, 2013 Introduction direction has invariably been con spatial relationred a very significant staple fibre tool in improving non just the superior of an individual’s life, save in achieving over completely societal and frugal progress of the undivided greenwealth as well(p).For an individual, it must be hardened as a continuous serve up that should non end when graduation rites in apiece parcelicular level of reproduction argon being held. True facts of life is life, it must al rooms be a cave in of our day by day living, w hether by stately or informal instrument. pedagogicsal remainss in everyday, and computer program lineal political platform in particular, likewise need not to be static. The class should respond to the demands of a fast-changing society. To some accomplishment, it should likewise be global or internationally-aligned.These be the reasons why a bulky and local commandal educators in the past and until now beat been introducing article of faith methodal re rattlingizes and innovations. They run with been searching way of life to address the problems being met in the farming exe compression of a accepted course of instructions and to ensure the tally victimization of every savant. I. The Past Movements for complaisant Change in the School System well-disposed change makes raising. Centuries ago, pi sensati mavenrs of education hasten sought to introduce re un use updal in education. Their ideas were far ahead than the actual re spic-and-spanal that took place by and by on.Among them were Commenius, Condorcet, Rousseau, Pestalozzi, Froebel, Dewey, Drecoly, Montessori and Freinet. 1. Johann Amos Commenius -â€Å"Father of new-fashioned fosterage” Most permanent educational acts: a. practical educational fashion Comenius was commencement base a teacher and an organizer of indoctrinate dayhouses, not single among his own people, provided when later in Sweden, and to a slight extent in Holland. In his Didactica Magna (Great Didactic), he surfaceline a governance of schools that is the exact transcript of the existing American system of kindergarten, chief(a) school, secondary coil school, college, and university.Didactica Magna is an educational treatise which aimed to seek and remark a manner of instruction by which teachers may teach little but let come erupters may learn more, by which the school may be the scene of little noise, aversion, and useless labor, but of more leisure, use of goods and services and solid progress; and done which the Christian community may have less darkness, perplexity (confusion) and dissension (disagreement), but on the some some an other(a)(prenominal)wise hand, more light, pieceliness, peace and rest. b. formulating the normal conjecture of education In this obeisance he is the forerunner of Rousseau, Pestalozzi, Froebel, etc. and is the stolon to formulate that idea of â€Å"education consort to record” so influential during the latter(prenominal) part of the eighteenth and earlier(predicate) part of the nineteenth one C. c. the offspring matter and rule of education -exerted done a serial of text halts of an only new contribution His publish domesticates: Janua Linguarum Reserata (The Gateway of Language Unlocked) †contained his disapprobation (certainty) that one of the prerequisites for effective educational disentangle was a fundamental change in language of instruction.Orbis Pictus (The World of Sen sible Things Pictured) †contributed to the increment of the principles of audio-visual interaction. It was the offset successful applications of illustrations to the take of dogma, but not the first illustrated book for baby birdren. Schola Ludus (School as Play) †a detailed exposition of the precept that all acquisition should be do worrying, dramatic and stimulating.These texts were all based on the equivalent fundamental ideas: (1) teaching foreign languages by the vernacular; (2) obtaining ideas through determinations sort of than words; (3) kickoff with objects most beaten(prenominal) to the kidskin to introduce him to deuce the new language and the more remote population of objects: (4) giving the peasant a umbrella sleep unitedly of his environment, graphic and brotherly, as well as instruction in religious, moral, and real casefuls; (5) qualification this acquisition of a abbreviation of engender a pleasure sooner than a task; and ( 6) making instruction universal.He in like manner true the pansophic scheme, the view that education should fetch the whole of serviceman intimacy as its universe. For him, truth was indivisible and was to be seen as a whole. Thus by relating each subject to every other subject and to general principles, pansophia was to make the learner cap open of wisdom. 2. marquis De Condorcet Marie-Jean-Antoine-Nicolas de Caritat took his title Marquis de Condorcet from the town of Condorcet in Dauphine. He advocatord that the aims of education were: o cultivate in each generation the physical, cerebral and moral facilities and, thitherby contribute to the general and gradual betterment of the forgiving race. He visualized a national system of unrestricted education designed to develop the inbred talents of all, making real e fictional character likely. His proposals of the five levels of public instructions aras follows: 1. wide-eyed- for the teaching of the ‘elementsâ⠂¬â„¢ of all bangledge ( teaching, writing, arithmetic, morals, economics and natural light)and would be imperious for all quaternion desire time 2. petty(a) school- of trinity age’ duration, teaching grammar, hi narrative and geography, one foreign language, the mechanical arts, law and math. The teaching at this and the first level would be non-specialized. 3. Institutes- trusdeucerthy for ‘substituting reasoning for suaveness and books for speech, and for bringing philosophy and the physical scholarship methodology into the moral sciences’. The teaching at this level would be more specialized.Pupils would make their own course of study (at least two courses a social class) from among four disciplinees: maths and physics, moral and political sciences, science as applied to the arts, and literature and fine arts. 4. gym †the equivalent of universities, with the same classes as the institutes and ‘where all the sciences argon taught in full. It is there that scholars-teachers mother their hike training’. didactics at this and the first cardinal levels was to be entirely free of charge. 5. subject matter Society of recognition and the liberal arts †a research institute responsible for supervising the formal education system as a whole and for appointing teachers. Its employment would be one of scientific and pedagogic research. 3. Jean Jacques Rousseau According to the register of education, he was the first great writer to swear that education should be based upon the nature of the babe. Rousseau’s Emile is a kind of half treatise, half novel that tells the life narrative of a fictional man named Emile.His book â€Å"Emile” has been referred to as the gospel of â€Å"educational exemption” for the boor. Accordingly, Emile is divided into five books, each agree to a phylogenyal stage. |Book no | senesce |Description | fundamental Features | |I & II |0-12 | long time of Nature |Insists that the novel children must emphasize the physical side | | | | |of their education .Like small animals, they must be freed of | | | | |constrictive swaddling clothes, breastfed by their mothers, and | | | | |allowed to defraud outside, thereby developing the physical smells | | | | |that get out be the most important tool in their acquisition of | | | | | acquire.Later, as they greet puberty, they should be taught a| | | | |manual trade, such as carpentry, and allowed to develop within it,| | | | |further augmenting their physical capabilities and handâ€brain | | | | |coordination. |III & IV |13-19 |Transitional Stage |The individual should induce formal education under a private tutor| | | | |and studying and breeding only what he is curious about, only that | | | | |which is â€Å"useful” or â€Å"pleasing. ” Rousseau explains that in this | | | | |manner, Emile ordain infixedly explicate himself and be arouse | | | | | about reading.Rousseau states that early adolescence is the best| | | | | age to begin such study, since after puberty the young man is | | | | | to the full real physically yet dummy up innocent by the warmheartednesss | | | | |of later days.At this stage, Emile is also define for religious | | | | |education | |V |20-25 |Age of Wisdom |(Rousseau writes that only after a final period of studying | | | | | explanation and learning how society corrupts natural man can Emile | | | | |venture unprotected into that society, without risk of infection of himself | | | | being corrupted). Emile does venture out in book V, and he | | | | |immediately encounters woman, in the form of Sophie. Rousseau | | | | |devotes a large part of the concluding section to their love story| | | | |as well as to a discussion of female education. |Rousseau claims that this stage is followed by the Age of Happiness, the final stage of study, which he does not address in Emile. For Rousseau, there a r two natural attributes cooperating in the youth’s training, namely: -generic features of his age, which makes it possible to articulate the principal phases of his learning; and specific talents for which the child must find opportunities to influence and develop. 4. John PestalozziIn the explanation of education, the evidentiary contributions of Johann Heinrich Pestalozzi are: 1) his educational philosophy and instructional method that promote harmonious intellectual, moral, and physical instruction Pestalozzis most systematic call on, How Gertrude Teaches Her Children (1801) was a retrospect of conventional schooling and a prescription medicine for educational improve. Rejecting corporal punishment, rote memorization, and bookishness, Pestalozzi envisioned schools that were al-Qaedalike institutions where teachers actively engaged scholars in learning by sensory experiences.Such schools were to educate individuals who were well rounded intellectually, morally , and physically. Through intricacy in activities, students were to learn useful vocations that complemented their other studies. 2) his methodology of empirical sensory learning, oddly through object lessons Pestalozzi designed object lessons in which children, glide byd by teachers, examined the form (shape), number (quantity and weight) of objects, and named them after direct experience with them. 3) his use of activities, excursions, and nature studies that judge innovative education. He also emphasized the grandeur of the nature of the child and propounded (advocated) that in the educational process, the child must be belief in relation to the subject matter. He sought to understand the nature of the child and to build his teaching well-nigh the natural, state-of-the-art and harmonious development of all the powers and capacities.He is an advocate of each man’s reclaim to education and of society’s responsibleness to implement that right and pave the way to universal national education. His motto â€Å" breeding by head, hand and fondness” is unchanging a key principle in successful twenty-first-century schools. 5. Friedrich Froebel The German educator, Friedrich Froebel, was one of these pioneers of early childhood educational reform. Froebel’s educational principles: a) free self- action at law As an educator, Froebel believed that stimulating voluntary self-activity in the young child was the essential form of pre-school education (Watson, 1997a).Self-activity is defined as the development of qualities and skills that make it possible to take an invisible idea and make it a reality; self-activity involves formulating a purpose, course of studyning out that purpose, and then acting on that plan until the purpose is realized (Corbett, 1998a). Corbett suggests that one of Froebels significant contributions to early childhood education was his theory of introducing play as a office of engaging children in self-ac tivity for the purpose of externalizing their midland natures. ) creativity Froebel designed a serial of instructional materials that he called â€Å"gifts and occupations”, which deliverd certain descents and led children in e feeling, testing, and creative exploration activities (Watson, 1997b). A gift was an object provided for a child to play withâ€such as a sphere, cube, or cylinderâ€which helped the child to understand and internalize the concepts of shape, mark, size, and their relationships (Staff, 1998). The occupations were items such as aints and clay which the children could use to make what they wished; through the occupations, children externalized the concepts existing within their creative minds (Staff, 1998). thitherfore, through the childs own self-activity and creative imaginative play, the child would begin to understand both the interior and outer properties of things as he moves through the developmental stages of the educational process. c) social confederacy A third component of Froebels educational plan involved working intimately with the family unit.Froebel believed that parents provided the first as well as the most consistent educational influence in a childs life. Since a childs first educational experiences occur within the family unit, he is already familiar with the home d) force expression Motor expression, which refers to learning by doing as opposed to spare-time activity rote instructions, is a very important prognosis of Froebels educational principles. Froebel did not believe that the child should be placed into societys mold, but should be allowed to shape his own mold and change by reversal at his own pace through the developmental stages of the educational process. 6. John DeweyHe contributed the educational philosophy which maintains that education is life, education is ontogenesis and education is a continuous reconstructive memory of human experiences from the beginning to the end of life . He was the spokes person of progressive education which states that aims have significance only for persons, not for processes such as education, and arise only in response to problematic situations in ongoing activities. Aims are to be viewed as anticipated matters of transactions, as intrinsic aspects of the process of problem-solving, and as a motivating force dirty dog the individual’s approach to problem-solving situations.The reformist facts of life Association, inspired by Dewey’s ideas, later codified his doctrines as follows: a. The life of the pupils shall be governed by themselves, jibe to the social ineluctably of the community. b. concern shall be the source for all work. c. Teachers exit inspire a desire for inhabitledge, and will serve as guides in the investigations undertaken, rather than as task-masters. d. scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the ready di rection of his development. . Greater attention is paying(a) to the child’s physical needs, with greater use of the out-of-doors. f. Cooperation mingled with school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities. g. in all progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational lie withledge the results of their experiments in child culture. He believed that education has two sides: the psychological and the social on the same plane. schooling must start from the psychological nature of the child as the basis for direct his energies into totally useful channels. Schools must be set up to include nonplus the individual and social goals. The needs of a new society are to be taken into consideration in modifying methods and platform. 7. Ovide Decroly He influenced instruction in the kindergarten, the aim of which was to guide the chil d’s desire for activity and to give him a intelligence of crystallize and norms for his social behavior (same with Dewey) 8. female horse Montessori Maria Montessori left a long steadfast mark on education around the world.She is regarded as one of the most famous and accomplished educators of her time. Montessori determined the development of the human being to be as follows: | blood line †3 years |Absorbent take care | | | sensational experiences | |1 ? †3 years |Language development | |1 ? 4 years |Coordination and muscle development | | |Interest in small objects | |2 †4 years |Refinement of movement | | | lodge in with truth and reality | | |Awareness of order sequence in time and quadriceps femoris | |2 ? 6 years |Sensory finishing | |3 †6 years |Susceptibility to adult influence | |3 ? †4 ? years |Writing | |4 †4 ? years |Tactile sense | |4 ? †5 ? ears |Reading | learn, gibe to Montessori, comes from manipulation of the environment and the training of the senses. Montessori panorama that within every child â€Å"There exists…an unconscious mental state which is of a creative nature. She called it the ‘Absorbent Mind’” The child’s absorbent mind is the brainish force behind Montessori’s theories of how children learn. She claims that children will absorb information from the environment that they are in.The materials that Montessori certain â€Å"…were designed to be self-correcting, and the children thrived on the activity involved with learning…” (Hainstock, 1997, 14). They were auto-instructional in that they did not require a teacher to show the children how to use the materials, the children were able to play with the tool and recognize fellowship from it on their own. The teacher was simply there as an observer and a facilitator. Mistakes were a natural part of the learning process according to Montessori.She believed that when c hildren work with the environment they will by nature make mistakes and often those mistakes are a sarcastic part of the learning process. It is the repetition of the activity that the child will gain domination and learn the concept. Characteristics of a Montessori culture • Psychic wellness • Intrinsically cause • Inner disciplined • Self-supporting • imaginative thinkers • Highly developed social skills • womb-to-tomb learners • High sense of self-worth • Peacemakers & peacekeepers • Love of gentlemans gentleman • Stewards of the earth • Leadership • Abstract thinkers satisfactory to think & speak for themselves • Self cover • Team players 9. Celestin Freinet In 1915 he was recruited into the cut army and was wounded in the lung, an experience that led him to becoming a unfaltering pacifist. In 1920 he became an wide-eyed schoolteacher in the village of Le Bar-sur-Lou p. It was here that Freinet began to develop his teaching methods. In 1923 Freinet purchased a printing press, originally to assist with his teaching, since his lung hurt made it difficult for him to talk for long periods. It was with this press he printed free texts and class newspapers for his students.The children would compose their own works on the press, and would discuss and edit them as a group to begin with presenting them as a team effort. They would regularly leave the schoolroom to conduct field trips. The newspapers were exchanged with those from other schools. Gradually the group texts replaced conventional school books. Concepts of Freinets statement • Pedagogy of work (pedagogie du travail) †pupils were encouraged to learn by making products or providing services • Inquiry-based learning (tatonnement experimental) †group-based trial and computer error work •Cooperative learning (travail cooperatif)- pupils were to collaborate in the p roduction process • Centres of interest (complexe dinteret) †the childrens interests and natural curiosity are starting points for a learning process • The natural method (methode naturelle) †trustworthy learning by utilize real experiences of children • Democracy †children learn to take responsibleness for their own work and for the whole community by using democratic self establishment II. Analysis of the Curricular Changes in the Philippine teaching methodal System ( dim-witted, auxiliary and Tertiary Levels) canonical Education Curricular straightens manikin Level |1945-1957 |1957-1972 |1973-1989 |1989-2001 |2001-2011 |2012-present | | category IV | |2-2 visualise |revise secondhand |New Secondary Education| rewrite Basic | | | | |-College Prep |Education Program | course |Education programme| | | | | course of study |- elective courses |(SEDP) | | | | | |-Vocational course| | | | | | | planetary Education | | | | |K to 12 Basic | | | eye course of instruction | | | | |Education curriculum| | course of study III | | | | | | | |twelvemonth II | | | | | | | |Year I | | | | | | | | pock VI | |1958-1982 |1983-2001 |2011-onward | | | | | |Kindergarten to the | | | | | | | familiar Schools | | |Grade V | |Revised main(a) |New Elementary School curriculum (N sulfur) | | | | | |Education | | | | | | | plan |SOUTELE basis of PRODED | | | |Grade IV | | | | | | |Grade III | | | | | | |Grade II | | | | | | |Grade I | | | | | |The development of the radical education curriculum is the responsibility of the Central Office means of Elementary and Secondary Education, the computer program knowledge Divisions. The historical development of the Philippine introductory education program proves the Department’s go on effort at improving the quality and relevance of basic education in foothold of curriculum development. The table shows that since 1945, the dim-witted curriculum underwent three (3) orders, whil e that of the secondary curriculum underwent four (4) before the K to 12 Curriculum. A. ELEMENTARY aim beforehand the NESC and NSEC were developed, the DECS refreshened the results of several researches, surveys and experimental programs conducted in the country to find out what the ailed the educational system.The surveys and researches revealed the deficiencies of the curricula employ by the Department. 1970 Presidential Commission to behold Philippine Education (PCSPE) †Reiterated many of the findings of previous surveys. It also restated the language problem, but further notable the mismatch between educational output and country needs. It called for the reorganization of the educational system to address overcentralization-which resulted in the beingness of the Bureau of Higher Education (BHE), Bureau of Nonformal Education (BNFE), Educational Project effectuation Task Force (EDPITAF), and subject area work force and Youth Council (NMYC) and for a political resol ution to the language problem. 976 Survey of Outcome of Elementary Education (SOUTELE) †Measurement and analysis of learning outcomes of a sample of Gr. IV students in the country that include surveys of school, teacher, and student characteristics. It also indicated poor achievement levels even so in basic reading, writing and quantitative analysis. It noted differences across socio-economic conditions of students and school environments, and explicitly united socioeconomic inequalities in society to differences in educational outcomes. The two studies, along with 1978 observational Elementary Education Program (EEEP) revealed that our elementary students performed poorly especially in the three Rs.One of the findings also revealed that the elementary school curriculum was overloaded starting from Grade I. With this trim down of curriculum congestion which resulted to the learners’ lack of domination of basic competencies was the reason behind the excogitation of the decongested NESC and NSEC. The theme Elementary School Curriculum (NESC) The 1983 National Elementary School Curriculum (NESC) was deemed to dissolver the problems revealed by the above-mentioned surveys. First, a comprehensive plan known as the Program for the Comprehensive Elementary Education (PROCEED) was prepared. From this big program was derived the sector program known as the Program for modify Educational Development (PRODED). 982-1989 Program for modify Educational Development (PRODED) †funded by the world-wide Bank for Reconstruction and Development (IBRD). It centre on improving the curriculum to change the focus on science, technology, math, reading and writing. Features of NESC: a. It cover fewer learning areas position unneurotic emphasis on intellectual skills and basic knowledge, especially reading, writing, and mathematics as well as military capability formation among pupils; b. Its meat focused on the development of a shared set and belief s ystem which fosters humanism and sense of nationhood among children; c. It aimed at supremacy learning among pupils; d.It also emphasized the development of work skills which are as important as intellectual skills e. It developed wellness value in the whole curriculum, not only n the period for character building activities and science and health; f. It developed competencies and values for social living reflected in the new dimension in civics and culture expanded to include history, geography and work ethics for grade 3, and in-depth learning of geography, history and civics in grades 4-6. accomplishment studys Grades I-III Philippine side mathematics Civics and Culture acquaintance and health was added starting Grade III. medicinal drug, Arts and PE were merged in Gr. I and II and became a separate subject area starting from Gr. III.Other subjects were gradually added beginning Gr. IV, Like seat Economics and financial support Ed. , a common subject for boys and girls, and Geography, History, Civics for Gr. IV-VI, which was the continuation of Civics and Culture. The NESC was tried out gradually in 13 fender schools in the country. From the results of the try-outs, the lower limit acquirement Competencies (MLCs) were finalized and the NESC was fully utilise. Basic Education Curriculum (BEC) (2002-2011) The four Pillars of Education in Jacques Dolors’ Report to UNESCO was one of the documents that influenced the restructuring of the curriculum. (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). Learning to live together and learning to be using the knowledge gained to improve oneself and one’s relationship with fellow human beings, are especially relevant Features of the BEC 1. Greater emphasis on helping every learner wrench a successful reader 2. furiousness on interactive/collabor ative learning approaches 3. Emphasis on the use of unifying learning approaches 4. Teaching of values in all learning areas 5. Development of independent and patriotic citizens 6. Development of creative and critical persuasion Focus of BEC 2002 1. Development of reading skills and values of self-reliance and patriotism 2.Interactive learning approaches and integrative teaching approaches which integrate competencies and values within and across learning areas affinity of Learning Areas of NESC and BEC |NESC |BEC | |Filipino |Filipino | |side |side | | math |mathematics | | knowledge and wellness (starting Gr.III) | acquirement | |Civics and Culture (I-III) |Makabayan | |Geography, History, Civics (IV-VI) |- Sibika at Kultura (I-III)/ Heograpiya, Kasaysayan at Sibika (IV-VI) | | |- MSEP (integrated in I-III; separate subject in IV-VI) | | |- Edukasyong Pantahanan at Pang-Industriya (IV-VI) | | |- Edukasyong Pagpapakatao (separate subject fr. I-VI) | |MAPE (integrated in Gr. I and II; separate subject in Gr.III) | | |HELE (starting Gr. IV) | | |Geography, History, Civics (starting Gr. IV) | | The K to 12 Curriculum Focus: Considers every aspect of development of the learners so that graduates will be holistically developed, supply with twenty-first century skills and prepared for employment, entrepreneurship, put level skills or graduate(prenominal)er education. affinity of the 2002 BEC and the K to 12 Curriculum 2002 BEC |Age |K to 12 Structure | | |17-18 |elder High School | | | |Grades 11-12 | |High school |12-16 |Junior High School | |Year 1 to 4 | |Grades 7-10 | |Elementary Grades |6-11 |Elementary | |Grades 1-6 | |Grades 1 to 6 | |Optional |5 |Mandatory Kindergarten | |Pre-school | | | coincidence of the 2002 BEC and the K to 12 Elementary Education |2002 BEC | |K to 12 | |Bilingual |Medium of teaching method | yield Tongue-Based Multi-Lingual Ed. (Gr. I-III)| |( incline and Filipino) | | | |Filipino, English, maths, Science, |Learni ng Areas |Filipino, English, | |Makabayan | |Mathematics,EsP,AP, | | | |Mother Tongue (Gr.I-III) | | | |MAPEH (starting Gr. I) | |National Achievement Test |Assessment |End-of-Gr. VI Assessment, as exit exam and as | |For Gr. VI | |readiness test for Gr. 7 | Twelve major(ip) languages that shall be offered as a learning area and utilize as language of instruction: TagalogCebuanoMaranaoKapampangan HiligaynonChabacanoPangasinenseWaray IlokoBahasa-sugBikolMaguindanaoan Comparison of the Learning Areas and condemnation assignation of the 2002 BEC and the K to 12 Curriculum Learning Areas |2002 BEC |K to 12 Education | | |( minutes per day) |(minutes per day) | |English |60-90 | |30-50 | | | |Languages | | |Filipino |60-70 | |30-50 | |Mother Tongue(I-III) |None | |50 | |Mathematics |60-70 | |50 | |Science (III-VI) |40-60 | |50 | |Araling Panlipunan |40-60 | |40 | |Edukasyon sa Pagpapakatao | |20-30 | |30 | | |Makabayan | | | | |Music, Arts, PE and health | |40 | |40 | |Edukasy ong Pantahanan at Pangkabuhayan (IV-VI) | |40 | |50 | B. junior-grade LEVEL 1. 2-2 Plan In the 2-2Plan, both general and vocational secondary schools offered the basic or common curriculum of donnish course with one unit of concrete Arts in the first two years. In the last two years, the general secondary schools offered a pre-college academic curriculum with one unit of vocational elective course each year while the vocational secondary schools offered more specialized vocational courses with one unit of academic elective each year. The 2-2 Plan was a separate curriculum preeminent either to a college or technical course.It was seen to be a very responsive curriculum, however, it was met with strong underground especially from the private sector which communicate for its deferment due to lack of money, facilities, equipment for vocational education and lack of guidance counselors. The pitfalls of the 2-2 Plan capital punishment could be attributed to â€Å"insufficient se t before the plan was implemented and the continue laid-back prestige value of the college preparative course in the eyes of parents and students. ” 2. Revised Secondary Education Program Learning Areas: EnglishMathematicsScienceFilipino Social StudiesHome EconomicsCharacter Ed. sensual Education (with PMT/ regorge in fourth year) Medium of Instruction: English (almost all subjects excluding Filipino)In the later years of implementation, more time were spent in technology- associate subjects like Science and engine room and engineering and Home Economics. 3. New Secondary Education Curriculum (NSEC) When the first batch of students who went through the NESC graduated, the Bureau of Secondary Education (BSE) implemented the NSEC in the schools. Like the NESC, it had to undergo field try-outs and on the basis of the results, was revise and finalized. The NSEC had the following features: g. It covered fewer learning areas putting greater emphasis on intellectual skills and ba sic knowledge, especially reading, writing and mathematics as well as attitude formation among pupils; h.Its gist focused on the development of a shared values and belief system which fosters humanism and sense of nationhood among children; i. It aimed at mastery learning among pupils; j. It emphasized the development of work skills which are as important as intellectual skills; k. It developed health values in the whole curriculum; and l. It developed competencies and values for social living reflected in the new dimension in civics and culture The NSEC included the ff. learning areas to be taught for 40 minutes quotidian from first year to fourth year: determine EducationSocial Studies FilipinoScience and engineering English personal Education, Health and Music Mathematics technology and Home EconomicsComparison of the Learning Areas and Time Allotment of RSEP and NESC |RSEP | |NSEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science | |Science and applied science | |Filipino | |Filipino | |Social Studies | |Social Studies | |Home Economics | | engine room and Home Economics | |Physical Education (with PMT/CAT in fourth year) | |Physical Education, Health and Music | |Character Ed. | |value Ed. | |One hour, thrice a workweek |Time allotment |40 minutes daily schedule | The formal review of the NESC and NSEC was started during the incumbency of Sec. Andrew Gonzales (1998-2001) and continued during the incumbency of Sec. Raul Roco (2001-2003).Other studies conducted: |Studies/Researches |Findings/Recommendations | |National Achievement Test |Gr. VI students were able to answer correctly less than 50% of questions asked in | | |Science, Mathematics and English | |National Secondary Achievement Test |A mean percentage score of only 50 % was achieved | |Committee on Information, applied science , Science, |An â€Å"overcrowded curriculum” especially in Gr.III resulted in poor mathematical operation of | |Mathematics, E ducation and other Technology |pupils in the elementary grades. Students need longer time in science and | | |mathematics. | |Present Realities in Reading Education by Aurora|Students are deficient in reading ability. They have not developed the higher | |Roldan |order sentiment skills, even at Gr. V. There is risk of exposure of reverting to illiteracy | | |if the students dropped out before completing Gr. VI. | |Third International mathematics and Science |The Philippines ranked 39th out of 42 countries which participated in the studies. |Study (TIMMS) | | |The Learning Process: The Neglected Phenomenon |In comparison with other countries, the Philippines science syllabus contained | |in Science and Mathematics Education Reform in |more topics suggesting that the curriculum is even congested. | |the Philippines | | 4. Re social organisationd Basic Education Curriculum The first monitoring and evaluation of the basic education curriculum implementation was conducted in fami ly line 2002, the second in October 2003 and the latest in September 2004. Effective 2006-2007, the mandatory implementation of the 2002 BEC was expanded to the private secondary schools (DepEd rewrite No. 35, July 1, 2005). Comparison of the Learning Areas of NSEC and RBEC NSEC | |RBEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science and Technology | |Science | |Filipino | |Filipino | |Social Studies | |Makabayan | |Technology and Home Economics | |-Araling Panlipunan | |Physical Education, Health and Music | |- Technology and victuals Ed. | |Values Ed. | |- Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan | | | |-Edukasyon sa Pagpapahalaga |A vital part of the restructured curriculum is the promotion of the use of Information and Communication Technology (ICT) in every learning area. DepEd, through its computerization Program, provided computers and peripherals to recipient public high schools nationwide. The government agencies like the Department of Trade and exertion (DTI), local governments, and private firms such as Intel likewise contributed to the advancement of computer education in public elementary and high schools through donations of computers. The features that make the new 2002 curriculum for elementary and secondary education varied from previous curricula implemented in the 1900s are: 1.Restructuring of the learning areas, reducing them to five (English, Filipino, Mathematics, Filipino and Makabayan) 2. Stronger integration of competencies and values within and across learning areas 3. Greater emphasis on the learning process and integrative modes of teaching 4. Increased time for tasks to gain mastery of competencies of the basic tool subjects Amendments in the RBEC included the assessment or learning outcome to take place before or in between the presentation of the lesson 5. 2010 Secondary Education Curriculum (SEC) The SEC fluid patterned the content of the curriculum to the 2002 RBEC. It stil l includes the five major learning areas.The refinement of the curriculum followed the judgment by aim (UbD) model developed by Jay McTighe and set aside Wiggins. The Secondary Education Curriculum is quiet of three stages: Stage 1: Results/ desire Outcomes, which define what students should be able to know and do at the end of the program, course, or unit of study; generally convey in terms of overall goals, and specifically defined in terms of content and achievement standards. • Content standards, which specify the essential knowledge (includes the most important and allow ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, â€Å"What should students know and be able to do? • mathematical operation standards, which express the degree or quality of proficiency that students are expected to tell in relation to the content standards. They answer the question,  "How well must students do their work? ” or â€Å"At what level of performance would the student be appropriately fitting or certified? ” • innate Understandings, which are the big and enduring ideas at the heart of the discipline and which we want the children to remember even long after they leave school. • Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the essential meanings and understandings. • Curriculum Objectives, which are expressed in terms of knowledge and skills that teachers can use as guide in formulating their own schoolroom objectives.Stage 2: Assessment, which defines acceptable demonstrate of student’s attainment of desired results; determines authentic performance tasks that the student is expected to do to demonstrate the desired understandings; and defines the criteria against which the student’s performances or products shall be judged. • Produc ts and Performances, which are the evidence of students’ learning and a demonstration of their conceptual understanding, and content and skill acquisition. Stage 3: Learning Plan, which details the instructional activities that students will go through to attain the standards. • instructional Activities, which are aligned with the standards and are   designed to promote attainment of desired results. The Features of 2010 Secondary Education CurriculumThe 2010 Secondary Education Curriculum has the following strengths/ advantages: 1. It focuses on essential understandings. 2. It sets high expectations (standards-based) expressed in terms of what students should know and the quality of the skills that they are expected to demonstrate as evidence of learning. 3. It is rich and challenging as it provides a personalized approach to developing the students’ multiple intelligences. 4. It develops readiness and passion for work and lifelong learning. 5. Comparison of the Learning Areas and Time Allotment of the 2002 BEC and the K to 12 Curriculum Comparison of the Learning Areas of RBEC and 2010 SEC RBEC | |2010 SEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science | |Science | |Filipino | |Filipino | |Makabayan | |Makabayan | |-Araling Panlipunan | |-Araling Panlipunan | |- Technology and Livelihood Ed. | |- Career Pathways in Technology and Livelihood Ed. |- Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan | |- Music, Arts, Physical Education, Health | |-Edukasyon sa Pagpapahalaga | |-Edukasyon sa Pagpapahalaga | | | |Citizen ship Army pedagogy (4th yr) | 6. The K to 12 Basic Education Curriculum This is in pursuance of the reform thrust of Basic Education heavens Reform Agenda (BESRA) 2006-present BESRA †Integrated reform framework articulated by the DepEd that provides a coherent conceptual and policy structure for the various reforms indispensable by the system, in particular the targets de fined in the Philippines EFA 2015 plans and the Millennium Development Goals -. Focuses on key reform targets related to the implementation of school-based management, improvement of teaching quality, curriculum, and pedagogy in the key learning areas, and incorporates the Philippine EFA 2015, among others.Comparison of the Curriculum of the Old Education and K to 12 Secondary Education |Basic Education Curriculum (2002) |2010 SEC |K to 12 Curriculum 2012 | |BEC is restructuring of the NSEC and NSEC in |The 2010 is the revised 2002 BEC incorporating |The K to 12 Basic Ed. Curriculum is geared | |order to raise the quality of the Filipino |Understanding by image (UbD) which seeks to |towards the development of holistically | |learners and graduates and empower them for |contribute to useful literacy for all and |developed Filipino with 21st century skills who| |lifelong learning. the development of 21st century core skills |is ready for employment, entrepreneurship, | | |needed for global competitiveness. |middle level skills development and higher | | | |education upon graduation. | Learning Areas The learning areas of the K to 12 curriculum cut across the grade levels from Gr. I to Gr. 12 are the ff: Languages: Mother Tongue, Filipino,English Arts and liberal arts: Music, Arts, PE, and Health, Edukasyon sa Pagpapakatao, Araling Panlipunan Science and Mathematics Technology and Livelihood EdComparison of the 2010 SEC and the K to 12 Secondary Education |2010 SEC | |K to 12 | |UBD framework follows three stages, starting |Curriculum |Spiral progression of curriculum that starts | |from results or desired outcomes, assessments, | |from simple to complex and requires revisiting | |products, and performance and learning plan | |prior knowledge | |National Achievement Test for Secondary |Assessment |End-of-Gr. 10 Exam and end-of-Gr. 12 Exam | |Students | | |Comparison of the Learning Areas and Time Allotment of the Secondary BEC 2002 and K to 12 Curriculum |Learn ing Areas |2002 BEC (Hours per week) |K to 12 Education (hours per week) | |English |5 |4 | |Filipino |4 |4 | |Mathematics |5 |4 | Science |6 |4 | |Araling Panlipunan |M |4 |3 | | |a | | | | |k | | | | |a | | | | |b | | | | |a | | | | |y | | | | |a | | | | |n | | | |Edukasyon sa Pagpapakatao | |2-3 |2 | |Music, Arts, Physical Education and Health (MAPEH) | |4 |4 | |Technology and Livelihood Ed. |4 |4 | C. TERTIARY LEVEL General Education Curriculum (GEC) A. CHED memo Order No. 59, series of 1996 Minimum Requirements The minimum requirements for the mandatory General Education Curriculum (GEC) of tertiary courses of study leading to a initial bachelor’s degree covering four curriculum B. CHED Memorandum No. 04, Series of 1997 twain broad categories of fields of study a. the Humanities, Social Sciences and Communication-GEC-A (63 units for humanities, social sciences and communication students) b. fields other than the Humanities, Social Sciences and Communicatio n -GEC-B (51 units for non-HUSCOM students) C.The Revised General Education Curriculum Gen. Ed opposite number Major Courses The GE Program introduces students to distinct ways of learning and is oriented toward broad and wide-ranging understandings. On the other hand, major program focuses on theories and methods particular to a discipline. Likewise, it is directed at more speculative and technical knowledge. Goals of RGEC 1. Lay groundwork for development of a professionally competent, humane and morale person 2. Prepare students demands of 21st century life 3. Enable students to locate himself/herself in the community and the world and engage in it meaningfully COLLEGE READINESS STANDARDS Combination of knowledge, competencies, and thoughtful thinking necessary for K-12 graduates to participate and resultâ€without remediationâ€in entry-level undergraduate courses in higher education The New GEC: from 63/51 to 36 units The RGEC or new GEC removes remedial courses, does not duplicate Gr. 11 and 12 subjects and cuts across domains of knowledge. RGEC is composed of 24 core units which include Understanding the Self, The contemporaneous World, Purposive Communication, Art clasp, morals, Readings in Phil. History, Mathematics in the newfangled World, Science Technology and Society; 9 units in Elective (Environmental Science, People and the Earth’s Ecosystem, life sentence in the IT Era, Gender and Society and others) and a mandated 3-unit course in Life and whole kit of Rizal. Core Courses Title |Description | |Understanding the Self |Nature of identity operator; factors and forces that affect the development and maintenance of personal | | |identity | |Readings in Philippine |Selected primary sources on diametric periods of | |History |Philippine history | |The Contemporary |Globalization and its impact on individuals, communities and nations, challenges and responses | |World | | |Mathematics in the Modern World |Nature of mathemati cs, appreciation of its practical, | | |intellectual, and artistic dimensions, and application of | | |mathematical tools in daily life | |Purposive |Writing, speaking and presenting to different audiences | |Communication |and for various purposes | |Art Appreciation |Nature, function and appreciation of the arts in contemporary society | |Science, Technology |Interactions between science and technology and social, cultural, political and economic contexts| |and Society |which shape and | | |are determine by them; specific xamples throughout human history of scientific and technological | | |developments | |Ethics |Principles of ethical behavior in mod society at the level of the person, society, and in | | |interaction with the\r\n'