2. Local and Global Trends Issues
and Concerns in Curriculum
Part 1:
3. • - is often used to discribe solutions to
problems which represent a change or
departure from current practice as opposed to
progressive improvements within an existing
framework (Klaus, 1969).
• -It‟s also defined as “the introduction of
something new” and as “a new idea, method
or device” (Merriam Webster‟s Desk
Dictionary, 1995).
Innovation
4. Three Kinds of Innovations in
Education
1. Stucture- involve the ways in which classroom and
schools are organized
2. Content- introduce subjects not previously included
in the curriculum, or those that revise old subjects in
new ways.
3. Process- those that have to do with human
interaction. Involves the cognitive or intellectual or
thinking domain as well as the affective (social and
emotional) domain in Education.
5. Source: Curriculum Change in Basic Education and
Teacher Professional Development
Regional Experiences and National Cases
Merle C. Tan, PhD
Director, National Institute for Science and
Mathematics Education Development
University of the Philippines
(UP NISMED)
Local and Global Trends Issues
and Concerns in Curriculum
6. 1. Education for all.
2. Reorientation of Educational system. Learning
to know, to do, to be, and to live together.
3. Increasing the role of scientific literacy and
technological skills.
Basis for Curricular Improvements:
Brief Background
7. 1.
A shift in educational goals and objectives
towards using educational systems to
prepare learners as functioning citizens
of the Twenty -first century.
Emerging Trends in Basic Education
8. 2.
A move towards decentralizing
various aspects/processes of curriculum
development,implementation
and administration.
Emerging Trends in Basic Education
9. 3. The national curriculum for basic
education is being diversified precisely to
meet the basic learning needs of different
groups in the population.
Emerging Trends in Basic Education
10. 4.
Emphasis on education programs
that enhance science and technology
literacy and are introducing as much ICT
in schools as they can support.
Emerging Trends in Basic Education
11. 5.
Emphasis on independent study or selflearning, and of inculcating in students
the love and desire to learn and the basic
skills for learning.
Emerging Trends in Basic Education
12. 6.
Pedagogically, shifts have also been occur
ring away from traditional approaches
where teachers are the major authority in
knowledge construction and transmission.
Emerging Trends in Basic Education
13. 7.
Experimentation on various teaching-lear
ning methods and approaches to
attain a better integration of the contents
of the curriculum both within and across
subject offerings.
Emerging Trends in Basic Education
14. 8.
There is an increasing awareness of the
need to reorient teaching_learning
processes and outcomes away from earlier
notions that education is primarily a
means for preparing students to take and
pass school tests and national standard
examinations.
Emerging Trends in Basic Education
15. “Curriculum renewal today requires
educators and curriculum specialists to go
beyond the framework of a
content- and competency- based curriculu
m. ”
Summary of Emerging Trends
16. “Educators and curriculum developers,
too, must work to ensure the effective
implementation of new curricular
reforms and innovations.”
Summary of Emerging Trends
18. K-12 has kindergarten as base, to be
followed by six years of elementary
(Grades 1 to 6), four years of junior
high school (Grades 7 to 10), and two
years of senior high school
(Grades 11 and 12).
What is K-12?
19. As of School Year 2009-2010, National
Achievement Test (NAT) passing rates for
Grade 6 and 4th year students are only 69
and 46 percent, respectively.
In the Trends for International Math and
Sciences Study (TIMSS), the Philippines
often placed fourth from last.
Why K-12?
20. “You are given ten years to take in, to
chew on, and to digest the lessons.
There is no time for the children to
savor the knowledge they are receiving.
You just keep feeding and feeding
them.” -Pres. Aquino-
Why K-12?
22. The development of a better-educated
society capable of pursuing productive
employment, entrepreneurship, or
higher education disciplines.
Is K to 12 sustainable?
23. To implement K to 12, it would need at least
P363.29 billion in 2013; P361.17 billion in
2014; P377.21 billion in 2015; P423.04
billion in 2016; and P443.55 billion in 2017.
How to fund the program?
25. Teachers in Elementary and High School will need
to go through some adjustments with the new
curriculum.
Teachers will not get an additional workload for the
K to 12 implementation, as the Magna Cart for
Public School Teachers provides that teachers
should teach only up to six hours a day.
Where will more, bettertrained teachers come from?
27. The goal, according to DepEd, is for a
student who completes K to 12 to be
“equipped with skills, competencies,
and recognized certificates equivalent
to a two-year college degree.”
Will K to 12 solve the country’s
employment, development problems?
31. UNESCOUnited Nations Educational, Scientific
and Cultural Organization
UNICEFUnited Nations Children‟s Fund
“Children have a right to an
education, a quality education.”
32. • Learners who are
healthy, wellnourished and ready
to participate and
learn, and supported
in learning by their
families and
communities;
• Environments that are
healthy, safe, protecti
ve and gendersensitive, and provide
adequate resources
and facilities;
Quality education
includes:
33. • Content that is reflected
in relevant curricula
and materials for the
acquisition of basic
skills, especially in the
areas of literacy,
numeracy and skills for
life, and knowledge in
such areas as gender,
health, nutrition,
HIV/AIDS prevention
and peace.
• Processes through
which trained teachers
use child-centred
teaching approaches in
well-managed
classrooms and schools
and skilful assessment to
facilitate learning
and reduce disparities.
34. • Outcomes that encompass
knowledge, skills and attitudes, and are
linked to national goals for education and
positive participation in society.
36. A. Good Health and Nutrition
B. Early childhood psychosocial development
experiences.
C.Regular attendance for learning.
D.Family support for learning.
1. Quality Learners
37. A.Physical Elements
a. Quality of school facilities
b. Interaction between school
infrastructure and other quality
dimensions.
c. Class size
2. Quality Learning Environments
38. B. Psychosocial elements
a. Peaceful, safe environments,
especially for girls.
b. Teachers’ behaviours that affect
safety.
c. Effective school discipline policies.
d. Inclusive environments.
e. Non-violence.
2. Quality Learning Environments
40. A. Student-centred, non-discriminatory,
standards-based curriculum structures.
- Curriculum should emphasize deep rather
than broad coverage of important areas of
knowledge, authentic and contextualized
problems of study, and problem-solving that
stresses skills development as well as
knowledge acquisition.
3. Quality Content
41. B. Uniqueness of local and national
content.
- quality content should include several
pivotal areas. These include
literacy, numeracy, life skills and peace
education — as well as science and
social studies.
3. Quality Content
42. C. Literacy
- Literacy, or the ability to read and
write, is often considered one of the
primary goals of formal education.
3. Quality Content
43. D. Numeracy
- Also known as „quantitative
literacy‟, numeracy encompasses a
range of skills from basic arithmetic
and logical reasoning to advanced
mathematics and interpretative
communication skills (Steen, 1999).
3. Quality Content
44. E. Life Skills
- are defined as “psycho-social and
interpersonal skills used in every day
interactions…not specific to getting a
job or earning an income”.
3. Quality Content
45. F. Peace Education
- Peace education seeks to help students
gain the ability to prevent conflict, and
to resolve conflict peacefully when it
does arise.
3. Quality Content
46. G. Challenges in reaching large numbers
of children with quality content.
a. Teachers often find curricular
integration and interdisciplinarity
difficult, especially when the teacher does
not have a role in curriculum design;
b. Subjects that do not appear on
important examinations are not always taken
seriously;
3. Quality Content
47. c. Social attitudes towards the subject may
not be favorable, and cultural patterns are
difficult to change;
d. Ideas conceived in other regions of the
world may not be adequately adapted to the
local context;
e. Political and economic instability can lead
to discontinuity in policies andprogrammes,
as well as teacher and administrator
turnover.
3. Quality Content
48. A. Teachers
a. Professional learning for teachers.
b. Teacher competence and school efficiency.
c. Ongoing professional development.
d. Continuing support for student-centered learning.
e. Active, standards-based participation methods.
f. Teacher feedback mechanisms.
g. Teacher beliefs that all students can learn.
h. Teacher‟s working conditions.
4. Quality Processes
49. B. Supervision and Support
a. Administrative support and
leadership.
b. Student access to languages used at
school.
c. Using technologies to decrease
rather than increase disparities.
d. Diversity of processes and facilities.
4. Quality Processes
50. A. Achievement in literacy and
numeracy.
- Academic achievement in general and
achievement in literacy and numeracy
in particular represent key educational
outcomes.
5. Quality Outcomes
51. B. Using formative assessment to improve
achievement outcomes.
- Testing information tends to be used
primarily as a screening device to decide
who can continue to the next grade of level
rather than as a tool to help improve
educational quality for individuals and
systems.
5. Quality Outcomes
52. C. Outcomes sought by parents.
- Parents tend to see academic achievement as
closely related to the opportunity for social
promotion and employment.
- These anticipated outcomes tend to be highly
valued by families: future employment possibilities
that result from education seem to be a primary
factor in the demand for primary education
(Bergmann, 1996).
5. Quality Outcomes
53. D. Outcomes related to community
participation, learner confidence and lifelong learning.
- Academic achievement is often used as an
indicator of school quality because it is
easily measurable using standardized
tests, while other outcomes may be more
complex and less tangible.
5. Quality Outcomes
54. E. Experiential approaches to
achieving desired outcomes.
- schools can help build social capital
and create interconnecting links that
promote quality affective and
behavioural outcomes for children
(Bronfenbrenner, 1986).
5. Quality Outcomes
55. F. Health outcomes.
- Students should receive services to
improve their health, such as treatment for
illness and infection and school feeding
programmes to improve nutrition, as well as
curricular content that increases their
knowledge and affects their behaviour
related to health and hygiene.
5. Quality Outcomes
56. G. Lifeskills and outcomes.
- Psychosocial and interpersonal skills
can be applied to many contexts —
HIV/AIDS prevention, drug abuse
prevention, nutrition and hygiene
behaviour and many non-health
contexts as well.
5. Quality Outcomes
