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1. CURRICULUM PLANNING AND EVALUATION WITH EMPHASIS ON TM II
Dr. Severino M. Jocson, Jr.
Mid-Term Examination (Essay)
Name:_______AndrewG.Papiona_____Program/Year/Section:__BTTE-4B_Date:__03/19/22__Score/Grade:_________
Question: INYOUROWN WORDS, NARRATETHEHISTORYANDDEVELOPMENT OF CURRICULUM PLANNING INTHE
COUNTRY
(Note: Onepageonly/short bondpaper/arialnarrowfont 11/1111margin/ SingleSpacing/Putyour answeron this
paper)
Theeducationsystem ofthe Philippineshasbeenhighlyinfluencedbythe country’s colonial history.ThePhilippinenationhasan
extensive and highlyinclusivesystem of education,includinghighereducation.In the presentday, the UnitedStates continuestoinfluence
the Philippineseducationsystem,as manyof the country’s teachersandprofessorshave earnedadvanceddegrees from UnitedStates
universities. TheEducationActof 1982provided for an integratedsystem of educationcoveringbothformalandnon-formaleducationatall
levels. Thisactalsocreatedthe Ministryof Education,CultureandSports (MECS).In 1987,the Ministryof Education,CultureandSports
becameagaintheDECSunderExecutiveOrder No. 117.Thestructureof DECS as embodiedintheorderremainedpracticallyunchanged
until1994. Republic Act6655or the FreePublic SecondaryEducationActof 1988, mandatedfreepublic secondaryeducation
commencingintheschoolyear1988–1989.TheCongressionalCommissiononEducationreportof1991recommendedthedivisionof
DECS into threeparts. OnMay18, 1994, the CongresspassedRepublic Act7722or the HigherEducationActof 1994,creatingthe
CommissiononHigherEducation(CHED),whichassumedthefunctionsofthe Bureauof HigherEducationandsupervisedtertiary degree
programs.OnAugust 25, 1994,the CongresspassedRepublic Act7796or the Technical EducationandSkillsDevelopmentActof 199,
creatingtheTechnicalEducationandSkillsDevelopmentAuthority, whichabsorbedtheBureauof Technical-VocationalEducationaswell
as the NationalManpowerandYouthCouncil,andbeganto supervise non-degreetechnical-vocational programs.DECSretained
responsibilityfor all elementaryandsecondaryeducation.Thisthreefolddivisionbecameknownasthe"trifocalsystem of education"inthe
Philippines.InAugust 2001, Republic Act9155,otherwisecalledthe GovernanceofBasic EducationAct, waspassed. Thisactchanged
the nameof DECS to the currentDepartmentof Educationandredefinedtheroleof field offices(regionaloffices,divisionoffices,district
officesand schools).
Theactprovidedthe overall frameworkfor schoolempowermentbystrengtheningtheleadershiprolesof headmastersandfostering
transparencyandlocalaccountabilityfor schooladministrations.Thegoalofbasic educationwastoprovide the schoolagepopulationand
young adults withskills, knowledge,andvalues to becomecaring,self-reliant,productive,andpatriotic citizensIn 2006, the Educationfor
All (EFA) 2015 NationalActionPlanwas implemented: Thecentralgoalisto provide basic competenciestoeveryone, and to achieve
functionalliteracyfor all.Ensuringthat every Filipinohasthe basic competenciesisequivalentto providing allFilipinos withthebasic
learningneeds,or enablingallFilipinostobe functionallyliterate.Thesecondarylevel of education,allchildrenagedtwelveto fifteen, are
soughtto be ontrack to completingtheschoolingcyclewithsatisfactoryachievementlevelsat every year. In January2009, the
Departmentof Educationsignedamemorandumofagreementwiththe UnitedState Agencyfor InternationalDevelopment(USAID) an
$86millionassistancetoPhilippineeducation,particularlytheaccessto qualityeducationintheAutonomousRegioninMuslim Mindanao
(ARMM),ZamboangaPeninsulaandSOCCSKSARGENregions.T heInternational aidtothe Philippinesunderpinned ThePhilippines
curriculum developmentbecauseofthememorandumofagreementsignedbyboth partiesto adoptthe learning Competenciesofthe
foreigncountryhas beenintegratedinour educational system the highereducationauthoritiesdiminishedsomethinggraduallythat Filipino
admirationsandidentityhas beencovered by foreignactivity.
Mypoint of view inthis situation of our curriculum isthat,the inclusionofforeigncompetenciesthroughintegrationinthedailylessonsof
teachersinmost schoolsofthe countryis unknowinglydisregardedthePhilippineCulture,goodpracticesandValues.Thedesigned
learningcompetenciesforPilipinopeoplehasbeendegradedoreven discarded.It is an ironyin the part of FilipinoEducationexperts,
Scholarsandfieldimplementerstoprovide qualityeducationtoour young peopleanddevelopthem to bea MakaDiyos, Makakalikasanat
makabansaandtrainthem to be an independent,self-directedandlifelonglearnersusingorapplyingthe centralizedcompetencieswith
the integrationof the internationalcompetencies.Theformersystem of basic educationinthePhilippinesconsistsofone-year preschool
education,six-yearelementaryeducationandfour-year highschooleducation.Althoughpublic preschool,elementaryandhighschool
educationareprovidedfree, only primaryeducationisstipulatedas compulsoryaccordingtothe1987 PhilippineConstitution.Formal
educationisthe hierarchicallystructured,chronologicallygraded'educationsystem',runningfrom primaryschoolthroughthe university
andincluding,inadditiontogeneralacademic studies, avariety of specializedProgramsandinstitutionsforfull-timetechnicaland
professionaltraining.In the recentyears, duringthe Pres. Aquino Administration,the K– 12 basic educationcyclehasbeenimplementedto
increasethenumberofyears of compulsoryeducationtothirteenyears. ThecurrentEducationSystem give everyone an equalchanceto

2. succeed"and"have qualityeducationandprofitablejobs".After further consultationsandstudies,the governmentadoptedthe K–6–4–2
basic educationsystem oneyear of kindergarten,six years of elementaryeducation,fouryears of juniorhighschooleducationandtwo
years of seniorhighschooleducation.