Curriculum development in the Philippines by Karel Mie M. Prado

Historical Foundations of
Curriculum
Curriculum Development
in the Philippines
Karel Mie M. Prado

Historical Perspectives on Curriculum
Development
1. The religious;
2. The political;
3. The utilitarian;
4. The mass education;
5. The motive for excellence in Education

The Curriculum: Different Dimensions
Traditional
- defined curriculum as a group of subjects arranged
in a certain sequence peculiar to the subject field
itself for the purpose of the instruction.
Modern
- Consist of all experiences for learning which are
planned and organized by the school.

Curriculum Planning and Curriculum
Development
Curriculum Plan
- the advance arrangement of learning opportunities
for a particular population of learners.
- written curriculum is what we know as curriculum
guide.
Curriculum Planning
- the process whereby these arrangement of
curriculum plans or learning opportunities are created

Development (cont.)
Curriculum Development
- the process of selecting , organizing, executing and
evaluating learning experiences on the basis of the
needs, abilities and interest of learners and the nature of
the society and community.
- is a cooperative venture among teachers,
supervisors, curriculum expert, learners, parents and non-school
people.

Development (cont.)
Considerations Factors:
1. The nature of society which includes the cultural
heritage, the needs and demands as well as the
economic, social, political, cultural, moral and other
problems of the people.
2. The interests, the needs, previous experiences and
problems of the learners, and
3. The educational and psychological principles
based on the findings of scientific studies and
experimentations.

Development (cont.)
Curriculum Laboratory
- is a place or workshop where curriculum
materials are gathered or used by teachers or
learners.
Resource Unit
- is a collection or suggested learning activities
and materials organized around a given topic or area
which a teacher might utilize in planning, developing
and evaluating a learning unit.

Development (cont.)
- It consists of the following parts:
1. Introduction or short explanation of the
importance of the topic;
2. Objective or anticipated outcomes;
3. Content of the unit;
4. Unit. Activities;
5. Evaluation; and
6. Bibliography of useful materials

Development (cont.)
Course of Study
- is an official guide prepared for use by the
administrators, supervisors, and teachers of a
particular school or school system as an aid to
teaching a given subject or areas of study for a given
level or grade, combinations of grades or other
designated class or group of learners.
1. Aims of the course;
2. The expected outcomes;
3. The scope and nature of materials to be studies;

Development (cont.)
4. Suitable instructional aids;
5. Textbooks;
6. Supplementary activities;
7. Teaching methods; and
8. Techniques of evaluation of achievements.

Curriculum Development in the
Philippines
The Pre-Spanish Curriculum
 They did not have an organized system of
education
 Ideas and facts were acquired through suggestion,
observation, example and imitation.
 The diaries of Fr. Chirino attest to the historical fact
that “the inhabitants were civilized people,
possessing their writing, laws and moral standards
in a well-organized system of government.”

Philippines
The Spanish- devised Curriculum
 The Spanish Missionaries were the teachers during
that time.
 Spanish curriculum then consisted of the three R’s
– reading, writing and religion, with undue
emphasis on the last tools for perpetuating the
colonial order.

Philippines
The Spanish- devised Curriculum (cont.)
 According to Fr. Modesto de Castro, author of
Urbana at Felisa(1877), the curriculum for the 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,
3. enable the individual to get along well with his
neighbor.

Philippines
The American-devised Curriculum
 The public school system established and headed
by an American until 1935, was to train the Filipinos
after the American culture and way of life.
 The curriculum was based on the ideals and
traditions of America and her hierarchy.
The primary curriculum prescribed in 1904 by the
Americans for the Filipinos consisted of three grades
provides training in two aspects.

Philippines
The American-devised Curriculum (cont.)
a. Body Trainings- singing, drawing, handwork,
and physical education.
b. Mental Training – English(reading, writing,
conversation, phonetics, and spelling), nature study,
and arithmetic. In Grade 3 geography and civic were
added to the list of subjects.

Philippines
The American-devised Curriculum (cont.)
Intermediate Curriculum
- Arithmetic, Geography, Science and English.
Science included plant life, physiology and sanitation.
Collegiate Level
- normal schools were opened with a teacher’s
training curriculum appropriate for elementary
mentors.

Philippines
The Curriculum During the Commonwealth (1935-
1946)
 Considered as the period of expansion and reform
in the Philippine curriculum.
 The educational leaders expanded the curriculum
by introducing courses in farming, trade, business,
domestic science, etc.
 The start of operation of the collegiate normal
schools in 1939 and there was two years training
beyond the high school.

Philippines
The Curriculum During the Commonwealth (1935-
1946) cont.
 Commonwealth Act 586, also known as Education
Act of 1940, reorganized the elementary school
system by eliminating Grade VII

Philippines
The Japanese-devised Curriculum (1941-1945)
 Nippongo and abolishing English as the medium of
instruction and as a subject.
 Causes a blackout in the Philippines education and
impeded the educational progress of the Filipinos.

Philippines
The Curriculum during the Liberation Period
 1945, the liberation period, steps were taken to
improve the curriculum existing before the war.
a. restore the Grade VII
b. abolish the double-single session
c. adopt the modern trends in education taken
from the United Sates.
 However, their efforts remained in ideational stage.

Philippines
The Curriculum during the Philippine Republic
 Great experiments in the community school idea
and the use of the vernacular in the first two grades
in the primary.
 School and community collaboration pioneered by
Jose V. Aguilar. Because of the successful
implementation it was given the official cognizance
by the Bureau of Public schools in June 1949.

Philippines
The Curriculum during the Philippine Republic (cont.)
Instructional materials that will give emphasis on the
following area:
1. The improvement of home industries so that they
will be patronized.
2. The appreciation of the services of great men and
women of our country.
3. Preservation of our cultural heritage.

Philippines
 The DEPED , attempts to keep up with the changing
economic and social conditions of the country. The
areas studied include social studies, health and
science, language arts, arithmetic, arts and
physical education and work education.
 In the elementary level, vocational education was
introduced, namely in the six major areas:
agricultural education, business education, fishery,
home economics, home industries and trade
industrial education, including girls trade courses.

Philippines
 Massive development of the working education.
 Establishments of vocational schools.
 Usage of media in teaching

Philippines
Curriculum in The New Soceity
 “To guarantee that the educational system would
be relevant and responsive to the challenges and
requirements of national, provincial and local
government.”, by Pres. Ferdinand Marcos pursuant
to proclamation No. 1081 on Sept. 29. 1972, Decree
No. 6 known as the Educational Development
Decree of 1972, to take effect immediately.
 Aims to make the school responsive to the needs
of the New Society.

Philippines
Curriculum in The New Soceity (cont.)
 Has a 10 year program based on a number of
principles:
1. Improvement of curricular programs and quality of
instructions at all levels by upgrading physical
facilities;
2. Adopting cost-saving instructional technology and
training and retraining of teachers and administrators;
3. Upgrading of academic standards through
accreditation schemes, admission testing and
guidance counseling

Philippines
4. democratization of access to education by financial
assistance to poor but deserving students, skills
training programs for out of school youth and a
continuing educational program for illiterate adults.
 Teaching of land and agrarian reforms
 Family Planning and the Philippine constitution
subjects is compulsory in the collegiate level.
 Alien schools will not be solely owned by the alien and
must follow the basic curriculum of DEPED.

Philippines
The curricular redirection of the in the New Society can be
briefly summarized as follows:
1. The curriculum should be directed to place more stress
on development of moral virtues particularly discipline,
honesty, social responsibility, thrift, hard work, and
obedience.
2. As means of integrating education and life, the content
of all subject areas at all levels shall be related to the
conditions of the times, to the actual needs of the
people and the country,

Philippines
The curricular redirection of the in the New Society can be briefly
summarized as follows:
3. The curriculum should reflect the urgent needs and problems
facing the country today and should therefore include: Population
Education, Nutrition, Food Production, Wise conversation and
Utilization of Natural resources, Tax Consciousness, Cooperative
Education, Consumer Education and Buy-Filipino Movement.
4. The curriculum should be viewed not in terms of facts or subjects
matter to be mastered but in terms of learnings to be acquired and
applied in meeting everyday situations.

Philippines
The curricular redirection of the in the New Society can be briefly
summarized as follows:
5. All teaching shall seek to develop comprehensive understanding
of all the subjects, their interrelationship and their significance to
everyday living.
6. Co-curricular youth programs shall be restructured and enriched
to channel youth activities to positive and productive endeavors.
7. Non-formal education or extension services for the community
shall be recognized and credited as part of the school curriculum.

Philippines
Curriculum in The New Society (cont.)
The reforms in teaching methodology are as follows;
1. Objectives of instruction shall specify behavioral changes as
primary outcomes of learning activities.
2. More and more, teaching strategies that are inquiry –and –
problem –oriented should be adopted in order to develop the
ability to think, rationalize and make proper decisions.
3. Guidance and research should be given greater emphasis.
4. Courses should be restructured to allow testing in actual
practice of theories learned in classrooms.
5. More opportunity should be given to out-of-class room learning.

Philippines
Curriculum in The New Society (cont.)
The reforms in teaching methodology are as follows;
6. Evaluative methods should accordingly be revised.
7. Inventive in the form of scholarship shall be provided for
students to take technical and vocational courses.

Curriculum development in the Philippines by Karel Mie M. Prado

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