Historical Foundation of the Curriculum PDF

Historical Foundation of the Curriculum There are major events in the life of the Filipinos that have great impact on the educational system. Three colonizers dominated the Filipinos and used education in different ways to spread their principles and beliefs. Because of this, education in our...

Historical Foundation of the Curriculum There are major events in the life of the Filipinos that have great impact on the educational system. Three colonizers dominated the Filipinos and used education in different ways to spread their principles and beliefs. Because of this, education in our country has undergone various changes throughout the years. Pre-Hispanic Filipinos had no formal schools. Learning began in the home. Education was oral, practical and hands- on. Pre-Spanish children were taught reading, writing and arithmetic by their parents. Spanish Government The arrival of the Spaniards in the Philippines paved way to the establishments of schools in the country. Religion was a compulsory subject at all levels-from the primary schools to the universities. Establishment of normal school for the training of teachers with a mastery of the Spanish language.  Although, the Spanish government exerted effort to educate the Filipinos, basic education remained inadequate and defective. The educational system was characterized by the absence of a systematic government supervision of the schools, over-emphasis on religion, limited and irrelevant curriculum, obsolete teaching method, poor classroom facilities and inadequate instructional materials. There was also racial discrimination against Filipino students and absence of academic freedom. American Government There were three levels of education during the American period -the elementary, secondary and college. Higher education was promoted by the Americans, the Public Schools- the University of the Philippines in 1908 and the Philippine Normal School; the Private Schools- Siliman University in1901, Centro Escolar University in 1907 and the Philippine Women’s University in 1919 were created and started. Americans encourage Filipino in the field of teaching. Outstanding Filipino scholars were sent to US to train as teachers. Americans restored damaged school houses, build new ones and conduct classes. They infused their students the spirit of democracy and progress as well as fair play.  Japanese Government The Japanese period recognized the important role of education in realizing their vision of a New Order in Asia and emphasized the six basic principles. They promoted the vocational courses and inspire people with the spirit of love and labor. On October 14, 1943, the Japanese sponsored Republic created the Ministry of Education. There were important changes in the curriculum this period. The class size increased to 60, no summer vacation for students, deleted anti-asian opinions, American symbols and banned the singing of American songs. Nihongo was used as means of introducing and cultivating love for Japanese culture. After World War II, in 1947, by the virtue of Executive Order no. 94, the Department of Instruction was changed to “Department of Education”. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools. Education after 1940 The objective of the Philippine Education was to established “integrated, nationalistic, and democracy- inspired educational system” which include the following: 1. Inculcate moral and spiritual values inspired by an abiding faith in God. 2. To develop an enlighten, patriotic, useful and upright citizenry in a democratic society. 3. Conservation of the national resources. 4. Perpetuation of our desirable values. 5. Promote the science, arts and letter. Martial Law period The Department of Education became the Department of Education and Culture in 1972, the Ministry of Education and Culture in 1978 and with the Education Act of 1982, the Ministry of Education, Culture and Sports. A bilingual education scheme was established in 1974, requiring Filipino and English to be used in schools. Science and Math subjects as well as English language and literature classes were taught in English while other subjects were taught in Filipino. From 1986 to the present The bilingual policy in education was reiterated in the 1987 Constitution of the Philippines. The Congress passed Republic Act 7722 and Republic Act 7796 in 1994, creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). The institute governing basic education was thus renamed in 2001 as the Department of Education (DepEd). Enhance Basic Education Act of 2013 (Kto12) Kto12 Pro’s: The Kto12 curriculum shall provide a twelve (12) year basic education; pursue protective employment, entrepreneurship and higher educational studies; graduates is expected to be equipped with 21st century skills. Kto12 Con’s: The Kto12 curriculum was seen as a burden for average filipino family, it does not address the basic problems of education (classrooms, chairs, books etc.) Bases of K to 12 Implementation: Mastery of basic competencies is insufficient due to congested curriculum. Philippines is the only remaining country in Asia with a ten (10) year basic education program. Use of spiral progression approach to ensure mastery of knowledge and skills in every level. Curriculum Tracks: The students who will enroll in Senior High School can choose among four tracks: Academic Technical-Vocational-Livelihood Sports track Arts and Design track. Academic track includes the following strands: Business, Accountancy, Management (BAM), Humanities and Social Sciences (HUMSS), Science, technology, engineering, mathematics (STEM) General Academic Strand (GAS). Sociological Foundations of the Curriculum Schools are part of the society and exist for the society. Society influences society through its curriculum. Schools, through their teaching of the curriculum, can shape and mold society and society in turn can impact the curriculum. Schools exist within the context of society and influence culture which in turn shapes the curriculum. A curriculum should be able to prepare students for the present and the future. It should address the wants and needs of the learners by responding to social conditions locally, nationally and globally. Since the society is dynamic, there are many developments which are difficult to cope with and to adjust to. But the schools are made to address and understand the changes not only in one’s country but in the world as well. Therefore, schools must be relevant by making its curriculum more innovative and interdisciplinary. A curriculum that can address the diversities of global learners, the explosion of knowledge through the internet, and the educational reforms and policies recommended or mandated by the United Nations. However, it is also imperative that a country must have maintained a curriculum that reflects and preserves its culture and aspirations for national identity. No matter how far people go, it is the country’s responsibility to ensure that the school serves its purpose of educating the citizenry.