Unit 3: Curricular Reforms in the Philippines PDF

UNIT 3: CURRICULAR REFORMS IN THE PHILIPPINES I. REFORM IMPLEMENTATION What is an Educational Reform? An educational reform is a modification, amendment or update of the education system of a nation with the goal of improving it. In this sense, the proposal and implementa...

UNIT 3: CURRICULAR REFORMS IN THE PHILIPPINES I. REFORM IMPLEMENTATION What is an Educational Reform? An educational reform is a modification, amendment or update of the education system of a nation with the goal of improving it. In this sense, the proposal and implementation of an educational reform require, on the part of the different political and social factors involved, a serious and constructive discussion and reflection, since this type of initiative has enormous repercussions on the future of a country, due to that they can modify the forms, methods and contents that are taught to children and young people. The main objective of all educational reform is, of course, to improve the education system, either because it is considered that it is necessary to update the school curriculum, because they want to modify methods or content, or because they seek to implement a more effective education system that provides culture and tools. suitable for young people in the future. The proposal for educational reform implies the recognition that there are aspects of the educational system that must be improved or corrected. In this sense, in current times, there have been multiple educational reforms aimed at including the internet and the new information and communication technologies as fundamental knowledge tools for the new times. Educational reform can be proposed due to political factors, and, depending on the legislation of each country, must be subjected to a series of review and approval procedures by different instances in order to be promulgated and implemented. In this sense, it is important to point out that, precisely because of its importance, the process of introducing educational reform must be gradual and consensual. (Rhodes, 2021) Various Reform Implementations in the Philippines National Elementary School Curriculum (1984-2002) It was developed as part of the implementation of the Program for Decentralized Education Development. It is an outcome-oriented and not subject-oriented curriculum with its main focus being on the learning process, and not on the subjects. The 3Rs are the core learning (reading, writing, arithmetic). New Secondary Education Curriculum from (1991-2002) The New Secondary Education Curriculum (NSEC) of the SEDP is cognitive affective-manipulative based. Focus is on substantive and process content, values development, productivity and technology. Revised Basic Education Curriculum in (2002) The BEC focuses on the basics of reading, writing, arithmetic, science and patriotism. Values is integral to all the subject areas. Students can then be ready for lifelong learning. It seeks to cure the inability of students who cannot read with comprehension at grade 3 and worse, at grade 6. (DO 25, S. 2002) Secondary Education Curriculum (2010) The 2010 Secondary Education Curriculum still patterned the content of the curriculum to the 2002 Restructured Basic Education Curriculum. There are 8 subject areas to be considered: English, Filipino, Science, Mathematics, Araling Panlipunan, Technology and Livelihood Education, MAPEH, and Edukasyon sa Pagpapahalaga. K-12 Enhanced Basic Education Curriculum (2012) The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. II. OUTCOMES AND FUTURE PROSPECTS OUTCOMES The new curriculum, popularly known as the K to 12 program, is a landmark reform that brings the basic education of the country on a par with international standards RA 10647 – the “Ladderized Education Act of 2014” signed on 21 November 2014. It seeks to strengthen the ladderized interface between technical-vocational education/training and higher education such that job platforms and opportunities to earn are available at every exit and credit transfers are ensured when the student decides to return to school. RA 10650 – the “Open Distance Learning Act” signed on 9 December 2014 seeks to expand access to educational services through open distance learning or the use of technology to enable students to develop competencies and earn a degree. During a conference held in January 2017, DepEd evaluated the execution of the K-12 program, with participants ranging from government representatives and school management to educators. Positive developments included enhancements in kindergartens, attributed to a curriculum focused on the local context, the establishment of hygienic and welcoming classrooms, and increased community engagement. Children were fostering a passion for reading, and educators were enhancing their skills through technology integration and more impactful teaching methodologies. Exemplary approaches for grades one to six encompassed custom curricula for Christian and Muslim pupils, strengthened engagement with indigenous groups, self-directed learning resources, comprehensive catch-up initiatives, and implementation of Learning Action Cell sessions to enhance teacher growth. DepEd noted amplified enrollment and reduced dropout rates in schools employing these methods, fostering elevated confidence among minority segments. In junior high schools, there was a focus on initiatives targeting decreased dropout rates and sustained education. These included the utilization of ALS in a virtual setting, an adult foundational reading scheme, and educational grants for both adult students and those with special requirements. Schools witnessed increased enrollment, greater involvement, and heightened community engagement. Moreover, teacher proficiency was enhanced through training in practical, real-world-oriented teaching methodologies. Regarding senior high schools, which are currently implementing grade 12 across the board, DepEd affirmed notable achievement. They pointed to the effective utilization of junior high school educators to address openings, along with enhanced collaboration between local and national authorities, as well as private enterprises, for the provision of amenities like classrooms and dormitories in distant locales. Substantial voucher distribution was observed among private school students, alongside the availability of scholarship opportunities. FUTURE PROSPECTS The program aims to decongest and enhance the curriculum to enable learners to acquire the basic competencies needed by students to work, engage in entrepreneurship, or pursue higher education (www.gov.ph/k-12/, SEAMEO INNOTECH, 2012). The K to 12 program is envisioned to give the country quality education but quality education necessitates coherence from intention to implementation. Ambisyon Natin 2040 encapsulates the 2040 vision of Philippine society. It serves as the government's extended strategy to combat poverty, encompassing the shared enduring aspirations of Filipinos for themselves and the nation for the next 25 years. The vision outlines that by 2040, the Philippines will thrive as a mainly middle class nation, eradicating poverty entirely. The populace will enjoy extended, healthy lifespans, exhibit intelligence and inventiveness, and live in a high-trust society. The Sustainable Development Goals (SDGs) act as a blueprint for constructing a more promising and enduring future. They address worldwide challenges like poverty, disparity, climate change, ecological decline, peace, and fairness. In the context of international assessments, the educational performance of the Philippines still needs a lot of improvement. The need for the curriculum to develop students who are globally competitive is another factor with which the educational sector will have to contend in the future. III. CURRICULAR REFORM IN BASIC EDUCATION Basic Education Curriculum Reform Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013, is the latest educational reform in the Philippine Education signed into law by President Benigno Aquino III last May 15, 2013. It is an act enhancing the Philippine Basic Education system by strengthening its curriculum and increasing the number of years for basic education appropriating funds therefore and for other purposes. The Enhanced Basic Education Act of 2013 popularly known as K to 12 includes one (1) year of Kindergarten Education, six (6) years of elementary education, six (6) years of secondary education includes four (4) years of junior high school and two (2) years of senior high school. With K to 12, the existing 10 years of basic education is increased to 12 years with kindergarten education as a prerequisite to entry in Grade I. Why K to 12? K to 12 makes the Philippine education system at par with the international standard of 12-year basic education thereby contributing to better educated society capable of pursuing productive employment, entrepreneurship, or higher education studies. After going through kindergarten, elementary, junior high and a specialized senior high school program, every K to 12 graduate is ready to go into different paths – higher education, middle level skills development, employment or entrepreneurship. The K to 12 graduates is also expected to be equipped with 21st century skills like information, media and technology skills, learning innovation skills, effective communication skills, and life career skills. When K to 12 was launched in 2012, many Filipinos were apprehensive because of the addition of two (2) more years in secondary schooling. Others said, K to 12 is doomed to fail since it does not address the basic problems in education like lack of classrooms, chairs, books, teachers, quality teaching, and many more. Amidst criticism, the Department of Education pushed for K to 12 implementations. What could be the reason? Let’s consider the existing realities in Philippine education that became the bases of the K to 12 implementations: 1. Mastery of basic competencies is insufficient due to congested curriculum. In international examinations, the Philippines performed poorly as revealed in 2003 TIMSS (Trends in International Mathematics and Science Scores). In Grade IV Science and Math, the Philippines ranked 23 out of 25 participating countries. In High School II Science, the Philippines ranked 43 out of 46 and in Math ranked 34 out of 38. Even with only the science high schools participating in the advanced Mathematics category in 2008 TIMMS, the country’s ranking did not improve. 2. The Philippines is the only remaining country in Asia with a 10 – year basic education program. The Philippines is the only country in Asia that has a ten-year basic education program. The short duration of the basic education program also puts millions of overseas Filipino workers, especially the professionals, and those who intend to study abroad at a disadvantage. Graduates of the Philippine schools are not automatically recognizing as professionals outside the country due to lack of two years in basic education. Balogna Accord imposes twelve (12) years of education for university admission and practice of profession in European countries. Washington Accord prescribes twelve (12) years basic education as an entry to recognition of engineering professionals. K to 12 Curriculum Section 5 of the Enhanced Basic Education Act of 2013, stipulates the following curricular standards which the curriculum developers adhered to in crafting the K to 12 curriculum: a. The curriculum shall be learner–centered, inclusive and developmentally appropriate; b. The curriculum shall be relevant, responsive and research–based; c. The curriculum shall be culture-sensitive; d. The curriculum shall be contextualized and globally; e. The curriculum shall use pedagogical approaches that are constructivists, inquiry–based, reflective, collaborative, and integrative; and f. The curriculum shall adhere to the principles and framework of the Mother Tongue–Based Multilingual Education (MTB –MLE) which starts from where the learners are and from what they already know from the known to the unknown; instructional materials and capable teachers to implement the MTB–MLE curriculum shall be available. The Senior High School Curriculum There are four tracks in Senior High School. These are Academic track. TechVoc track, Sports Track and Arts and Design track. The academic track has four strands namely (1) Science, Technology, Engineering and Math (STEM), (2) Humanities and Social Sciences (HUMSS), (3) Accounting, Business and Management (ABM) and (4) General Academic Strand (GAS). This means that the Grade 11, a student chooses which track to pursue and if he/she chooses the academic he/she must also choose which track which strand, if a student intends to go to college after Grade 12, then he/she must take the academic track. The college program which he/she wants to enroll in determines which strand to take – STEM, HUMMS, Sports and Arts and Design. If a Grade 12 graduate wants to pursue TechVoc courses in Technical Educational Skills Development Authority (TESDA), he/she takes the TechVoc track. He/she who is interested in Arts and Design will pursue the Arts and Design track. The Sports track will be for any sports-minded Grade 12. References: Caluyo, B. (n.d.) National Elementary School Curriculum https://www.scribd.com/document/399506560/National-Elementary School- Curriculum Department of Education. (1989) Implementation of the New Secondary Education Curriculum under the 1989 Secondary Development Program. Department of Education. (2002). Implementation of the 2002 Basic Education Curriculum De la Fuente, J. (2014) Education Policy Priorities and Reform in the Philippines. https://www.teacherph.com/education-policy-priorities-reform philippines/ Education Trends and Issues | PDF | Teachers | Curriculum. (n.d.). Scribd. Retrieved August 25, 2023, from https://www.scribd.com/doc/35901629/Education-Trends-and-Issues Oxford Business Group. (2022, November 15). Education reform in the Philippines aims for better quality and more access - Asia 2017 - Oxford Business Group. https://oxfordbusinessgroup.com/reports/philippines/2017- report/economy/a-thorough-examination-substantial-reform-has-brought with-it-a-variety-of-challenges Rhodes, S. (2021). Meaning of educational reform. Warbleton Council. The K to 12 Basic Education Program | GOVPH. (n.d.). Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/k-12/