CHAPTER SEVEN HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM LESSON 2 Journey Towards Basic Education Curricular Reforms: 1946 – 2011
Synapse Strengtheners 1. What are the basic curricular reforms in:
Year 1946 - 1956 1957 - 1972
Elementary Education General Education Curriculum Revised Elementary Education Curriculum
Secondary Education General Education Curriculum 2 – 2 Plan College Prep Curriculum Vocational Curriculum Revised Secondary Education Program Electives Offered New Secondary Education Curriculum(NSEC) 2002 Basic Education Curriculum 2010 Secondary Education Curriculum Roll – out implementation of Grade 1 and Grade 7 of the K to 12 Curriculum
1973 - 1988
New Elementary School Curriculum (NESC)
1989 - 2001
2002 Basic Education Curriculum
2002 - 2011
R.A. 10157 Kindergarten Education Act
2012 - 2013
Roll – out implementation of Grade 1 and Grade 7 of the K to 12 Curriculum
2. Research on the following:
10 – point Agenda on Education of President Aquino’s administrat ion Answer: o 12-year basic education cycle o Universal pre – schooling for all o Madaris education as a sub – system within the education system o Technical – vocational education as an alternative stream in senior high school o Every child a reader by Grade 1 o Science and math proficiency o Assistance to private schools as essential partners in basic education o Medium of instruction rationalized o Quality textbooks o Covenant with local governments to build more schools
K to 12 Basic Education Curriculum Framework Answer: CONTEXT PHILOSOPHICAL & LEGAL BASES The 1987 Phil. Constitution BP 232, Education Act of 1982 RA 9155, Governance of Basic Education Act The vision, mission statements of DepEd SOUTELE, 1976 The EDCOM Report of 1991 Basic Education Sector Reform Agenda(BESRA) The four pillars of education(UNESCO) RA 10533, Enhanced Basic Education Act
NATURE OF THE LEARNER Has a body and spirit, intellect, free will, emotions, multiple intelligence, learning styles Constructor of knowledge and active maker of meaning, not a passive recipient of information NEEDS OF THE LEARNER Life skills Self – actualization Preparation for the world of the work, entrepreneurship, higher education
NEEDS OF NATIONAL & GLOBAL COMMUNITY Poverty reduction and human development Strengthening the moral fiber of the Filipino people Development of productive citizens who contribute to the building of a progressive, just, and humane society Ensuring environmental sustainability Global partnership for development
Policies and Guidelines on the Implementation of the Universal Kindergarten Program Answer: 1. The Department of Education (DepEd) shall continue with its commitment to the Millennium Development Goals (MDGs) particularly MDG No. 2, which is to attain universal primary education by 2015, and education for All (EFA) objectives particularly Critical Task No. 2, to expand the coverage of the Early Childhood Care and Development (ECCD) Program to yield more EFA benefits giving priority to those who are in vulnerable, disadvantaged and underserved areas. 2. Beginning School Year (SY) 2011-2012, this Department has intensified efforts to attain universal Kindergarten coverage through different modalities and in coordination with concerned agencies on health, welfare, and education of five (5)year old children. Providing universal Kindergarten will prepare children physically, emotionally, socially and mentally for Grade 1 Curriculum which increases their chances of surviving and completing elementary education, reducing dropout and ensuring better school performance. 3. For SY 2012-2013, the schedule for the opening of classes shall conform with the regular grades/level. Pursuant to the Republic Act No. 10157 approved on January 20, 2012 otherwise known as “An Act Institutionalizing the Kindergarten Education Into the Basic Education System and Appropriating Funds Therefore,” the Policies and Guidelines on its Implementation as provided in Enclosure No. 1 will be guided by the following components: a. Overall Principle; g – Instructional Support to b. Objectives of the Program; Kindergarten; c. Enrollment Requirement; h. Contingency Measures; and d. Kindergarten Education Program; i. Monitoring and Evaluation e. Curriculum and Training; (M & E). f. Teacher Deployment and Provision of Classrooms;
4. The annual funding allocation is chargeable to the Kindergarten Education for All
5.
6. 7. 8.
Children per General Appropriations Act (GAA), which shall be downloaded to regions/divisions nationwide. This will support the implementation of various activities embedded in the above indicated components e.i. payment for compensation of Kindergarten teachers/volunteers , orientations/trainings, monitoring, and other related activities subject to the usual accounting and auditing rules and regulations. To facilitate release of funds, all regions and divisions are required to submit physical and financial report. Enclosure No. 2 contains the format of the Report on the Utilization of the Downloaded Kindergarten Funds, duly certified true and correct by the schools division/city superintendents (SDSs) and the regional directors (RDs) to be forwarded to the Central Office (CO), attention: Budget Division and copy furnished Bureau of Elementary Education (BEE). All previous policies and issuances inconsistent with the herein policies are hereby rescinded or modified accordingly. These guidelines shall remain in force and in effect during the succeeding school years until revised or repealed. Immediate dissemination of and strict compliance with this order is directed.
