The curriculum in the Philippines has evolved over time through different periods of history. During the pre-Hispanic period, education was oral and practical, aiming to prepare children for adulthood. In the Spanish period, friars managed parochial schools that spread Christianity through basic education. The American period established a public school system and abolished religious instruction. Today, the K-12 program provides mother-tongue based education through junior and senior high school, allowing students to choose between academic or vocational tracks.
2. Pre-Hispanic Period
• Education was
oral
Practical
hands-on
The objective of education during
this period was to prepare children
to become good husband and wives
as well as to become productive
members of the community.
3. Spanish Period
• Parochial schools managed by
friars.
• Spread of Christianity
• One primary school for boys and
one primary for girls.
• Lack of pedagogical skills
• Irrelevant courses in the
curriculum
4. American Period
• Education was used to pacify the
natives and eventually colonizing
the island.
• Taft Commission Act No. 74
establish the Philippine public
school system for free education
• Abolition of compulsory religious
instruction.
• 600 Thomasites, first American
teachers.
5. Philippine Commonwealth
• All schools should develop moral
character, personal discipline, civic
conscience and vocational
efficiency.
• Promote effective participation of
the citizens in the processes of a
democratic society.
• 1935 Constitution
• National Council of Education
(1936)
• Educational Act of 1940
6. Japanese Regime
• Realization of New Order and promote friendly relations between
Japan and the Philippines to the farthest extent;
• Foster a new Filipino culture based;
• Endeavor to elevate the morals of people,
giving up over emphasis of materialism;
• Diffusion of the Japanese language in the
Philippines;
• Promote of vocational course;
• To inspire people with the spirit of love and labor;
7. After World War II
• In 1947, by 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.
8. Education after 1940
• The objective of the Philippine
Education was to established:
• integration
• Nationalistic
• democracy
• Inculcate moral and spiritual values
inspired by an abiding faith in GOD.
• To develop an enlighten, patriotic,
useful and upright citizenry in a
democratic society.
• Conservation of the national
resources.
• Perpetuation of our desirable
values.
• Promote the science, arts and
letters.
9. Education after 1940
• Great experiments in the community school and the use of vernacular in the first
two grades of the primary schools as the medium of instruction were of them.
• An experiment worth mentioning that led to a change in the Philippine
Educational philosophy was that found of school and community collaboration
pioneered by Jose V. Aguilar.
• Schools are increasingly using instructional materials that are Philippine-oriented.
• Memorandum No.30,1966 sets the order of priority in the purchase of books for
use in the schools were as follows:
Books which are contributions to Philippine Literature
Books on character education and other library materials
Library equipment and permanent features
10. 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 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 the rest taught in Filipino.
11. From 1986 to the Present
• The bilingual policy in education was reiterated in the 1987
Constitution of the Philippines.
• EDCOM, Congress passed 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).
12. From 1986 to the Present
• The quality of public schools education is generally considered to
have declined since the post-war years, mainly due to insufficient
funds. The Department of Education aims to address the major
problems affecting public education by 2010.
• Private schools are able to offer better facilities and education, but
are also much more expensive. There is a wide variety of private
schools, including all-boys and all-girls’ schools, Religious schools,
non-sectarian schools, Chinese schools, Special schools, and
International schools. Due to economic difficulties, there has been a
recent increase in the popularity of home schooling and open
universities in the Philippines.
13. Enhance Basic Education Act of 2013
• K-12
• CON’S of K to 12
• See’s as a burden for average
Filipino.
• It does not address the basic
problems of education (classroom,
chairs, books, etc)
• Bases of K-12 Implementation
• Mastery of basic competencies is
insufficient due to congested
curriculum.
• Philippine id the only remaining
country in Asia with a 10 year
basic education program.
14. The K to 12 Curriculum
• Learner-centered, inclusive and developmentally appropriate;
• Relevant, responsive and research based;
• Culture sensitive;
• Contextualized and global;
• Use of pedagogical approaches that are constructivist, inquiry based,
reflective, collaborative and integrative.
• Adhere the principle of MOTHERTONGUE-BASED MULTILINGUAL
EDUCATION (MTB-MLE)
15. Mother Tougue-Based Multilingual Education
(MTB-MLE)
• It starts from where the learners are and from what they already
knew proceeding from the known to the unknown;
• Instructional materials and capable teachers to implement the MTB-
MLE curriculum shall be available;
• Use of spiral progression approach to ensure mastery of knowledge
and skills in every level;
• Flexible enough to enable and allow schools to localize, indigenize,
and enhance the same based on their respective educational and
social context.
16. CURRICULUM TRACKS
• The students after Senior High School can choose among the four
academic tracks:
• Academic
• Technical-Vocational-Livelihood program
• Sports track
• Arts and Design track
17. ACADEMIC TRACK
• Academic track includes the following:
• Business, Accountancy, Management (BAM)
• Humanities and Social Sciences (HUMMS)
• Science , Technology, Engineering, Mathematics (STEM)
• General Academic Strand (GAS)
