The document discusses the history of curriculum development in the Philippines from pre-Spanish times to the present. It describes how education during the pre-Spanish era was informal and focused on practical skills taught at home. When the Spanish arrived in 1521, they established Catholic schools to teach reading, writing, religion and Spanish values. After independence, curriculum reforms aimed to secularize education and teach more science, math and English. The document outlines the ongoing efforts to develop curriculum that meets the needs of learners and society in the Philippine context.

1. The Pre-Spanish and the Spanish-devised Curriculum

2. 
Touched on the religion, economic, political
and social influences and events that took
place in the country.

3. 
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

What learning objectives should be included?
What will be the bases for the choice of
objectives?
Will the choice be based on the learners’ needs
and interests, or rather on the needs of the
society?
Will the selection depend on tradition, the
nature of knowledge, or the learners’
characteristics?

4. 


What philosophical and psychological theories
regarding the nature of learners as well as the
learning process will underpin the organization
of the content?
Will the methodology be in line with accepted
teaching-learning principles?
Will the evaluation procedure be able to
measure the learning that is taking place?

5. 
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Sari-sari (Hodgepodge)
Pira-piraso (Piemal)
Tagpi-tagpi (Patchwork)
Sabog (Lack of Focus)
Malabo (Vague)
Lakas ng Loob (Gutfeel)
Hula-hula (Hunches)
Gaya-gaya (Paterned from an Existing Model)
Bahala Na (By Chance)
Patama-tama (Non-deliberate)

6. 



Cultural Values
Knowledge of Learner
Knowledge of Teaching-Learning Theories
and Principles
Body of Knowledge

7. Visible
 Rules
 Food
 Dress
 Language
 Music
 Dance
 Means of Livelihood
 Political Behaviour
 Family
 Community Norms
Non-Visible
 Philosophy
 Beliefs
 Value System

8. 
Program for
Decentralized
Educational
Development
(PRODED) Content Based (not
on the learner and
learning process)

The Basic
Education
Curriculum (BEC)
and Secondary
Education
Development
Program (SEDP) –
addresses the
learner and learning
process

9. 
Educational Development Project Implementing
Task Force (EDPITAF) – revealed that community
and home variables have greater impact on
learning than school factors.
Factors:
• Use of electricity
• Parental education
• Parents’ perception of
academic abilities and
interests of the children
•
•
•
•
Parents’ attitude
Geography (Region)
School Type
Socio economic status
of the Family

10. 


Behaviorism
Cognitive Development Psychology
Cognitive Field Psychology
The New Elementary School Curriculum (NESC)
and New Secondary Education Curriculum
(NSEC) - demonstrate ample evidence of the
inclusion of behaviorist psychological principles
through the use of behavioral objectives, drills,
practices, and homeworks reinforces learning.

11. MAED512-GS CURRICULUM AND INSTRUCTIONAL
DR. Rey S. Guevarra
Prepared by: Sarah Joyce Del Mundo

12. 

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Before 1521
1521 – 1896
1896 – 1898
– Education before the coming of Spaniards
– Education during the Spanish Regime
– Education during the Philippine
Revolution
1899 – 1935
– Education during the American occupation
1935 – 1941
– Education during the Philippine
Commonwealth
1941 – 1944
– Education during the Japanese occupation
1944 – 1946
– Education after the World War II
1946 – Present – Education under the Philippine Republic

14. 
The Filipino possessed a culture of their own and were
civilized people, possessing their systems of writing,
laws and moral standards in a well-organized
government.
The Jesuit missionary, Father Pedro Chirino wrote in his
diary that there was hardly a man or a woman who did
not know how to read and write.

15. 
They had contacts with other foreign peoples from
Arabia, India, China, Indo-China, and Borneo.
Foreign influences was inevitable because of the
trade between the Philippines and her
neighbours. The
Chinese, Indians, Malays, Indonesians and Arabs
made the most influences in our language and
culture until now.

16. 
Education was oral, practical and hands-on and it was
not formal.
Due to the lack of formal schools before the coming of
Spaniards, the children of school age were taught in their
own homes by their mother or father. This includes
reading, writing, music, religion, agriculture, irrigation, fi
shing, mining, ship building, poultry, stockraising, lumbering and weaving.

17. 
As shown in the rule of Barangays, their code of laws –
the code of Kalantiao and Maragtas, their belief in
Bathala, and the solidarity of the family were obedience
and respect had been practiced.
There is a system of justice that was approved by the
council of elders and was strictly being followed.

18. WRITING
SYSTEM
• System
• Baybayin – For
poetry, personal
writings
• Tools
• Points of daggers
• Small pieces of
iron
• Colored plant saps
• Writes on:
• Tree Barks
• Used wood
• Bamboo
• Informal
• Vocational training for
kids
• Examples –
hunting, cooking,
farming, fishing
• Less academics for
kids
• 3 R’s –
Reading, wRiting
, Religion
• Devoid of methods
Pre-Spanish Education
TEACHERS
• Tribal Tutors
• Parents
• Students learn in
their own home

20. March 17, 1521 – Marked the coming of
the first Spaniards in the Philippines.
 Education was carried out by the
religious orders.
 Missionaries studied the local languages
and the Baybayin to communicate
better with the locals and teach the
Christian faith easily.


21. 


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1565 – Augustinians opened a school in Cebu
1577 – Franciscans immediately took to the
task of teaching improving literacy, aside
from teaching of new industrial and
agricultural techniques.
1581 – Jesuits
1587 – Dominicans started a school in their
first mission in Bataan.

22. 
The Spanish Missionaries aim to control of
the Filipinos, both body and soul.
Spain claimed the Philippines by
the right of “discovery” and by
the right of actual occupation
and conquest.

23. 
The curriculum then consisted of 3 R’s (reading, writing and
religion) to attain goals were the acceptance of Catholicism
and the acceptance of Spanish rule.
The friars refused to recognize any
other religion but the catholic
religion.

24. 
The schools were parochial or convent
schools and was linked with churches to
teach catechism to the natives.

25. 
The method of instruction was mainly
individual memorization.

26. 
Instruction was in the dialect.
The Spanish-Curates did not teach the Spanish Language to the
Filipinos but this language was learned by many Filipinos who had
contacts with Spaniards. (even the first printed book in the Philippines,
Christian Doctrine were in Tagalog and in Chinese)

27. 
Education in the country was not uniform.
The Spaniards founded many colleges for men and
women but these were exclusively for the Spaniards and
the Spanish mestizos. Only the Filipinos with those who
had money and talent were given a chance to study.

28. 
The system of schooling was not hierarchical
and not structured. Thus there were no grade
levels.
In the 19th century, primary
schools were opened. It was only
during the second half of the 19th
century that the primary schools
were opened to all the Filipino
children of school age but these
were hated by the Filipino pupils
because of method of teaching
was crude.

29. 


Lack of trained teachers.
Lack of teachers (150 teacher-missionaries to
instruct over half a million inhabitants).
Lack of funds, instructional materials, and in
many instances school houses.

30. • Created a free public education system in the
Philippines, run by the Government.
• The first such education system in Asia.
• Mandated the establishment of at least one primary school
for boys and one for girls in each town under the
responsibility of the municipal government and
establishment of normal school for male teachers under the
supervision of the Jesuits.
• Primary education was FREE and available to every
Filipino, regardless of race or social classes.

31. 
Colegios

Beaterios

32. 
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Languages (Latin, Spanish grammar and
literature, elementary Greek, French and
English)
History (Universal, Spanish)
Mathematics
(Arithmetic, algebra, trigonometry, geometry
)
Philosophy (rhetoric, logic, ethics)
Geography
Psychology

33. EDUCATIONAL DECREE OF 1863
• As a result of the implementation of public
education, a new social class of educated
Filipinos arose, that came to be known as the
Ilustrados.
• It was these educated Filipinos who asked for
reforms in the administration of the
Philippines. They began to ask embarrassing
questions about Spanish misdeeds,
incompetence, inefficiency, greed and
corruption.

34. 

Ilustrados spearheaded the
Propaganda movement
Curriculum reforms
1.
2.
3.
4.
5.
Secularization of Education
Instruction of Spanish
Greater attention to natural science
The design of a relevant curriculum
Improvement of higher centers of
learning
6. Improvement of educational system

35. 
Jose Rizal criticized unequivocally
the friars’ method of instruction in
his two novels Noli me Tangere and
El Filibusterismo
1. Disproportionate focus on religion
2. Discourage the attempt of Filipino
students to speak in English
3. Lack of pedagogical skills
4. Irrelevant courses in the curriculum

36. To improve the existing curriculum, Rizal considered the
ff. subjects as required courses in secondary schools:
 Science
 Math
 History
 Philosophy
 Law
 Language
 P.E
 Religion
 Music
 Social Sciences

37. “The outstanding cause of the
distressed situation of Filipinos today
is the anomalous education received
by the youth in schools. They learn to
read correctly and write gracefully, but
they do not learn anything useful
because they are not taught any. They
are taught how to pray and never go
to work”

38. WRITING
SYSTEM
• SYSTEM
• Spanish Alphabet
• Baybayin
• TOOLS
• Ink and Quill
• Paper
• Books
• PRINTING
• Xylography Printing Press
introduced by the
Dominicans
• Typography –
improved printing
• FORMAL
• Primary and Normal
School
• ACADEMICS
• Latin and
Spanish
• Arithmetic
• Philosophy
• Theology and
others
• METHODS
• Cruel and brutal
• Punishments were
inflicted on erring
pupils
Spanish Education
TEACHERS
• Missionaries
• Friar – Curates
• Students go to the
Parochial or Convent
Schools

39. 



THE NATURE AND SCOPE OF CURRICULUM
DEVELOPMENT (PHILIPPINE CONTEXT) by Prof.
Ronnie Espergal Pasigui http://www.slideshare.net/cuterodz042909/curriculumdevelopment-11473935
Historical Foundations of Philippine Education by
Michael John Labog http://www.slideshare.net/mjlabog/historicalfoundations-of-philippine-education
http://en.wikipilipinas.org/index.php?title=Education_in
_the_Philippines
http://en.wikipedia.org/wiki/Education_in_the
_Philippines

40. History of Curriculum in the Philippines by Wreigh http://wreigh.wordpress.com/2011/05/14/history-ofcurriculum-in-the-philippines/
 CURRICULUM DEVELOPMENT IN THE PHILIPPINES
by Sittiehan B. Mante http://educatorssquare.blogspot.com/2011/04/educ106-lesson-3-curriculum.html
 http://www.etravelpilipinas.com/about_philippines/ph
ilippine_education.htm
 Education in the Philippines by Michael Cabatlao
http://philedufutureboytech.wordpress.com/history/e
ducation-in-the-philippines/


41. 

Kasaysayan at Pamahalaan ng Pilipinas by
Aurora L. Santiago, Eliseo D. Manaay and
Jeanette I. Sales
Introduction to Filipino History by Teodoro A.
Agoncillo