History of Curriculum Development in the Philippines

1. Curriculum
Development in
the Philippines

2. Topics
2
Curriculum Development in the Philippines
✗ 2.1 Pre-Spanish Curriculum
✗ 2.2 Spanish Curriculum
✗ 2.3 American Curriculum
✗ 2.4 Curriculum during Commonwealth
✗ 2.5 Japanese Curriculum
✗ 2.6 Curriculum during the Liberation Period
✗ 2.7 Curriculum during the Philippine Republic
✗ 2.8 Curriculum during the New Society

3. Objectives
1. Discuss the significant milestones in
curriculum development in each era in the
Philippines from Pre-Spanish Era to Present
K to 12 Basic Education Curriculum.
2. Compare and make analysis on the different
curriculum development and curriculum
change in the Philippines in the different eras.
3

4. Why study
HISTORY?

5. 1.
Education during the
Pre-hispanic Period

6. Pre-hispanic Period
✘ When the Spaniards arrived in the
Philippines they encountered islanders
who knew how to read and write.
✘ Pre-Hispanic education was not formal.
✘ The objective was basically to promote
reverence for, and adoration of Bathala,
Respect for laws, customs, and authorities
represented by parents and elders.
6

7. Pre-hispanic Period
✘ Methods of Education
✘ “Tell Me” or “Show Me”
✘ Alibata (Baybayin)
✘ Oral, practical and hands on
14 consonants; 3 vowels
7

8. 2.
Education during the
Spanish Regime

9. Spanish Regime
✘ Education in the country was not uniform
✘ The system of schooling was not
hierarchical nor structured, thus there
were no grade levels
✘ Education was manage and supervised
and controlled by the friars
✘ The friars established parochial schools
✘ Spanish curriculum consisted of 3Rs –
Reading, Writing and Religion
9

10. Spanish Regime
Major Problem
✘ Lack of trained teachers
✘ Lack of teachers
✘ Lack of funds, instructional materials,
and many instances school houses
Higher Level School
✘ Colegios
✘ Beaterios
10

11. Spanish Regime
11
Subjects: Based on the Royal Decree of 1863
✘ Languages (Latin, Spanish grammar and
literature, elementary Greek, French and English)
✘ History (Universal, Spanish)
✘ Mathematics (Arithmetic, Algebra, Trigonometry,
Geometry)
✘ Philosophy
✘ Geography
✘ Psychology

12. 3.
Educationg during
the American Regime

13. American Regime
✘ The American used education as a vehicle
for its program benevolent assimilation
✘ American soldiers were the first teachers
✘ Restore damage school houses build new
ones and conduct classes
✘ Trained teachers to replace soldiers
✘ Next is the Thomasites
✘ American teachers infused their students
the spirit of democracy and progress as
well as fair play
13

14. American Regime
✘ The curriculum was based on the ideals
and traditions of American and her
hierarchy of values
✘ English was the medium of instruction
14

15. American Regime
The primary curriculum prescribed in 1904
by the Americans for the Filipinos consisted
of three grades
✘ Body training
✘ Mental training
15

16. American Regime
In Grade III - Geography and civic
Intermediate Curriculum
- Arithmetic, geography, science, English
science, plant life, physiology and sanitation
College Level
- Teacher’s training curriculum appropriate
for elementary mentors.
16

17. American Regime
17
✘ Government established NORMAL SCHOOL for future
teachers
✘ Courses include:
 Methods Of Teaching
 Practice Teaching
 Psychology
 Mathematics
 Language
 Science
 History And Government
 Social Science And PE

18. American Regime – Note!
✘ Americans discarded the religious bias
✘ Education Act of 1901 – separation of
Church and State in Education
✘ Encourage Filipino in the field of teaching
✘ Outstanding Filipino scholars were sent
to US to train as teachers.
18

19. 4.
Education during the
Commonwealth

20. Philippine Commmonwealth
✘ Also known as the period of expansion and
reform in the Philippine curriculum
✘ American trained Filipino teachers applied
in the Philippines the educational reforms
they learned from the United States
✘ The Education leaders expanded the
curriculum by introducing courses in
farming, trade and business science
20

21. Philippine Commmonwealth
✘ 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
✘ Education Act of 1940 “Meet the increasing
demand for public institution and at the
same time comply with the constitutional
mandate on public education
21

22. 5.
Education during the
Japanese Regime

23. Japanese Regime
6 basic principles of Japanese Education
1. Realization of NEW ORDER and promote friendly
relations between Japan and Philippines to the
farthest extent
2. Foster a new Filipino culture based
3. Endeavor to elevate the morals of people,
giving up over emphasis of materialism
4. Diffusion of the Japanese language in
the Philippines
5. Promotion of Vocational course
6. To inspire people with the spirit to love neighbor.
23

24. Japanese Regime
Curriculum
✘School calendar became longer
✘No summer vacation for student
✘Class size increase to 60
✘Delete anti-Asian opinion, banned the
singing of American songs, delete
American symbols, poems and pictures
✘Nihongo as means of introducing and
cultivating love for Japanese culture
✘Social Studies
24

25. Japanese Regime - Note
✘Spanish reign for 300 years
✘American – 50 years
✘Japanese – 4 years
25

26. Summary table
26
Period Goal Focus Method Course of
Study
General
Characteristics
Pre Hispanic
Era
Integration of
individuals
into tribe
Customs and
traditions
Oral Immersion None Not formal; community
based; no educational
system
Spanish Era Spread of
Christianity
Religion Catechetical instruction;
use of corporal
punishment; rote
memorization
Not
prescribe;
flexible; not
centralized
No grade level; church
based; no educational
system
American
Era
Spread of
Democracy
Academic
English
language
and
Literature
Democratic English as a
medium of instruction
Prescribed
uniform;
centralized
Formal; structured;
existence of an
educational system
Japanese
Era
Spread of the
New Asian
Order
Principle of
the New
Order
Rote memorization; use
of threat and punishment
Prescribe;
uniform;
centralized
Propaganda tool;
repressively anti-
American and anti-
British; existence of
an educational system

27. 6.
Education during the
Liberation Period

28. Liberation Period
Education after 1940
✘ The objective of the Philippine Education was to
established “integrated, nationalistic and
democracy – inspired educational system”
1. Include moral and spiritual values by abiding
faith in God
2. To develop an enlighten, patriotic, useful and
upright citizenry in a democratic society
3. Conservation of national resources
4. Perpetuation of desirable values
5. Promote the science, arts and letters
28

29. 7.
Education during the
Philippine Republic

30. Liberation Period
✘ Great experiment in the community school
idea and the use of the vernacular in the
first two grades of the primary school as a
medium of instruction
✘ An experiment worth mentioning that led
to change in the Philippine Educational
Philosophy was that school and community
collaboration pioneered by Jose V. Aguilar
30

31. Liberation Period
✘ Schools are increasing using instructional
materials that are Philippine oriented
✘ Memorandum no. 30, 1966 sets the order of
priority in the purchase of book for use in
the schools was as follows:
1. Books which are contribution to Philippine
literature
2. Books on character education and other
library materials
3. Library Equipment and permanent features
31

32. Liberation Period
According to the responsible education
leaders, we are in great need of instructional
materials that will give emphasis on the
following:
✘ The improvement of home industries so
that they will be patronized
✘ The appreciation of the services of great
men and women of the country
✘ Preservation of our cultural heritage
32

33. Liberation Period
MARTIAL LAW
✘ The department of education became the
Department of Education and Culture in 1972, the
Ministry of 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
school
✘ Science and Math subjects as well as English
language and literature classes were taught in
English while the rest were taught in Filipino
33

34. 8.
Education in the
New Society

35. New Society
From 1986 to 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 Technical Education and Skills
Development Authority (TESDA)
✘ The institution governing basic education was thus
renamed in 2001 as the Department of Education
(DepEd)
35

36. New Society
From 1986 to Present
✘ The quality of public school 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 the education by 2010.
✘ Private schools are able to better facilities and
education, but are also mush more expensive.
36

37. K to 12
Curriculum

38. K to 12 Curriculum
Bases of k to 12 curriculum
✘Mastery of basic competencies is
insufficient due to congested curriculum
✘Philippines is the only remaining country
in Asia with a 10 year basic education
38

39. K to 12 Curriculum
✘ Learner-centered, inclusive and
developmentally appropriate
✘ Relevant responsive and Research based
✘ Culture sensitive
✘ Contextual and global
✘ Use of pedagogical approaches that are
constructivist, inquiry based reflective,
collaborative and integrative
✘ Adhere the principle of Mother-Tongue-
Based Multilingual Education (MTB-MLE)
39

40. K to 12 Curriculum
Mother-Tongue-Based Multilingual Education
✘ It starts from where the learners are and from
what they already knew proceeding from the
known to unknown
✘ 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
40

41. K to 12 Curriculum
 Curriculum Tracks
The students after the on-going Senior High
School can choose among four tracks:
 Academic
 Technical-Vocational-Livelihood
 Sports Track
 Arts and Design Track
41

42. Why is it important for
us to go back and recall
the past education of
the Philippines?

43. Importance of Philippine Education History
43
 It give up not only the glimpse of the past but also
what we could learn from it.
 History of education will help you to
understand how the past events shaped the
present education system, theories and related
phenomenon in the are of teacher education in
particular and education in general.
 Secondly, it will enable us to appreciate the
importance of education to mankind since the
immemorial across the generation

44. What could be the benefits
that us future educators
may have after studying
the history of the
Philippine Education?

45. The Study of History
45
✘ Helps teacher in training to appreciate the
various aspects of their past educational process
as to link to the present
✘ It enables teachers in training to know what type
of education we had and the purpose it serves in
the past
✘ It gives teachers in training of knowing our past
mistakes in our education with the view to
making necessary amends
✘ It also gives teachers in training a solid
foundation to plan for our present and future
educational development

46. The Study of History
46
✘ History of education gives teachers in training of
studying other people’s educational ideas and programs
with the aim to developing ours
✘ History guides teachers in training to understand some
major trends and developments in present day problems
✘ It helps teachers in training to formulate and implement
better philosophies of education
✘ History of education is a good academic exercise to
improve teachers in training knowledge
✘ Widen the scope and knowledge of teachers and makes
her/him more comfortable and competent in their class

47. Element/Components
of Curriculum

48. Element/Components of Curriculum
48
The nature of the elements and the manner in which they are
organized may comprise which we call a curriculum design.
Component 1: Curriculum Aims, Goals and Objectives
Aims: Elementary, Secondary, and Tertiary
Goals: School Vision and Mission
Objectives: educational objectives
Domains:
1. Cognitive – knowledge, comprehension, application, analysis,
synthesis, evaluation
2. Affective – receiving, responding, valuing, organization,
characterization
3. psychomotor – perception, set, guided response, mechanism,
complex overt response, adaptation, origination

49. Element/Components of Curriculum
49
Component 2: Curriculum Content or Subject Matter
Information to be learned in school, another term for knowledge ( a
compendium of facts, concepts, generalization, principles,
theories.
1. Subject-centered view of curriculum: The Fund of human
knowledge represents the repository of accumulated discoveries
and inventions of man down the centuries, due to man’s
exploration of his world
2. Learner-centered view of curriculum: Relates knowledge to the
individual’s personal and social world and how he or she defines
reality.
Gerome Bruner: “Knowledge is a model we construct to give
meaning and structure to regularities in experience”

50. Element/Components of Curriculum
50
Criteria used in selection of subject matter for the curriculum:
1. self-sufficiency – “less teaching effort and educational resources,
less learner’s effort but more results and effective learning
outcomes – most economical manner (Scheffler, 1970)
2. significance – contribute to basic ideas to achieve overall aim of
curriculum, develop learning skills
3. validity – meaningful to the learner based on maturity, prior
experience, educational and social value
4. utility – usefulness of the content either for the present or the
future
5. learnability – within the range of the experience of the learners
6. feasibility – can be learned within the tile allowed, resources
available, expertise of the teacher, nature of learner

51. Element/Components of Curriculum
51
Principles to follow in organizing the learning contents (Palma,
1992)
1. BALANCE . Content curriculum should be fairly distributed in
depth and breath of the particular learning are or discipline. This
will ensure that the level or area will not be overcrowded or less
crowded.
2. ARTICULATION. Each level of subject matter should be smoothly
connected to the next, glaring gaps or wasteful overlaps in the
subject matter will be avoided.
3. SEQUENCE. This is the logical arrangement of the subject matter.
It refers to the deepening and broadening of content as it is
taken up in the higher levels.

52. Element/Components of Curriculum
52
The horizontal connections are needed in subject areas that are
similar so that learning will be elated to one another. This is
INTEGRATION.
Learning requires a continuing application of the new knowledge,
skills, attitudes or values so that these will be used in daily living.
The constant repetition, review and reinforcement of learning is
what is referred to as CONTINUITY.

53. Element/Components of Curriculum
53
Component 3 – Curriculum Experience
Instructional strategies and methods will link to curriculum
experiences, the core and heart of the curriculum. The
instructional strategies and methods will put into action the
goals and use of the content in order to produce an outcome.
Teaching strategies convert the written curriculum to instruction.
Among these are time-tested methods, inquiry approaches,
constructivist and other emerging strategies that complement
new theories in teaching and learning. Educational activities like
field trips, conducting experiments, interacting with computer
programs and other experiential learning will also form par of
the repertoire of teaching.

54. Element/Components of Curriculum
54
Whatever methods the teacher utilizes to implement the
curriculum, there will be some guide for the selection and use,
Here are some of them:
1. teaching methods are means to achieve the end
2. there is no single best teaching method
3. teaching methods should stimulate the learner’s desire to develop
the cognitive, affective, psychomotor, social and spiritual domain of
the individual
4. in the choice of teaching methods, learning styles of the students
should be considered
5. every method should lead to the development of the learning
outcome in three domains
6. flexibility should be a consideration in the use of teaching methods

55. Element/Components of Curriculum
55
Component 4 – Curriculum Evaluation
To be effective, all curricula must have an element of evaluation.
Curriculum evaluation refer to the formal determination of the
quality, effectiveness or value of the program, process, and
product of the curriculum. Several methods of evaluation came
up. The most widely used is Stufflebeam's CIPP Model. The
process in CIPP model is continuous and very important to
curriculum managers.
CIPP Model – Context (environment of curriculum), Input
(ingredients of curriculum), Process (ways and means of
implementing), Product accomplishment of goals)- process is
continuous.

56. Element/Components of Curriculum
56
Regardless of the methods and materials evaluation will utilize, a suggested
plan of action for the process of curriculum evaluation is introduced. These
are the steps:
1. Focus on one particular component of the curriculum. Will it be subject area, the
grade level, the course, or the degree program? Specify objectives of evaluation.
2. Collect or gather the information. Information is made up of data needed
regarding the object of evaluation.
3. Organize the information. This step will require coding, organizing, storing and
retrieving data for interpretation.
4. Analyze information. An appropriate way of analyzing will be utilized.
5. Report the information. The report of evaluation should be reported to specific
audiences. It can be done formally in conferences with stakeholders, or
informally through round table discussion and conversations.
6. Recycle the information for continuous feedback, modifications and
adjustments to be made.

57. Teaching Learning
Process and Curriculum
Development
Nature, Concepts and Purposes of Curriculum

58. Teaching Learning Process and Curriculum Development
58
Take off
One of the most often repeated definitions of a curriculum is
that curriculum is the total learning experience
This topic will focus on the teaching learning processes as
salient components of the curriculum

59. Teaching Learning Process and Curriculum Development
59
Teaching as a process in curriculum
 Good teaching is difficult to agree upon
 Because of the changing paradigms of teaching, several
definitions have evolved based on the theories of teaching
and learning that have come about
 Some view teaching as an organization of meaningful
learning
 Teaching process : PLANNING,
IMPLEMENTATING, and EVALUATION

60. Teaching Learning Process and Curriculum Development
60
Planning phase
 Need of the learners
 Achievable goals and objective to need the needs
 The selection of the content to be taught
 The motivation to carry out the goals
 Strategies may fit to carry out the goals and
 The evaluation process to measure learning outcomes

61. Teaching Learning Process and Curriculum Development
61
Implementation phase
 Requires the teacher to implement what has been planed
 Two important players
 Teacher and learner

62. Teaching Learning Process and Curriculum Development
62
Evaluation phase
 A match of the objectives with the learning outcomes will be
made
 The evaluation phase will answer the question if the plana
and implementation have been successfully achieved

63. Teaching Learning Process and Curriculum Development
63
In all 3 phases of teaching, a continuous process of
feedback and reflection is made
 Feedback reflection on the feedback
 Reflection is a process embedded in teaching
where the teacher inquires into his or her
actions and provides dees and critical thinking

64. Teaching Learning Process and Curriculum Development
64
Assumptions
 The teaching is goal oriented with the change of
behavior as the ultimate end that teachers are
the ones who shape actively their own action
 The teaching is a rational and reflective process
 The teachers by their actions can influence
learners to change their own thinking

65. Teaching Learning Process and Curriculum Development
65
Process of good teaching
 Well planed and where activities are inter-related to each other
 Is on that provides learning experiences
 Is based on the theories of learning
 Is one where the learners is stimulated to think and reason
 Utilizes prior learning and application to new situation
 Is governed by democratic principles
 Embeds a sound evaluation process

66. Teaching Learning Process and Curriculum Development
66
Learning as a process in curriculum
 “to teach is to make someone to learn”
 Learning is usually defined as a chance in an individuals
behavior caused by the experiences or self – activity
 Discover learning of Jerome Bruner states that the individual
learns from his own discovery of the environment

67. Teaching Learning Process and Curriculum Development
67
Describing learning
 Does not take place In an empty vessel
 Is a social process
 Is a result of individual experiences and self activity
 Is both observable and measurable
 Takes place when all the senses are utilized
 Will be enhance when the learners is stimulated
 Each learners has his own learning styles

68. Teaching Learning Process and Curriculum Development
68
Teaching and learning go together
 Teaching as a process cannot be taken independently into
its entirely
 The hand concept of learning have become so vast that the
simple stimulus response theory alone cannot explain it
 Teaching is the cause and effect of learning

69. Teaching Learning Process and Curriculum Development
69
Teaching and learning in the curriculum
 One of the crucial raised today in education is not what the
student should learn but rather how the student should
learn how to learn
 Teaching and learning give life and meaning to the
curriculum
 Each complement and supplement each other
 The value place in teaching will reap the same value of
learning, thus a good curriculum can be judge by the kind of
teaching and the quality of leaning derived from it.

70. Thank you
for listening!
70