THE NATURE AND

SCOPE OF
CURRICULUM
DEVELOPMENT
(PHILIPPINE CONTEXT)
You can smile, when you can say a
word you can smile
When you cannot be heard you
can smile
When it’s cloudy or fair you can
smile anytime, anywhere.
THE NATURE AND
SCOPE OF
CURRICULUM
DEVELOPMENT
(PHILIPPINE CONTEXT)
THE NATURE AND
SCOPE OF
CURRICULUM
DEVELOPMENT
(PHILIPPINE CONTEXT)
Definitions of Curriculum

u  Some authors define curriculum as the total

effort of the school to bring about desired
outcomes in school and out-of-school
situations.
u  It
is also defined as a sequence of potential
experiences set up in school for the purpose of
disciplining children and youth in group ways
of thinking and acting.
Definition(s) of Curriculum

u  Curriculum – is a structured set of

learning outcomes or task that
educators usually call goals and
objectives. ( Howell and Evans
1995)
u  Curriculum – is the “what” of
teaching.
u  Curriculum – listings of subjects
to be taught in school.
CURRICULUM

u  Adocument which describes a structured

series of learning objectives and outcomes for
a given subject matter area
u  Includesa specification of what should be
learned, how it should be taught, and the plan
for implementing/assessing the learning
u  Asystematic and intended packaging of
competencies ie knowledge, skills and
attitudes they are underpinned by values.
Learners should acquire these values through
organized learning experiences both in formal
and informal settings.
What is curriculum?

Needs - WHY you teach

Content- WHAT you teach

Organization – HOW you teach

Evaluation – HOW you test

Curriculum Planning

u  Acurriculum Plan is the advance

arrangement of learning opportunities for a
particular population of learners.
u  A Curriculum guide is a written curriculum.
Curriculum Planning

u  ACurriculum Planning is the process

whereby the arrangement of
curriculum plans or learning
opportunities are created.
Curriculum Planning

u  It
is the process of preparing for the
duties of teaching, deciding upon
goals and emphases, determining
curriculum content, selecting
learning resources and classroom
procedures, evaluating progress,
and looking toward next steps.
Curriculum Development

u  It
is defined as the process of
selecting, organizing, executing,
and evaluating learning experiences
on the basis of the needs, abilities
and interests of the learners and
the nature of the society or
community.
Curriculum Laboratory

u  Curriculumlaboratory is a place or workshop

where curriculum materials are gathered or
used by teachers or learners of curriculum.
u  Resource Unit is a collection or suggested
learning activities and materials organized
around a given topic or area which a teacher
might utilize in planning, developing, and
evaluating a learning unit.
TWO SCHOOLS OF THOUGHT ON
CURRICULUM DEVELOPMENT
Two Schools of Thought Predominated
Throughout History of Curriculum
Development:

u  The Essentialist School

u  The Progressive School
The Essentialist School

u  It
considers the curriculum as something rigid
consisting of discipline subjects.
u  It
considers all learners as much as the same
and it aims to fit the learner into the existing
social order and thereby maintain the status
quo
u  Its
major motivation is discipline and considers
freedom as an outcome and not a means of
education.
The Essentialist School

u  Its
approach is authoritative and
the teacher’s role is to assign
lessons and to recite recitations.
u  It
is book-centered and the methods
recommended are memory work ,
mastery of facts and skills, and
development of abstract
intelligence.
The Essentialist School

u  It
has no interest in social action
and life activities.
u  Its
measurement of outcomes are
standard tests based on subject
matter mastery.
Traditional Points of View of
Curriculum
u  Body of subjects or subject matter
prepared by the teachers for the students
to learn.
u  Synonymous to “course study”.
u  “Permanent studies” where the rule of
grammar, reading, rhetoric, logic and
mathematics for basic education
emphasized.(Hutchins)
u  Most of the traditional ideas view
curriculum as written documents or plan
of action in accomplishing goals.
The Progressive School

u  It
conceives of the curriculum as
something flexible based on areas
of interest.
u  It
is learner-centered, having in
mind that no two persons are alike.
u  Its
factor of motivation is individual
achievement believing that persons
are naturally good.
The Progressive School

u  TheRole of the teacher is to

stimulate direct learning process.
u  Ituses a life experience approach
to fit the student for future social
life.
The Progressive School

u  Constant revision of aims and

experimental techniques of
teaching and learning are
imperatives in curriculum
development in order to create
independent thinking, initiative,
self-reliance, individuality, self-
expression and activity in the
elarner.
The Progressive School

u  Its
measurement of outcomes are
now devices taking into
consideration subject matter and
personality values.
Progressive Points of View of
Curriculum
u  Listing of subjects, syllabi, course of study
and list of courses or specific discipline can
only be called curriculum if these written
materials are actualized by the learner.
u  Total learning experiences of the individual.
u  All experiences children have under the
guidance of teachers. – Caswell & Campbell
u  Experiences in the classroom which are
planned and enacted by the teacher, and also
learned by the students. – Marsh and Willis
Different Theories

u  Conflicting philosophies of education have influenced curriculum

principles and practices.
u  A NUMBER OF “self-evident educational truths” in the past are now seen
to be rather educational myths; such as teachers know, children or
learners don’t; all learners should be treated alike.
Different Theories

u  The fundamental concepts of some curricula have

changed.
u  In many areas, new methodologies: programmed
instruction, Computer Assisted Instruction, Tutorials,
Large and Small Group Instruction, and a variety of
individualized instruction procedures have been
developed.
Different Emphases

u  There is the curricular emphasis on the subject matter

for the mind, with priority in value to literature,
intellectual history, ideas of religion, philosophy,
studies.
u  There is the curricular emphasis on the observable
facts, the world of things.
Different Emphases

u  Another curricular emphasis is the school’s dependence

on Scholasticism,
u  Another curriculum stresses the importance of
experience – process.
Different Emphasis

u  A recent curricular emphasis is that of existing choice.

u  The learner must learn skills, acquire knowledge, and
make decisions.
Ralph Tyler Model: Four Basic
Principle
1.  Purposes of the school
2.  Educational experiences related to
the purpose
3.  Organization of the experiences
4.  Evaluation of the experiences
Hilda Taba : Grassroots
Approach
1.Diagnosis of learners needs and
expectations of the larger society.
2. Formulation of learning objectives.
3. Selection of the learning content.
4. Organization of learning content.
5. Selection of the learning experiences.
6. Organization of learning activities.
7. Determination of what to evaluate
and the means of doing it.
 Curriculum
Development
• Tyler’s
Questions of Curriculum
Development will provide 4 steps:
• What educational purposes should the
school seek to attain?
• Whateducational experiences can be
provided that are likely to attain these
purposes?
• How can these educational experiences
be effectively organised?
• How can we determine whether these
purposes are being attained?
Steps...
u  In answering Tyler’s questions, we arrive the following
basic steps of curriculum development:

u  Selection of aims, goals and objectives;

u  Selection of learning experiences and content;
u  Organisation of learning experiences; and
u  Evaluation of the extent to which the objectives have
been achieved.

u  The 4 steps above are basic, because they can be more

than 4
Curriculum Development
u  Some curriculum experts like
Tyler say that the steps are • Selection of Aims
followed in a sequence or a 1
straight line.
u  This model that assumes that • Selection of Content &
curriculum decision making Learning Experiences
follows a straight line is called 2
linear model
• Organizsation of
content & Learning
3 Experiences

• Evaluation of Learning
outcomes
4
Curriculum Development
u  Other scholars argue that
curriculum decision making
is not a simple linear
Aims, Goals
process that necessarily Evaluation & Objectives
starts with aims.
u  One of them is Wheeler
(1978) who believes that
curriculum decision making Organisation &
Integration of Selection of
can start from any point Learning
Experiences &
Learning
Experiences
and can come back to any Content

of the points e.g. like a

cycle Selection of
Content
Curriculum Development
u  Kerr (1968) also believes that
curriculum process is a very
comlex set of activities and
decisions and they interact a Objective
lot.
u  Changes made in content may
necessitate changes in
experiences, which may again
Evaluation Content
bring about changes in
evaluation etc.

Learning
Experience
Selection of Aims and Objectives
u  Every curriculum is aimed at developing in the learners
certain competencies or abilities. The curriculum process
must therefore clearly identify the aims that the curriculum
is intended to achieve.
u  Curriculum aims range from the very broad to the more
specific. In fact, that is why we use the terms aims, goals
and objectives to refer to them. Aims are broad statements
which cover all of the experiences provided in the
curriculum; goals are tied to specific subjects or group of
contents within the curriculum; while objectives describe
the more specific outcomes that can be attained as a result
of lessons or instruction delivered at the classroom.
 Factors in Selecting Aims
u  Analysis of our culture: we should take into account our cultural
values, norms and expectations when selecting aims,
u  The present status of the learner: what has the learner already
known? What are his/her characteristics? What is he/she ready for?
u  The state of our knowledge of the subject matter or content: We
should examine new developments in knowledge to see if they contain
things that are of real value to the learner and society.
u  Relevance to school’s philosophy of education: each nation has its own
philosophy of education which its schools try to implement. Nigeria’s
philosophy of education is contained in its National Policy on
Education. We should ask whether the objectives we select are
relevant to this philosophy;
u  Consistency with our theory of learning: at any time in any society,
there is a dominant conception of learning i.e. our understanding
what learning is and how it takes place. For instance, the National
Policy on Education anticipates that the Nigerian child is active,
exploratory and imaginative.
Selection of Content & Learning
Experiences
u  Content is what we teach; learning experience is an activity
which the learner engages in which results in changes in his
behaviour;
u  We should select those contents and learning experiences that
will in attaining the goals of the curriculum;
u  There are some factors to consider in selecting both learning
experiences and content.
u  We shall first examine those criteria for selecting learning
experiences
Factors in Selecting Learning
Experiences
u  Validity: this refers to the relevance of the stated learning
experience to the stated goals of the curriculum;
u  Relevance to life: learning experience must be related to the
learner’s real life situations in and out of school;
u  Variety: learning experiences must cater to the needs of different
types of learners by providing different types of experiences;
u  Suitability: learning experiences must be suitable to the learners
present state of learning and characteristics:
Selection of learning experiences…
u  Cumulation: even though experiences provided may be different,
they should all lead to the attainment of the same goal; subsequent
experiences should build on earlier ones;
u  Multiple Learning: a single learning experience may bring about
multiple outcomes. Such learning experiences are important because
of their multiple benefits.
 Factors in Selecting Content
u  Validity: means two things, is the content related to the objectives, and is
the content true or authentic;
u  Significance: is the content significant or will lead it to the more mastery or
more understanding of the course or subject;
u  Utility: here the question is whether the content selected is useful i.e. will
lead to the acquisition of skills and knowledge that are considered useful by
society?
u  Interest: is the content interesting to the learner? Or can the content be
made interesting to learners?
u  Learnability: is the content selected such that learners can learn and
understand given their present level/
CURRICULUM IN THE
PHILIPPINES
Curriculum Development in the
Philippines
u  Touched on the religion, economic, political, and social influences and
events that took place in the country.
u  Colonial rules in the Philippines tailored the curriculum to serve colonial
goals and objectives.
The Need for Curriculum Framework
u  What learning objectives should be included?
u  What will be the bases for the choice of objectives?
u  Will the choice be based on the learners’ needs and
interests, or rather on the needs of the society?
u  Will the selection depend on tradition, the nature of
knowledge, or the learners’ characteristics?
u  What philosophical and psychological theories regarding
the nature of learners as well as the learning process
will underpin the organization of the content?
u  Will the choice of methodology be in line with accepted
teaching-learning principles?
u  Will the evaluation procedure be able to measure the
learning that is taking place?
The result of lack of Framework
u  Sari-sari (hodgepodge)
u  Pira-piraso (piemal)
u  Tagpi-tagpi (patchwork)
u  Sabog (lack of focus)
u  Malabo (vague)
u  Lakas ng kutob (gutfeel)
u  Hula-hula (hunches)
u  Gaya-gaya (patterned from an existing model)
u  Bahala na (by chance)
u  Patama-tama (non-deliberate)
The Areas of Concern

u  Cultural Values
u  Knowledge of Learner
u  Knowledge Of Teaching-Learning Theories
and Principles
u  Body of Knowledge
Cultural Values
Visible
Non-Visible
u  Rules
•  Philosophy
u  Food
•  Beliefs
u  Dress
u  Language
•  Value System
u  Music
u  Dance
u  Means of Livelihood
u  Political Behavior
u  Family
u  Community Norms
Knowledge of the Learner
u  Program for Decentralized
Educational Development •  The Basic Education
(PRODED) - Content Based (not Curriculum (BEC) and
on the learner and learning
process)
Secondary Education
Development Program
(SEDP) – addresses the
learner and learning
process
Determinants of Learning in Philippines

u  Educational Development
Project Implementing Task Factors:
Force(EDPITAF) – revealed that •  Use of electricity
community and home variables
have greater impact on •  Parental education
learning than school factors.
•  Parents’ perception of
academic abilities and
interests of the
children
•  Parents’ attitude
•  Geography (Region)
•  School Type
•  Socio economic status
of the Family
Knowledge of Teaching-Learning
Principles
u  Behaviorism
The New Elementary School
u  Cognitive
Development Curriculum (NESC) and New
Psychology Secondary Education
u  Cognitive Field Curriculum (NSEC) -
Psychology demonstrate ample evidence
of the inclusion of
behaviorist psychological
principles through the use of
behavioral objectives, drills,
practices, and homeworks
reinforces learning.
 HISTORICAL CONTEXT
u  Before 1521 – Education before the coming of the Spaniards
u  1521-1896 –Education during the Spanish Regime
u  1896 -1898 – Education during Philippine Revolution
u  1899 – 1935 – Education during the American Occupation
u  1935 – 1941 – Education during the Philippine Commonwealth
u  1941 – 1944 – Education during the Japanese Occupation
u  1945 – 1946 – Education after WWII
u  1946 – present – Education under the Philippine Republic
The Pre-Spanish Curriculum

u  The Filipino possessed a culture of their own.

u  They had contacts with other foreign peoples from
Arabia, India, China, Indo-China, and Borneo.
u  The inhabitants were civilized people, possessing their
systems of writing, laws and moral standards in a well
organized government.
The Pre-Spanish Curriculum

u  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.
 Pre-Spanish Devised-Cur

u  The Spanish Missionaries aim to control of the Filipinos,

both body and soul.
u  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 Spanish Devised Cur.

u  The schools were parochial or convent schools.

u  The main readings were the catecismo.
u  The method of instruction was mainly individual
memorization.
AMERICAN Devised Cur.

u  The motive of the Americans was to conquer the

Filipinos not only physically but also mentally.
u  The curriculum was based on the ideals and traditions
of America and her hierarchy of values.
u  English was the medium of instruction.
American Devised Cur.

u  The primary curriculum prescribed for the Filipinos

consisted of three grades which provides training in two
aspects:
1.  Body Training – physical education
2.  Mental Training – English, Nature Study, and Arithmetic.
Commonwealth Curriculum

u  (1935-1946) considered as the period of expansion and

reform in the Philippine curriculum.
u  The educational leaders expanded the curriculum by
introducing course in farming, domestic science, etc.
Commonwealth Curriculum

u  Commonwealth Act 586, also known as educational Act

of 1940, recognized the elementary school system.
Japanese Devised Curriculum

u  They devised a curriculum for the Filipinos to suit their

vested interest.
u  They introduced many changes in the curriculum by
including Nippongo, and abolishing English as the
medium of instruction and as a subject.
Japanese Devised Curriculum

u  All textbooks were censored and revised.

u  It caused a “black out” in Philippine education and
impeded the educational progress of the Filipinos.
Liberation Period Curriculum

u  (1945) Steps were taken to improve the curriculum

existing before the war, some steps taken were to
restore grade VII, to abolish the double-single session,
and most especially to adopt the modern trends in
education taken from the U.S.
Liberation Period Curriculum

u  The curriculum remained basically the same as before

and was still subject-centered.
Philippine Republic Cur.
u  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 some of them.
Philippine Republic Cur.

u  An experiment worth mentioning that led to a change in

the Philippine Educational Philosophy was that of school
and community collaboration pioneered by Jose V.
Aguilar.
u  Schools are increasingly using instructional materials
that are Philippine-oriented.
Philippine Republic Cur.
u  Memorandum No. 30, 1966 sets the order of priority in the purchase of
books for use in the schools were as follows:
u  Books which are contributions to Phil. Literature
u  Books on character education and other library materials
u  Library equipment and permanent features
CURRICULUM
APPROACHES
Curriculum Approaches

u  1. Technical – Scientific Approaches

u  2. Behavioral-rational Approach
u  3. System-managerial Approach
u  4. Intellectual –Academic Approach
u  5. Non-Technician / Non-Scientific Approach
u  6. Humanistic – aesthetic Approach
u  7. Re-conceptualist Approach
u  8. Reconstructionism
u  9. Eclectic Models
 Technical – Scientific Approach

u  The curriculum developers which may

include specialists, superintendents,
principals and coordinators are likened
to engineers and architects who use
instruments and empirical methods in
preparing a blueprint with well
defined elements orderly-sequenced
procedures, and quality control
measures to increase the probability of
success in its implementation
 Bases of Technical Scientific Approach

u  1. The curriculum will improve as the professional

competence of teachers improves.
u  2. The competence of teachers will improve when
they participate in curriculum development
u  3. When teachers share in shaping the goals and
selecting the content and method of instruction as
well as evaluating results, their involvement is
assured.
u  4. When people interact during face-to-face
sessions, they will better understand one another.
 Behavioral-Rational Approach

u  Itis a means-end approach.

Curricula developed through this
approach become the actual
blueprints which prescribe the roles
of key figures in the educative
process.
u  Viewing the curriculum as the
means and instruction as the end is
a behavioral orientation.
Systems-Managerial Approach

u  1. Motivate interest of all stakeholders

u  2.Encourage participation and
involvement of all stakeholders
u  3. Synthesize divergent viewpoints
u  4. Monitor curriculum implementation
u  5.
Create a climate of innovation and
change
 Intellectual- Academic Approach

u  Emphasizes the importance of theories and principles in

curriculum planning.
u  This model is influenced by the philosophy of John
Dewey
Non-Technical / Non-Scientific Approaches

u  Flexible and less structured without predetermined

objectives to guide the learning-teaching process
u  Contends that not all ends of education can be known
nor indeed to be known in all cases.
Humanistic-Aesthetic Approach

u  Argues that those who favor the rational approach miss the artistic and
personal aspects of curriculum and instruction.
u  It is rooted in progressive philosophy which promotes the liberation of
learners from authoritarian teachers.
Reconceptualist Approach

u  Criticizes the technocratic – scientific models as not

sensitive to the inner feelings and experience of
individuals.
u  Reflects on existentialist orientation.
u  The aim of education is not to control instruction in
order to preserve existing order.
Reconstructionism

u  The school is an institution of social reform.

u  Criticizes the progressivists for putting too much
emphasis on the individual learner to the neglect of the
needs of society.
Eclectic Models

u  Oftentimes, Filipino educators, in

particular, prefer eclectic models (halo-
halo) which are a combination of several
approaches, rather than commit
themselves to one particular approach
only.
u  Eclectic models are not mere patchwork
(pagtagpi-tagpi) but a synthesis. (pagbuo
o paghahabi) where desired features from
several models are selected and
integrated into a new whole.
Curriculum Design

u  The Subject-Area Design

u  The Integrated Design
u  The Core-Curriculum Design
u  The Child-Centered Design
u  The Social Reconstruction Design
u  The De-schooling Design
Subject – Centered Design

u  FOCUS - A group of subjects or subject matter that

represent the essential knowledge and values of society
that have survived the test of time.
u  PHILOSOPHICAL ORIENTATION – Essentialism
u  PROPOENT / S – Adler, Hutchins
Integrated Design

u  FOCUS - the integration of two or more subjects, both

within and across disciplines, into an integrated course.
u  PHILOSOPHICAL ORIENTATION – Experimentalism
u  PROPONENT / S – Broudy, Silberman
Core Curriculum Design

u  FOCUS – a common body of curriculum content and

learning experience that should be encountered by all
students – The great books
u  PHILOSOPHICAL ORIENTATION – Perennialism
u  PROPONENT /S – Goodlad / Boyer
Child-Centered Design

u  FOCUS – Learning activities centered around the

interests and needs of the child, designed to motivate
and interest the child in the learning process.
u  PHILOSOPHICAL ORIENTATION – Progressivism
u  PROPONENT / S – Dewey , Eisner
Social Reconstructionist

u  FOCUS – critical analysis of the political, social, and economic problems

facing society; future trends; social action projects designed to bring
about social change.
u  PHILOSOPHICAL ORIENTATION – Social Reconstruction
u  PROPONENT / S – Shane , Bramald
Deschooling

u  FOCUS – in-school experiences,

primarily in the social sciences,
designed to develop the child’s
sense of freedom from the
domination of the political, social,
and economic systems; out of
school experiences of equal value.
u  PHILOSOPHICAL ORIENTATION –
Social Reconstructionism
u  PROPONENT /S - Freire , Goodman
IMPLEMENTATION
IMPLEMENTATION MODELS

1.  Overcoming Resistance to Change

(ORC)
2.  Leadership Obstacle Course (LOC)
3.  Linkage Model
4.  Organizational Development (OD)
5.  Rand Change Agent Model
ORC

* Focuses on overcoming staff

resistance to change that is present
immediately before, or at the time
of the introduction of the
innovation.
LOC

u  Extends the ORC model and puts emphasis on the

gathering of data to determine the extent and nature of
the resistance in order to deal with it appropriately.
The Linkage Model

u  The linkage process involves a cycle of diagnosis,

search, retrieval, formulation of solution, dissemination
and evaluation.
OD

u  This model is an information-processing change strategy

that enables the system to improve its operations and
the quality of interactions among its members to
facilitate the introduction of change.
Rand Model

u  The Rand Model is based on the assumption that the

success of the implementation of new program depends
on:
u  A. The characteristics of the proposed change
u  B. Competencies of the teaching and administrative
staff
u  C. The support of the local community
u  D. The School organizational structure
Factors Affecting the Choice
of Implementation Model
1.  Level of Resistance
2.  Type of desired change
3.  Available expertise
4.  Available resources
5.  Urgency of the situation
EVALUATION
DEFINITION OF EVALUATION

Curriculum evaluation is a systematic process of

determining whether the curriculum as designed and
implemented has produced or is producing the intended
and desired results.

It is the means of determining whether the program is

meeting its goals, that is whether the measures /
outcomes for a given set of instructional inputs match
the intended or pre-specified outcomes. (Tuckman,
1979)
Types of Evaluation

1. Humanistic approach –
goal free
2. Scientific approach –
purpose driven
Objectives of Evaluation

1.  Scope – (teaching –program-cost

effectiveness)
2.  Timing – (formative, summative,
impact)
3.  Method – ( quantitative, qualitative)
4.  Level – (classroom, school, national)
5.  Personnel involved – (individual
teachers, committees, consultants)
Role of Evaluation in Cur. Dev
 Evaluation Studies in the
Philippines
1.  1925 Monroe Survey
2.  1959 Swanson Survey
3.  1969 Presidential Commission to Survey Philippine
Education (PCSPE)
4.  1976 Survey of Outcomes of Elementary Education
(SOUTELE)
5.  1982 Household and School Matching Survey
6.  1991 Congressional Commission on Education (EDCOM)
7.  1991 National Evaluation and Impact Study of PRODED
MONROE SURVEY

1.  Administrative organization and supervision

2.  Elementary education
3.  Secondary Education
4.  Higher Education
5.  Teacher education and training
6.  Language of instruction
7.  Private education
8.  Finance
9.  Education of the non-Christians
SWANSON SURVEY

1.  Elementary education

2.  Secondary education
3.  Vocational education
4.  Teacher training
5.  Organization and administration
6.  Financing the public schools
7.  The report included a deterioration of performance in
reading, language and arithmetic due to poor
instructional methods, large class sizes, and
inadequate supervision
Presidential Commission to
Survey Philippine Education
(PCSPE)
1.  Analyze performance of the educational system and its
relevance to national developmental goals
2.  Ascertain the efficiency of the system
3.  Identify areas which need more detailed investigation.
4.  The report included findings on :
a.  Mismatch between educational services and manpower
requirements
b.  Mismatch between education priorities and the national
development priorities
c.  Inequitable distribution of educational facilities and
resources across the regions
d.  Lack of systematic planning and evaluation
SURVEY OF OUTCOMES OF
ELEM EDUCATION (SOUTELE)
1.  Battery of achievement tests designed to measure
the outcomes of elementary education
2.  General mental ability test of non-verbal type
designed to measure association
3.  Student’s attitude inventory aimed to measure
affective objectives
4.  Questionnaires in order to establish the profiles of
pupils, teachers, school heads, etc.
5.  The study revealed deficiencies of elementary
education in terms of inputs (resources), processes
(curriculum and instruction), and outputs (students’
achievement). These are affected by socio
economic, school types, quality of teaching.
The Household and School
Matching Survey (HSMS)
1.  The survey hypothesized that learning is predicated on
the antecedent academic, social, physiological
variables.

2. The findings of the investigation showed that home-

related and community related variables have greater
influences on learning than school related factors such
as cost per pupil and numbers of textbooks per
students.
The Congressional Commission on
Education Study (EDCOM)

1.  Enhancing the internal capability of the system to

satisfactorily implement the constitutional provisions
on education
2.  Providing the system with necessary financial and
other infrastructure support
3.  Strengthening the system’s linkages with all sectors
concerned in human resource development
4.  Assisting the system to achieve its sectoral goals and
targets through strategies that are consistent with the
nation’s development goals.
 The National Evaluation and Impact
Study of PRODED

1.  Teacher factor is crucial in the success of the teaching-

learning process
2.  There is a need to improve the pre-service and in-
service training of teachers that should include the
development of skills in classroom management,
teacher-pupil interaction, and the use of instructional
aids, etc.
Monitoring and Evaluation of
RBECDefines
1.  what levels of learning students of schools and divisions
meet at various stages of the basic education cycle based on the
national curriculum.
2.  Setting of minimum national standards for capabilities, structures,
processes and output based on a template for school improvement
processes from planning to implementation to monitoring and
evaluation
3.  Nationally standardized student assessment, outcomes
measurement and reporting of basic school statistics
Presidential Commission on
Educational Reform (PCER)
1.  Created through E.O. in 1988 to define a budget
feasible program of reform, and identify executive
priority policy recommendations and items for a
legislative agenda on education.
2.  Comprised of multi sectoral group
3.  Proposed the establishment of National Education
Evaluation and Testing System (NEETS) that assumes
responsibility for educational assessment of all levels,
including technical and skills development
CURRENT TRENDS
AND ISSUES
BILINGUAL EDUCATION

1.  Article 14, sect 7 of 1987 constitution – “for the

purposes of communication and instruction, the official
languages of the Philippines are Filipino and until
otherwise provided by law, English.”
2.  DECS Order 52, s. 1987 – the policy of bilingual
education aims to make every Filipino competent in
both Filipino and English at the national level
3.  DECS defines bilingual as “separate use of Filipino and
English as media of instruction in specific subjects.”
Early Childhood Care and
Development (ECCD)
1.  Art 15, Sec 2, 1987 Phil. Cons. – recognizes the “right
of children to assistance, including proper care and
nutrition, and special protection from all forms of
neglect, abuse, cruelty, exploitation and other
conditions prejudicial to their development.”
2.  UN Convention on the Rights of Child
3.  Education for All (EFA) agenda of DECS, 1990
envisioned 90% in 2000 of early childhood care and
development either home-based services or
kindergarten / nursery classes
Other issues

1.  Access to pre-school

education
2.  Private Pre-school
education
3.  Global education
4.  Environmental education
Other issues

1.  PrivatePre-school
education
2.  Global education
3.  Environmental education
THANK YOU!!!!
Other issues