Republic of the Philippines
Region V
COMMISSION ON HIGHER EDUCATION
POLANGUI COMMUNITY COLLEGE
POLANGUI, ALBAY
PROFESSIONAL EDUCATION 9
THE TEACHER AND THE SCHOOL CURRICULUM
MODULE ONE
CURRICULUM AND CURRICULUM DEVELOPMENT IN THE PHILIPPINES
I. LEARNING OUTCOMES:
At the end of the learning module, the students must have:
1. Known the different factors affecting curriculum and curriculum development
2. Described the educational system brought about by the Philippine colonizers
3. Identified the different significant changes in education during the Philippine Republic (1946-
1972), the New Society (1972-1986) and the 1987 Philippines Constitution
II. TOPIC
CURRICULUM AND CURRICULUM DEVELOPMENT IN THE PHILIPPINES
III. DISCUSSION/ABSTRACTION
The Curriculum and curriculum development in the Philippines were affected by several
factors; economic, religious, social, political, educational and other cultural pattern of
neighboring countries and nations that governed the Philippines for some time.
THE PRE-SPANISH CURRICULUM AND CURRICULUM DEVELOPMENT
Before the coming of the Spaniards, the Filipinos had a culture of their own although primitive
and at the tribal or barangay level. The Filipinos at that time were not yet united as a nation.
The Filipinos had some contacts with some Asian nations such as China, Indochina, Arabia,
Borneo and India and they were influenced to a certain extent by the cultures of such countries. The
Filipinos had systems of writing, laws, moral standards and well organized tribal or barangay
government codes, the Code of Calatiao and the Maragtas Code, both Panay Island. The Maragtas Code
was supposed to have been written in 1250 A.D and the Calatiao Code in 1433 A.D.
Education during the Pre-Spanish period was very informal and at the tribal or barangay level.
There was not any formal education at all their on the local or national level. There were no organized
curriculums nor curriculum developments. The chief aims of pre-Spanish education were to ensure the
procurement of food and to be secured from natural dangers such as typhoons, floods, earthquakes and
wild animals. The provision for shelter was also a prime motive.
How did the children learn? The children learned by observation, participation, experience,
imitation and by simple telling by their parents. The daughters learned household chores from their
mothers and the boys from their fathers how to gather wild fruits and vegetables, how to catch fish and
how to use the bow and arrow and the spear for hunting and killing wild birds and animals for food.
THE CURRICULUM AND CURRICULUM DEVELOPMENT DURING THE SPANISH PERIOD
When Spain occupied the Philippines, the Spanish authorities also sent catholic missionary priests
with the soldiers with the aim of converting the people to Catholic Christianity. The missionary priests
were successful in converting the people under the Spanish control to Catholicism. The people were
submissive to the priests so much so that a priest could control more people than a group of soldiers could
do according to historians.
By the beginning of the 17 th century, Spain’s suzerainty over the Philippines had been fairly
established and lasted up to 1898. The schools organized during the Spanish regime were parochial and
convent schools set up by the Catholic clergy. The main study materials were the caton, the cartilla and
the catecismo. The method of instruction was predominantly memorization of lots of prayers and other
religious materials. The Spanish curriculum consisted mainly of reading, writing and religion with undue
emphasis on religion. According to Modesto de Castro, author of Urbana and Feliza(1877), then
curriculum for boys and girls was aimed to (1)teach young boys and girls to serve and love god, (2)
discover what is good for one’s self, and (3) enable the individual to get along with the neighbors.
No school system was organized for the whole country. Nevertheless, there were some good
schools and colleges which were set up by religious orders. Some these schools and colleges were
converted into good universities. Some of our national heroes like Jose Rizal studied in these colleges.
CURRICULUM AND CURRICULUM DEVELOPMENT DURING THE AMERICAN PERIOD
It should remembered that our national heroes fought very hard to free the Philippines from the
control of Spain. Unfortunately, however, when the Spanish forces were on the verge of collapse, another
colonizer arrived, the United states of America. Because of their superior arms and well trained army, the
Americans were able to silence the arms of the Filipinos in a short time. Thus, the Philippines passed
from the hands of the Spaniards into the hands of the Americans.
There was a great difference, however, in the kind of treatment received by the Filipinos from the
Spaniards from the kind of treatment they received from the Americans as far as education was
concerned.
Immediately, the Americans opened primary schools in places under their complete control with
their soldiers handling the teaching jobs. Then on January 21, 1901, the second Philippine Commission
passed Act No. 74 which established the initial structure of the Philippine educational system. The act
provided for the establishment of Department of Public Instruction headed by a General Superintendent
of Public of Instruction. The General Superintendent was to fix curriculum for each for elementary and
high school. He was also to divide the country into more than ten divisions, each division under a
division superintendent. A school was to opened in every pueblo or town if practicable and placed under
the management of a principal.
Schooling was free but each municipality had to support its own school. The American devised
curriculum was of course of heavy laden with American cultural patterns, ideals, traditions. Most of the
instructional materials based on Filipino culture and traditions. Hence, the Filipino pupils had to sing
American patriotic songs and studied the lives of great Americans like Washington, London and others.
The primary curriculum had the following offerings, physical education, singing, drawing,
dancing, English writing, arithmetic, work education,, phonetics, spelling and in upper grades, geography
and civics were added. Science consisting the study of plan life, physiology, and sanitation was also
added.
In the college level, normal schools were opened to train Filipino teachers who would replace the
American teacher soldiers and the so-called Thomasites, a group of American teachers who rode in the
steamer Saint Tomas is coming to the Philippines to teach in the first opened schools. In the American
curriculum, subjects were taught separately. Group teaching was also adopted, that is , a class composed
of a group students who handled by a teacher. English was used as a medium of instruction in all levels
because of the back of a common language among the Filipino people.
One notable feature of the American curriculum that differed markedly from the Spanish
curriculum was that religion was greatly emphasized in the Spanish curriculum the teaching of religion
was prohibited in the American Curriculum. This was due to principle of the separation between the
church and the state which was and still highly cherished by the Americans. Another important feature of
the American curriculum was the teaching of essence of democracy. The curriculum was democracy
oriented.
During the American regime, many good state schools were opened which are the University of
the Philippines, Philippine Normal School now the Philippine Normal University, Polytechnic College of
the Philippines now the Polytechnic University of the Philippines and several agricultural and trade
schools some of them now universities. America had greatly advanced the education of the Filipinos.
CURRICULUM AND CURRICULUM DEVELOPMENT DURING THE COMMONWEALTH
During the Commonwealth regime, 1935-1946, we witnessed some improvements in the
curriculum and curriculum development. The Filipinos who obtained training in the field of education in
the United States were applying the effective educational principles, methods and techniques they learned
in America. Another improvement was the employment of graduates from collegiate school who took the
two-year post secondary normal course and graduated with the title Elementary Teacher’s Certificate.
Previously, most elementary school teachers were graduates from secondary normal schools.
THE JAPANESE SPONSORED CURRICULUM AND CURRICULUM DEVELOPMENT
During the second world war, the Japanese Imperial Forces occupied the Philippines from 1941
to 1945. The Japanese immediately revised the curriculum by requiring the teaching of Niponggo and all
textbooks were revised removing all portions that referred to America. Required was the teaching of the
principles about East Asia Co-Prosperity Sphere which was supposed to be an economic block among
east Asian nations to which the Philippines was to become a member and Japan was supposed to be the
leader.
CURRICULUM AND CURRICULUM DEVELOPMENT DURING THE PHILIPPINE REPUBLIC,
1946-1972
Some changes in the curriculum were made when independence of the country was granted by
the United States in 1946. Two important experiments were conducted by Jose V. Aguilar that caused
some changes in the curriculum of the Philippine educational system. The first experiment of Aguilar was
on the concept of community school in which the aim was to improve pupil and community relations
through the curriculum. The successful implementation of the community school concept led to its
recognition by the Bureau of Public Schools in June, 1949.
Another experiment conducted by Aguilar was on the use of the vernacular in the first two grades
of the primary course. Evaluation of the experiment showed that the experimental classes did equally well
with the controlled classes and did even better in language arts and social sciences. Presently, all public
and most private schools are using the vernacular in the first two grades.
Another tendency of note in Philippine schools was the increasing use of instructional materials
that are Filipino oriented. As much as possible, books and other instructional materials used in school
were those written by Filipino authors. This was to inculcate nationalism in the minds of the students.
Vocational education was also given emphasis in the elementary school. This was to train the
youth in some important vocational skills, make them feel that there is dignity in labor and mmake them
realize that no individual, community or nation can progress without labor especially manual labor. The
six vocational areas given emphasis were agricultural education, business education, fishery, home
economics, trade and industrial education. To give respectability to technical education, vocational
schools were organized where different kinds of crafts were taught.
CURRICULUM AND CURRICULUM DEVELOPMENT IN THE NEW SOCIETY, 1972-1986
Pursuant to proclamation no. 1081, dated September 21, 1972 and General order No.1, dated
September 22, 1972 the President of the Philippines, Ferdinand E. Marcos, issued Presidential Decree 6-
A otherwise known as Educational Decree of 1972 with the following goals:
a. To achieve and maintain an accelerating rate of economic development and social progress
b. To assure the maximum participation of all the people in the attainment and enjoyment of such
growth and
c. To strengthen national consciousness and promote desirable cultural values in the changing
world.
To achieve the above mentioned goals, it shall be the objectives of the Philippine educational system:
a. Provide for a broad education that will assist each individual, in the peculiar ecology of his
society, to 1. Attain his potential as a human being, 2. Enhance the range and quality of individual
in a group participation in the basic functions, 3. Acquire the essential educational foundation of
his development into productive and versatile citizen.
b. Train the nation’s manpower in the middle level skills required for national development.
c. Develop the high level professions that will provide leadership for the nation, advance knowledge
through research, and apply knowledge for improving the quality of human life and
d. Respond effectively to changing needs and conditions of the nation through the system of
educational planning and evaluation.
In order to lay the foundation and to advance the attainment of the objectives,. A ten year national
development program was formulated based on the following principles:
a. Improvement of curricular programs and quality of instruction of all levels by way of upgrading
physical facilities, adoption of cost saving instructional technology, and training and retraining
of teachers and administrators
b. Upgrading of academic standards through accreditation schemes, admission testing and guidance
and counselling.
c. Democratization of access to educational opportunities through the provision of financial
assistance to deserving students, skills training programs for out-of school youth and continuous
education program for the non- literate adults
d. Restructuring of higher education to become responsive to national development needs through a
planned system of incentives and synchronization of curricular programs, staffing patterns and
institutional development activities
e. Expansion of existing programs and establishment of new ones designed to train middle level
technical and agricultural manpower
f. Instituting reforms in the educational financing system to facilitate the shift of funding
responsibility for elementary and secondary education from the national to the local
government , thereby increasing government participation in higher education.
EDUCATIONAL DEVELOPMENT PROJECTS
The above stated objective shall be attained through the undertaking of the following educational
development projects:
a. Management study of the Department of Education and culture institution of administrative
improvement therein:
b. Establishment or operation of improvement of secondary schools which may include provision
for extension services, facilities and equipment to allow the use of expanded and improved
curriculum
c. Establishment or operation, upgrading or improvement of technical institutes, skills training
centers, and other non-formal training programs and projects for out-of school youth and the
unemployed in collaboration with the programs of the National manpower and Youth Council
d. Curriculum and staff development including mathematics and science teaching
e. Expansion of agricultural secondary and higher education programs of extension activities which
may include radio broadcasting and rural training services and the provision of facilities therefore
including seed capital and revolving funds
f. Design, utilization and improvement of instructional technology development/production of
textbooks and other instructional materials
g. Assistance and incentives, including loans and grants, toward the planned development and
improvements of programs and facilities in both public and private universities, colleges and
schools.
OWNERSHIP OF PRIVATE SCHOOL
Another important step taken by the New Society was the issuance of Presidential Decree No.
176 concerning the ownership and management of schools. The decree provided among others that:
a. All schools, colleges universities shall be owned solely by Filipinos or corporations whose capital
is sixty percent owned by Filipinos.
b. All schools, colleges and universities shall be managed by Filipinos
c. All schools shall offer curriculums like those offered by schools fully owned by Filipinos or those
approved by the Department of Education
d. No school shall enrol aliens whose number exceeds one-third of the total enrolment
e. Schools do not owned by Filipinos are given up to the beginning of the school year 1976-1977 to
comply with requirements of ownership.
However, schools owned or to be established by religious orders, mission boards and charitable
organizations were exempted from the ownership requirement.
THE CURRICULUM AND CURRICULUM DEVELOPMENT UNDER THE 1987
CONSTITUTION
ARTICLE XIV of the 1987 Constitution gives a complete description of the current curriculum.
Following are the provisions of the 1987 Constitution concerning the current curriculum and
educational set up:
SECTION I. The state shall protect and promote the right of all citizens to quality education at all
levels and shall take appropriate steps to make such education accessible to all.
SECTION 2. the state shall
1. Establish, maintain and support a complete, adequate and integrated system education relevant to
the needs of the people and society.
2. Establish and maintain a system of free public education in the elementary and high school
levels. Without limiting the natural rights of the parents to rear their children, elementary
education is compulsory for all children of school age
3. Establish a system of scholarship grants, student loan programs, subsidies and other incentives
which shall be available to deserving students in both public and private schools, especially to the
underprivileged
4. Encourage non-formal, informal and indigenous learning systems, as well as self-learning,
independent and out of school youth study programs particularly those that respond to community
needs
5. Provide adult citizens, the disabled and out of school youth with training in civics, vocational
efficiency and other skills.
SECTION 3.
1. All educational institutions shall include the study of the Constitution as part of the curricula.
2. They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of country, teach duties and
rights of citizenships, strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and technological knowledge
and promote vocational efficiency.
3. At the option expressed in writing by the parents or guardians, religion shall be taught to their
children or wards in public elementary and high schools within the regular class hours by instructors
designated or approved by the religious authorities of the religion to which the children or wards
belong, without additional cost of Government.
SECTION 4.
1. The state recognizes the complementary roles of public and private institutions in the education
system and shall exercise reasonable supervision and regulation of all educational institutions.
2. Educational institutions, other than those established by religious groups and mission boards,
shall owned solely by citizens of the Philippines or corporations at least sixty percent of the
capital of which is owned by such citizens.
3. All revenues and assets of non-stock, non-profit educational institutions used actually, directly,
and exclusively for educational purposes shall be exempt from taxes and duties.
4. Subject to conditions prescribed by law, all grants, endowments, donations, or contributions used
actually, directly and exclusively for educational purposes shall be exempt from tax.
SECTION 5
1. The state shall take into account regional and sectoral needs and conditions and shall encourage
local planning in the development of educational policies and programs.
2. Academic freedom shall be enjoyed in all institutions of higher learning
3. Every citizen has a right to select a profession of course of study, subject to fair, reasonable and
equitable admission academic requirements.
4. The state shall enhance the right of teachers to professional advancement. Non- teaching
academic and non-academic personnel shall enjoy the protection of the State.
5. The state shall assign the highest budgetary priority to education and ensure that teaching will
attract and retain its rightful share of the best available talents through adequate remuneration and
other means job satisfaction and fulfilment.
LANGUAGE
SECTION 6. The national language of the Philippines is Filipino. As it evolves, it shall be further
developed and enriched on the basis of existing Philippine and other language.
SECTION 7. For purposes of communication and instruction, the Official languages of the Philippines
are Filipino and until otherwise provided by law, English.
SECTION 8. The Constitution shall be promulgated in Filipino and English and shall be translated into
major regional languages, Arabic and Spanish.
SECTION 9. The Congress shall establish a national language commission composed of representatives
of various regions and disciplines, which shall undertake, coordinate and promote researchers for the
development, propagation, and preservation of Filipino and other languages.
SCIENCE AND TECHNOLOGY
SECTION 10. Science and technology are essential for national development and progress.
SECTION 11. The Congress may provide for incentives, including tax deductions to encourage private
participation in the programs of basic and applied scientific research.
SECTION 12. The state shall regulate the transfer and promote the adaptation of technology from all
sources for the national benefit.
SECTION 13. The state shall protect and secure the exclusive rights of scientists, inventors, artists and
other gifted citizens to their intellectual property and creations, particularly when beneficial to the people,
such as may be provided by law.
ARTS AND CULTURE
SECTION 14. The state shall foster the preservation, enrichment and dynamic evolution of a Filipino
national culture based on the principle of unity in diversity in a climate of free artistic and intellectual
expression.
SECTION 15. Arts and letters shall enjoy the patronage of the State. The state shall conserve, promote
and popularize the nation’s historical and cultural heritage and resources as well as artistic creations.
SECTION 16. All country’s artistic and historic wealth constitutes the cultural treasure of the nation and
shall be under the protection of the state which may regulate its disposition.
SECTION 17. The state shall recognize, respect and protect the rights of indigenous cultural communities
to preserve and develop their cultures, traditions and institutions.
SECTION 18. 1. The state shall ensure equal access to cultural opportunities through the educational
system, public or private entities, scholarships grants and other incentives and community cultural centers
and other public venues.
2. the state shall encourage and support researchers and studies on the arts and culture.
SPORTS
SECTION 19.1. the state shall promote physical education and encourage sports programs, league
competitions, and amateur sports, including training for international competitions to foster self-
discipline, teamwork and excellence for the development of a healthy and alert citizentry.
2. All educational institutions shall undertake regular sports activities throughout the country in
cooperation with athletic clubs and other sectors.
IV. STUDENTS LEARNING EXPERIENCES/ACTIVITIES:
Directions: Read and discuss the following
1. Had the Filipinos contacts with other countries before the Spaniards came to the Philippines? Name
the countries and give the effects of such contacts.
2. Had the pre-Spaniards Filipinos organized government? Prove your answer.
3. Describe the kind of education of the pre-Spanish Filipinos.
4. Describe the kind of education that the Spanish authorities especially the Catholic priest missionaries
provided the Filipinos. Was the kind of education given by Catholic priest missionaries beneficial to
the Filipinos? Support your answer.
5. How did the Americans provide education for the Filipinos? Describe the initial structure of the
Philippine educational system. Describe elementary, secondary, and college education. Give the
notable features of the American education that differed from the Spanish education.
6. How was education during the commonwealth period? What improvements or drawbacks were
made?
7. Describe the curriculum of the Japanese sponsored education in the Philippines.
8. What important experiments were conducted in education during the Philippine republic, 1946-1972,
that made some changes in the curriculum?
9. What important changes were made during the New Society period to improve the educational
system? This was during 1972- 1986. Explain the national college entrance examination, voluntary
accreditation ownership of private schools and regulation of tuition fee increases.
End of this learning module….
Read and comprehend….
Enjoy and GOD BLESS!!!!!!
