Professional Documents
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DINONG
JOY R. REGUA
NENITA M. MANZANO
MARY R. SUMIBCAY
MAY ANN M. GRANIL
SALIENT FEATURES OF BEC 2002
I.
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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 the
country, teach the rights and duties of citizenship, 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.
The focus of DECS mandate to basic education then was to cover elementary, secondary and
non-formal education including culture and sports. In August 2001, Governance of Basic
Education Act (Republic Act 9155) was passed transforming the name of DECS to DepED and
redefining the role of field offices namely, regional, division, district and schools. The same Act
provides the over-all framework to strengthen leadership roles of school heads vis--vis schoolbased management within the context of transparency and accountability. Through this, the goal
of basic education which is, to provide the school age population and young adults with skills
and knowledge and values to become caring, self-reliant, productive and patriotic citizens, will
hopefully be attained.
The Governance of Basic Education Act of 2001 provides the general goal of basic education:
to develop the Filipino learners by providing them basic competencies in literacy and numeracy,
critical thinking and learning skills, socially aware, patriotic, and responsible citizens.
The Governance of Basic Education Act envisions a curriculum that shall promote the holistic
growth of the Filipino learners and enable them to acquire the core competencies and develop
the proper values. This curriculum shall be flexible to meet the learning needs of a diverse
studentry, and is relevant to their immediate environment and social and cultural realities.
Thus, in line with the vision of the Philippine Basic Education, the Department issued DepED
Order No. 43, s. 2002 known as The 2002 Basic Education Curriculum.
The 2002 Basic Education Curriculum is a restructuring and not a sweeping change of the
elementary and secondary curricula (New Elementary School Curriculum and New Secondary
Education Curriculum). The goals, objectives structure and content of the 2002 Curriculum are
in compliance with the 1987 Constitution of the Republic of the Philippines, the 2001
Governance of Basic Education Act, and the 1982 Education Act.
II.
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Since integration works best when teachers of different disciplines plan and teach together thus
collaborative teaching is strongly encouraged in this 2002 curriculum. The ideal teachinglearning process is interactive, and thus the curriculum has been restructured to promote more
reciprocal interaction between students and teachers, between themselves (collaborative
learning), between students and instructional materials, between students and multi-media
sources, and between teachers of different disciplines. Using the restructured curriculum, schools
are allowed to design and contextualize the implementation of Makabayan while information
communication technology shall be used in every learning area, whenever hardware and
software are available. No teacher will be made redundant and none will be underloaded or
overloaded in the implementation of this curriculum. Likewise, every teacher is a values
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educator, identifying and contextualizing the values inherent in her or his discipline and serves
as a role model of the learners.
Even with the integration of values and lifeskills in Filipino, English, Science and Mathematics,
these learning areas will inevitably accentuate the development of linguistic and logicalmathematical intelligences. Therefore there is a need for one learning area to provide more
opportunities for the learner to pursue other meaningful interests and to develop the
interpersonal, spatial, musical and bodily-kinesthetic intelligences.
The design of the curriculum is based on the principle that there are two (2) main sources of
reliable and meaningful knowledge for contemporary basic education: expert systems of
knowledge and the learners experience in his or her context. The curriculum has been
restructured so that these two main sources will interact with one another reciprocally thereby an
interactive one.
Figure 2. Curriculum Parameters
CURRICULUM
PARAMETERS
OBJECTIVES
Competencies
(Knowledge,
skills, attitudes)
CONTENT/PROCESS
SKILLS
Emphasis on learning
how to learn
Localization/
Contextualization
MATERIALS/
RESOURCES
Textbooks
ICT
Community
TEACHING-LEARNING
PROCESS
Learner as constructor
of meaning
Teacher as facilitator,
enabler and
manager of learning
EVALUATION
Portfolio
assessment
Authentic
assessment
School-based
evaluation
FEEDBACK
Studies indicate that an overcrowded curriculum and its insufficient relevance to the diverse
context of our learners hinder or delay the development of lifelong learning skills hence to
decongest the curriculum and make it easier for teachers and learners to contextualize it, the
curriculum has been restructured into five (5) learning areas namely Filipino, English, Science,
Mathematics, and Makabayan with a stronger integration of competencies within and across
these learning areas. Each of these five learning areas addresses both the individual and social
needs of learners. However Makabayan will be the learning area that stresses most on the
development of social awareness and empathy and a firm commitment to the common good.
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Filipino
Teaching-Leaning
Teaching-Leaning
Socio-cultural,
politico-economic
literacy
Makabayan
Makatao
Makakalikasan
Maka-Diyos
Science
Teaching-Leaning
Functionally literate
Equipped with life skills
Appreciative of the arts
and sports
Spiritual
Linguistic Literacy
English
OUTCOMES
Scientific/
Technological
Literacy
Numeracy
Teaching-Leaning
Mathematics
Teaching-Learning
Makabayan
Sibika/Kultura/Kasaysayan/Heograpiya/
Araling
Panlipunan
Teknolohiya, Edukasyong Pantahanan at
Pangkabuhayan (EPP/THE)
Musika, Sining, Edukasyong Pangkatawan at
Pangkalusugan (MSEP/PEHM)
Edukasyon sa Pagpapahalaga (GMRC/VE)
Learning
Area 1
Learning
Area 2
Learning Area 2
Learning Area 4
Filipino
English (with
Science)
Mathematics
Filipino
English (with
Science)
Mathematics
3
4
5
6
First Year
Second Year
Filipino
Filipino
Filipino
Filipino
Filipino
Filipino
English
English
English
English
English
English
Mathematics
Mathematics
Mathematics
Mathematics
Elementary Algebra
Intermediate Algebra
Learning
Area 5
Makabayan
(with
Science)
Makabayan
(with
Science)
Makabayan
Makabayan
Makabayan
Makabayan
Makabayan
Makabayan
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Grade/Year
Level
Third Year
Learning
Area 1
Filipino
Learning
Area 2
English
Fourth Year
Filipino
English
Learning Area 2
Learning Area 4
Chemistry
Geometry
Business
Trigonometry
Mathematics
& Advanced
& Statistics
Algebra
(Track A)
(Track B)
Advanced
Chemistry
(Track A)
Physics
(Track B)
Learning
Area 5
Makabayan
Makabayan
Filipino
English
400
500
400
500
3
4
5
6
First Year
Second Year
Third Year
Fourth Year
400
300
300
300
300
300
300
300
500
400
400
400
300
300
300
300
Science
Integrated in
English &
Makabayan
Integrated in
English &
Makabayan
200
300
300
300
300
300
300
300
Mathematics
Makabayan
Total Minutes/
Week
400
300
1600
400
300
1600
400
300
300
300
300
300
300
300
300
500
600
600
780
780
780
780
1800
1800
1900
1900
1980
1980
1980
1980
Comparatively, these are the features that make the 2002 Basic Education Curriculum different
from the previous NESC and NSEC:
a)
b)
c)
d)
restructuring of the learning areas to five (Filipino, English, Science, Mathematics, and
Makabayan,
stronger integration of competencies and values within and across the learning areas,
greater emphasis on the learning process and integrative modes of teaching, and
increased time for tasks to gain mastery of competencies of the basic tool subjects.
The NFE curriculum is not a replica of the formal curriculum, and does not have the grade levels
of formal education, although the learning outcomes of the nonformal curriculum and the
restructured formal curriculum are practically equivalent. The Non-Formal Education (NFE)
curriculum has been designed to be more responsive to the needs of out-of-school youth and
adult learners, who will be empowered to function effectively as family and community
members, workers, entrepreneurs, and Filipino citizens.
Curriculum development is a dynamic process and thus this restructured curriculum will
continue to develop year after year.
III.
CHALLENGES
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Revisiting the basic education curriculum is looking back the pilot years, the lessons learned,
insights gained and moving forward for further improvement. It poses challenges therefore in
terms of continuous consultation among stakeholders and realizing that the legitimacy of the
curriculum does not depend on legislation or executive fiat but on a common ownership the
stakeholders have of the curriculum.
1.
2.
1. No transmutation of grades
2. Use of non-traditional assessment to complement the usual teacher-made
tests
3. Adoption of a common test design: 60-30-10 Lowering of the failing grade
that can appear in the report card from 70 to 65% and setting the lowest
passing at 75%
Customization of summer classes to learning needs
Simplified selection of honor students
Greater application of ICT in the curriculum: moving from learning about the
technology to using the technology as a tool for teaching and learning
3.
Better quality books for the cheapest prices in addition to the revision of textbooks
to respond and include current technology such as ICT
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Stakeholder Participation (4) SIP Process (5) School-Based Resources (6) School
Performance Accountability.
The following critical interventions are being scaled up to improve the way both and public
and private schools perform:
1. School-Based Management Grants to support establishment of SBM
structures and implementation, monitoring and reporting of school
improvement plans
2. Training of teachers, school heads and education managers to improve
quality in basic education
3. Establishing Competency-Based Teachers Standards
4. Putting up of Speech Laboratories for Oral Language Proficiency
5. Implementing Programs for Excellence (Arts, Sports, Special Education,
TECH-VOC Education) to promote holistic development of children via cocurricular activities and special curricular offerings. DepED is currently
working on the provision of supplemental school budgets to support the
expenditures entailed by this unique program offering
6. Aligning National Examinations to the Requirements of the Quality
Assurance and Accountability Framework as Measures of Student Outcome
7. Providing Alternative Delivery Modes of Learning to address the basic
education needs of learners in unique or difficult situations who encounter
problems attending the formal school system. Examples are Distance
Education for public elementary schools, open high school and Project Ease
(Easy and Affordable Secondary Education)
8. Expanding Early Childhood/Preschool Education to provide quality early
childhood education for all 5-year olds since early childhood education is a
critical phase in a childs development
9. Providing ICT in Basic Education to gain access to quality educational
materials while upgrading the capabilities of teachers and school
administrators by providing computers, softwares, coursewares and other
paraphernalia laying the foundation for a large scale technology-based
intervention through Open and Distant Learning
10. Investing on Science and Math equipment and constructing Tech-Voc
workshops to help students apply the scientific concepts, tinker with some
equipment for experimentation and learning retention while Tech-Voc
workshops is aimed to upgrade the quality of co-curricular programs
4.
5.
Policy Directions
5.1 School-Based Management
Greater authority for principals to manage own affairs based on DepED standards
for improved SBM practice
Drilling down school budget to promote continuous school improvement
Provision of more principal items to schools for greater accountability over results
Provision of augmentation funds to schools with special programs in ESM, techvoc, culture, arts, sports and SPED
5.2 Expansion of the DepED Preschool Program
DepED to expand coverage of 5-year olds
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