JENNIFER M.

OESTAR
PhD Development Education

DED 606: Curriculum Development

DR. MANNY DELOS

SANTOS
Professor
 Pre- Spanish Period
•Early Filipinos already had some kind of
educational system suited to their needs
in Pre-Hispanic Philippine society.
•Education is informal, acquired through
apprenticeship which started at home.
•Upon the institutionalization of religious
rituals and practices, it became a
necessity to provide specialized training
to candidates for priesthood.
• Instructions were given by older priest who
were considered as the first teachers and
custodians of knowledge.
• Schools were offshoots of the church and
controlled by the church.
• Early Filipinos considered education as a
way to preserve their culture and transmit
the knowledge acquired by earlier
generations to the younger ones.
• It was deemed a vital factor in the
propagation of the country’s traditions.
 Spanish Regime
•Spaniards practically altered all
aspects of Philippine society then.
•Establishment of schools for their
children with objective of raring them
in the skills in letters similar to those
acquired by the youth in Spain.
•Established various schools to educate
their children and the elite but not
the masses.
•Education is a status symbol, a privilege
and not a right.
•Education system was under the direct
control of the Roman catholic Church
and dominated by priests.
•Education became purely religious in
nature, aimed at the so-called
Christianization of the natives for the
glory of God.
 AMERICAN ERA
• Believed in education as the means by which
people can be oriented toward a democratic
way of life.
• Made education accessible to all regardless of
sex, age, religion and socio-economic status
• Taught the Filipinos to speak English.
• Education was later carried out by the
Thomasites.
• Introduced freedom of religion.
 Japanese Occupation

•During this period in Phil history, education

was at its lowest point as it was used as an
instrument for indoctrinating the people to
embrace Japanese ideologies.
•Strive the diffusion of the Japanese
language and terminate the use of English.
•Promote the vocational education
•Inspire the people with the spirit of labor.
 Post –War Philippines
• No immediate changes instituted in the
educational system (regained sovereignty July 4,
1946).
• Objectives of education embodied in the 1935
constitution continued to be the bases of
instruction for almost 10 years after the
liberation.
• In 1955 approved new set of objectives reflected
the desire of the nation to mold and develop the
youth into useful and upright citizens.
• In addition, the government wanted to
establish an integrated, nationalistic and
democracy-inspired educational system.
• 1953- restored grade 7, restored the full day
session; two classes-three teachers or three
classes-five teachers plan for grade
5 and 6. At present the grade 7 curriculum
has not been fully implemented, only some
private schools offer grade 7.
• Dept. Order No.1 s. 1957; class size decreased
from 60 to a maximum of 40 pupils;
encouraged multi grade classes in the rural
areas; emphasized community participation;
elementary education compulsory to all
children
between ages 7-13; mandated the use of
native
languages as medium of instruction in grades
1 and 2;
• 1970-Implementation of the Revised Elementary
Education Program (Feb. 17, 2970)
• Vernacular (Pilipino-English) became the
medium of instruction in grade 1 and 2.
• In grade 3, Pilipino became a subject and Health
and Science integrated as one subject.
• The same also with Music and Arts, and Physical
Education.
• Character Education became a separate subject.
•1982-1986- Program for Decentralized
Education Development (PRODED) was
major curricular reform in elementary
education.
•Primary objectives of the program
were to insure overall quality and to
increase the efficiency of elementary
education.
 Revisions in Secondary Education

• 1946-established many high schools in

the cities and municipalities outside the
provincial capitals.
• Secondary general curriculum after the
war was a continuation of the 1932
experimental curriculum.
• Consisted of two types of subjects,
academic and vocational.
• 1954 – revised curriculum for the general high
school was approved.
• It referred as the 2-2 plan of the general
secondary curriculum divided into two parts;
first part consisted of common curriculum for
first and second years; second part to be taken
in the higher years (3rd & 4th) consisted of two
tracks, the college preparatory and vocational
education.
• A guidance program was also part of the
curriculum.
• In 1973 – the Revised Secondary Education
Program was implemented.
• Included elective courses starting form the
second year.
• Included the guidance and counseling program
to support the mechanism of the
implementation.
• Replacing the 40-min. to 1-hr session for each
subject.
• Renaming English/Pilipino as Communication
Arts.
•Replacing Health and P.E. as Youth
Development training (YDT)
•PMT into CAT
•Integrating Music in CAT, Scouting
and PE.
•Integrating character education in all
activities.
• 1983-1993 ( ten years)
* Preparatory phase -1983-1988
* Implementation phase – 1989-1993
Offering of Science High Schools –
special schools for more intellectually
promising students. Offered enrich
curriculum in Science. Mathematics and
English.
•In 2002- Introduced the
implementation of the Basic Education
Curriculum (BEC).
• The curriculum was based from the
principle of lifelong learning and
empower learners to actively construct
personal meaning of learning
experiences and acquire life skills.