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Reflection Educational Management, Essays (university) of Education Planning And Management

Laguna College of Art and DesignEducation Planning And Management

Reflection Educational Management

Typology: Essays (university)

2020/2021

Uploaded on 03/19/2021

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LEONILA C. ANONUEVO
EDD317
CURRICULUM DEVELOPMENT
REFLECTION PAPER
(A case study of the curriculum development practices in the Philippines.)
The education system of the Philippines has been highly influenced
by the country’s colonial history.
The Philippine nation has an extensive and highly inclusive system
of education, including higher education. In the present day, the
United States continues to influence the Philippines education
system, as many of the country’s teachers and professors have
earned advanced degrees from United States universities.
The Education Act of 1982 provided for an integrated system of education
covering both formal and non-formal education at all levels. This act also
created the Ministry of Education, Culture and Sports (MECS).
In 1987, the Ministry of Education, Culture and Sports became again the
DECS under Executive Order No. 117. The structure of DECS as embodied in
the order remained practically unchanged until 1994.
Republic Act 6655 or the Free Public Secondary Education Act of 1988,
mandated free public secondary education commencing in the school year
1988–1989.
The Congressional Commission on Education (EDCOM) report of 1991
recommended the division of DECS into three parts. On May 18, 1994, the
Congress passed Republic Act 7722 or the Higher Education Act of 1994,
creating the Commission on Higher Education (CHED), which assumed the
functions of the Bureau of Higher Education and supervised tertiary degree
programs. On August 25, 1994, the Congress passed Republic Act 7796 or
the Technical Education and Skills Development Act of 199, creating the
Technical Education and Skills Development Authority (TESDA), which
absorbed the Bureau of Technical-Vocational Education as well as the
National Manpower and Youth Council, and began to supervise non-degree
technical-vocational programs.
DECS retained responsibility for all elementary and secondary education.
This threefold division became known as the "trifocal system of education" in
the Philippines.
In August 2001, Republic Act 9155, otherwise called the Governance of Basic
Education Act, was passed. This act changed the name of DECS to the
current Department of Education (DepEd) and redefined the role of field
offices (regional offices, division offices, district offices and schools).
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LEONILA C. ANONUEVO

EDD

CURRICULUM DEVELOPMENT

REFLECTION PAPER

(A case study of the curriculum development practices in the Philippines.) The education system of the Philippines has been highly influenced by the country’s colonial history. The Philippine nation has an extensive and highly inclusive system of education, including higher education. In the present day, the United States continues to influence the Philippines education system, as many of the country’s teachers and professors have earned advanced degrees from United States universities. The Education Act of 1982 provided for an integrated system of education covering both formal and non-formal education at all levels. This act also created the Ministry of Education, Culture and Sports (MECS). In 1987, the Ministry of Education, Culture and Sports became again the DECS under Executive Order No. 117. The structure of DECS as embodied in the order remained practically unchanged until 1994. Republic Act 6655 or the Free Public Secondary Education Act of 1988, mandated free public secondary education commencing in the school year 1988–1989. The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of DECS into three parts. On May 18, 1994, the Congress passed Republic Act 7722 or the Higher Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the functions of the Bureau of Higher Education and supervised tertiary degree programs. On August 25, 1994, the Congress passed Republic Act 7796 or the Technical Education and Skills Development Act of 199, creating the Technical Education and Skills Development Authority (TESDA), which absorbed the Bureau of Technical-Vocational Education as well as the National Manpower and Youth Council, and began to supervise non-degree technical-vocational programs. DECS retained responsibility for all elementary and secondary education. This threefold division became known as the "trifocal system of education" in the Philippines. In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed. This act changed the name of DECS to the current Department of Education (DepEd) and redefined the role of field offices (regional offices, division offices, district offices and schools).

The act provided the overall framework for school empowerment by strengthening the leadership roles of headmasters and fostering transparency and local accountability for school administrations. The goal of basic education was to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive, and patriotic citizens In 2006, the Education for All (EFA) 2015 National Action Plan was implemented: “ The central goal is to provide basic competencies to everyone, and to achieve functional literacy for all. Ensuring that every Filipino has the basic competencies is equivalent to providing all Filipinos with the basic learning needs, or enabling all Filipinos to be functionally literate. The secondary level of education, all children aged twelve to fifteen, are sought to be on track to completing the schooling cycle with satisfactory achievement levels at every year. In January 2009, the Department of Education signed a memorandum of agreement with the United State Agency for International Development (USAID) an $86 million assistance to Philippine education, particularly the access to quality education in the Autonomous Region in Muslim Mindanao (ARMM), Zamboanga Peninsula and SOCCSKSARGEN regions. THE INTERNATIONAL AID TO THE PHILIPPINES UNDERPINNED THE PHILIPPINES CURRICULUM DEVELOPMENT BECAUSE OF THE MEMORANDUM OF AGREEMENT SIGNED BY BOTH PARTIES TO ADOPT THE LEARNING COMPETENCIES OF THE FOREIGN COUNTRIES THAT HAS BEEN INTEGRATED IN OUR EDUCATIONAL SYSTEM. THE HIGHER EDUCATION AUTHORITIES DIMINISHED SOMETHING GRADUALLY THAT FILIPINO ADMIRATIONS AND IDENTITY HAS BEEN COVERED BY FOREIGN IDENTITY. My point of view in this situation of our curriculum is that, the inclusion of foreign competencies through integration in the daily lessons of teachers in most schools of the country is unknowingly disregarded the Philippine Culture, good practices and Values. The designed learning competencies for Pilipino people has been degraded or even discarded. It is an irony in the part of Filipino Education experts, Scholars and field implementers to provide quality education to our young people and develop them to be a Maka Diyos, Makakalikasan at makabansa and train them to be an independent, self-directed and lifelong learners using or applying the centralized competencies with the integration of the international competencies.

Ninth Grade 14 Yes Retained compulsory status Yes Yes Since 2014 Tenth Grade 15 Yes Retained compulsory status Yes Yes Since 2015 Eleventh Grade 16 Yes Yes Yes Yes Since 2016 Twefth Grade 17 Yes Yes Yes Yes Starting 2017 In kindergarten, the pupils are mandated to learn the alphabet, numbers, shapes and colours through games, songs, pictures and dances, but in their native language. Thus, after grade I, every student can read in their native tongue. In Grade 1, the subject areas of are taught, with a focus on "oral fluency". In Grade 4, the subject areas of English and Filipino are gradually introduced, but now, as "languages of instruction. The subjects are now modified to use the spiral progression approach starting as early as Grade 1 which means that every lesson will be taught in every grade level starting with the basic concepts to the more complex concepts of that same lesson until Grade 10. The high school from the former system will now be called Junior High School from Grade 7-10. While, Grade 11 to 12 is the Senior High School in the new educational system. It will serve as a specialized upper secondary education. In the senior high school , students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. Senior high school subjects fall under either the core curriculum or specific tracks. K-12 and tertiary education from colleges are characterized as formal education. It includes the non-formal education like the alternative learning systems provided by DepEd and TESDA and other programs from educational institutions. This does not include the informal education in the Philippines learned from daily experience and the educative influences and resources in his or her environment. In our Educational System situation there is an urgent change for our curriculum because based in so many research studies,

  1. Philippine Education is very far deteriorating compared to other countries.
  2. Our human resource cannot compete the educational qualifying standards in the global world in term of many aspects.
  3. The educational qualification of many Filipinos in term of work opportunity abroad has been underpinned by foreign countries even within Asia countries.
  4. Our learning competencies should prepare our future generation to cope with the international demands in in order for them not to be displaced with regards to the benefit of equal opportunities. Some Implications of the Change in the System Senior High School is an important feature of the new K-12 program;
  5. Creates several opportunities. Standard requirements will be applied to make sure graduates know enough to be hirable.
  6. Senior High School students will now be able to apply for TESDA Certificates of Competency (COCs) and National Certificates (NCs) to provide them with better work opportunities.
  7. Partnerships with different companies will be offered for technical and vocational courses.
  8. Senior High School students can also get work experience while studying. Aside from these, entrepreneurship courses will now be included. Instead of being employed, one can choose to start his or her own business after graduating, or choose to further one's education by going to college.
  9. Senior High School, as part of the K to 12 Basic Curriculum, was developed in line with the curriculum of the Commission of Higher Education (CHED) – the governing body for college and university education in the Philippines. This ensures that by the time one graduates from Senior High School, one will have the standard knowledge, skills, and competencies needed to go to college.
  10. The curriculum in K-12, the College General Education curriculum will have fewer units. Subjects that have been taken up in Basic Education will be removed from the College General Education curriculum. New GE Curriculum may be found in CHED Memorandum Order No. 20, series of 2013.