Professional Documents
Culture Documents
Dr. Jimmy Soria
Dr. Jimmy Soria
MODULE 5
BASIC EDUCATION AND DEVELOPMENT
83
Introduction
The Department of Education (DepEd), created by virtue of RA
9155 or Basic Education Act of 2001, has been mandated to protect and
promote the right of all citizens to quality education and to take
appropriate steps to make such education accessible to all. In this
regard, the DepEd has to establish maintain and support a complete,
adequate and integrated system of free and compulsory public education
in the elementary level; and free and public education in the high school.
The DepEd will likewise take cognizance of the regional and sectoral
needs and conditions and will encourage local planning in crafting
education policies and programs.
This module lesson focuses its attention in the articulation of the
basic education programs and strategies useful to attain its goal. This
articulation will revolve around these objectives hereto stated as follows;
Objectives:
84
At the end of this module, students should be able to:
1. Articulate the DepEd basic educations:
1.1
Vision
1.2
Mission
1.3
Elementary education
2.2
Secondary education
2.3
Non-formal education
1.2
12 hours
85
competencies to put them into the teaching and learning level of teachers
and learners, respectively.
The vision, mission and objectives clearly convey the direction and
the strategies that DepEd would pursue in making the learners and
stakeholders acquire better understanding knowledge and competencies;
and strengthen their character in search for a better life.
Vision
The DepEd envisions that every learner to be functionally literate,
shall be equipped with life-long skills, the appreciations of the arts and
sports and imbued with the desirable values of a person who is
Makabayan, Makatao, Makakalikasan at MakaDiyos.
Mission
In line with the vision, the DepEd mission is to provide quality
basic education that is equitably accessible to all and to lay the
foundations for life-long learning and service for the common goals.
Objectives
The objectives of the basic education can be gleaned from the
Education Act (BP232) are as follows:
Elementary Education. The objectives of elementary education can
be stated as:
86
i.
ii.
provide
learning
experiences
that
increase
the
child
ii.
iii.
ii.
iii.
for
personal,
development.
community
and
national
87
An analysis of the objectives of the basic education, it can be
surmised that DepEd strategy is anchored on the provision of universal
access to quality education among learners, including the disadvantage
groups
of
children
with
special
needs
and
extremely
difficulty
88
Filipino, English, Science and Mathematics as tool subjects; and
Makabayan, an experiential subject area.
DepEd expects that this curriculum would raise the quality of
grade school learners and prepare them for life-long learning and become
functionally literate.
Secondary
education.
Graduates
of
elementary
schools
are
89
average test scores down to 45 percent and that only half of those who
take the NCEE qualify for college, specifically, test scores in science,
mathematics and English.
Overall drop-out rate from public high school is 5.83 percent;
participation rate, 68 percent; and graduation rate/completion rate, 72
percent.
In order to fill in these inadequacies, Sutaria (1989) proposed the
what should be which must focus on four goals, namely; i) equity or
calling for raising participation and retention rates by broadening the
access to secondary education; ii) quality or calling for higher standards
and
achievement
level;
iii)
values
education
as
mandated
by
ii)
Full
implementation
of
the
Secondary
Education
SEDP
goals
development
were
of
intended
pupils;
b)
to
a)
continue
strengthen
the
the
full
learners
90
education to all high school-age population. SEDP was
likewise focused to learners a) desirable cultural and moral
values development; b) of critical thinking; c) greater
productivity; and d) the required capability building in
terms of teachers training, both pre-service and in-service;
upgrading and standardization of facilities and equipment;
policy orientation like financing; school distribution by
type; alternative delivery system; and national-regionaldivision and school relationship; e) development premise
anchored on PRODED to bring about a higher quality and
greater number of students inputs into the secondary
system; that new demand to continue on the system by
escalating competitions of a growing technological society;
that an improved system would be able to cope with the
assigned
responsibility;
and
attaining
desirable
Issues that could be gleaned from the SEDP. It appears that the
government during decade of 1980s, has been addressing the problems
raised in the PCSPE, the SOUTELE and the 1987 constitutional
mandates
of
improving
the
secondary
education
program.
The
ii)
gain
knowledge
and
form
desirable
attitude
for
91
sense of individuality and family ties; iii) develop skills
in higher
92
serve identifiable learner-clientele and learning objectives, is anchored
these legal bases, viz:
i) the Philippine Constitution of 1935, 1973 and 1987;
ii) PD 6-A or the Philippine Education Development Act of 1972
iii) BP 232 or The Educational Act of 1982; and
iv) PD 1139, creating the position of undersecretary of DECS for
non-formal education
93
than credentials; and xii) multiplier effect potentials in the economy and
use of appropriate media.
Target clientele. The NFE is usually conducted for these groups of
clientele who are either, i) employed persons; ii) out-of-school youth who
would like to join the mainstream formal education; iii) those who
attended school for four years and those who never attended school; and
iv) technical workers and professionals who need constant upgrading of
skills or new knowledge to improve their qualification and performance.
Approaches and strategies in NFE. NFE has to be conducted in a
manner that learning activities can be conveyed effectively to the
identified groups of clientele. This conveyance can be done using these
approaches as in i) holding of classes in basic vocational and skills
development; ii) individual or group instruction in functional literacy; iii)
seminars,
community,
citizenship
training;
iv)
assembly,
forums,
demonstrative
work
lesson
in
conferences
food
for
processing
94
Non-formal education and development. The government sourceddata revealed that the countrys population as of 2005, stands 80 million
Filipinos, more or less. At the rate of 2.4 percent growth rate, the
population is expected to reach the 100 million mark in about 15 years
or so. Coupled by the sluggish rate of economic development, it has been
forecasted that the number of Filipino school-aged children who will not
fit into the formal education system will substantially increase. In fact,
the figures released in 2003-2004 by DepEd was quite disturbing in
terms of drop-out, viz that out of the 100 pupil entrants in Grade I,
only 67 of them would complete Grade VI; and 45 of them would finish
high school. Out of the 45 entering high school; only 10-12 of them
would finally obtain a college degree. The question now is where did the
rest go or what happened to the 88-90 percent original entrants in Grade
1?
Perhaps along the way, some found gainful employment, and many
of them joined the rank of out-of-school youth/adult who have no skills
which they can use to earn a living or cannot even support themselves.
In most cases, they remained idle and become susceptible to drug
addiction, peace and order problems and become a heavy burden in the
nations movement toward economic development as they are not
contributing any to the countrys wealth but rather consumers of nations
scarce resources and services.
This situation can be ably addressed by the implementation of NFE
program learning packages in terms of i) agricultural extension and
farmers training program, ii) literacy program; iii) occupational training;
iv) youth club with educational purposes; and v) community programs of
instruction in health, nutrition, family planning and cooperatives.
95
goals,
objectives,
structure
and
content
of
the
2002
96
The Governance of Basic Education Act of 2001 provides the
general goal of basic education is to develop the Filipino learners by
providing them basic competencies in literacy and numeracy, critical
thinking and learning skills, and desirable values to become caring, selfreliant, productive, 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 diverse
studentry and relevant to their immediate environment and social and
cultural realities.
97
A stronger integration of competencies and values within and
across the learning areas through the use of integrative teaching
approaches for a more holistic learning where appropriate and relevant.
The integrative approaches to teaching will lead to a more holistic
view rather than fragmented learning within a subject area boundaries of
learning relevant to the lives of the learners. The existing subject areas,
however, maintain their identify to ensure that the integrity of the
discipline is not lost in the process of integrating.
Greater focus on values formation in all the subject areas. Every
teacher is a values education teacher in each subject area value
emphasis used as springboards for values development.
Emphasis on the development of self-reliant and patriotic citizens
as a value oriented area is concerns for the common good among
learners.
Emphasis on the use of effective strategies for the development of
critical and creative thinking skills. Here the teachers will continuously
provide opportunities to develop critical and creative thinking skills in
the process of learning.
Learning Areas
The Tool subjects are indispensable learning areas and are basic
tools to learning how to learn. The tool subject areas are the following: i)
Filipino; ii) English, iii) Science (Science and Health for Elementary and
Science and Technology for Secondary) e.g. 1 st year, Integrated Science;
2nd Year, Biology; 3rd Year, Chemistry and 4th Year, Track A Advanced
Chemistry and Track B, Physics; and Mathematics e.g., 1 st Year,
98
Elementary Algebra; 2nd Year, Intermediate Algebra; 3rd Year, Geometry;
and 4th Year, Trigonometry.
The fifth learning area is called Makabayan to convey that the
unifying principle in the development of love of country, while recognizing
global interdependence. Learning is first contextualized in relation to the
learners physical and social environment. The Makabayan learning area
provides for balance between individual and deeper appreciation of our
culture, heritage and history, including the development of patriotism
that is neither hostile nor isolationist towards other nations. It is also
seen as the experiential area where applications in technology and home
economics are ensured.
Grade 1
80
100
80
Within English
60
60
Grade 6
60
80
60
40
60
60
60
60
100
40
(Geogra
phy)
120
120
40
(Govt &
Civics)
40
(History)
20
40
40
380
380
320
360
360
99
The 2002 Restructured Curriculum for Secondary Level
LEARNING AREAS
FILIPINO
ENGLISH
MATHEMATICS
SCIENCE AND HEALTH
MAKABAYAN
Social Studies
Edukasyon sa
Pagpapahalaga (EP)
the
learner
for
lifelong
learning
implies
the
100
so that the learners are gradually prepared to actively participate in
knowledge construction and to be responsible for their own learning. The
basic feature of the restructured curriculum is strengthening the
development of functional curriculum which will likewise strengthen the
development of functional literacy so that the learners can do selfregulated learning. Except in Grade 1 and 2, the restructured
curriculum still maintains the identity of the different subject areas in
the present curriculum.
*However, integrative modes of teaching are encouraged towards
more holistic learning. Curriculum integration which utilizes knowledge
from the different subject areas repositioned in the context of themes,
issues and concerns, questions or even activities, centers on a
curriculum relevant to the lives of the learners rather than mastery of
fragmented knowledge within subject area boundaries.
*The teaching-learning process today requires more interactive
learning and teaching approaches where students participate more
actively in their learning experiences rather than mere passive recipients
of information. The use of information technology and greater emphasis
on computer literacy in all the learning areas call for continuing
preparation and professional updating in the different areas of interactive
learning.
Values formation which is integral to the teaching of the different
subjects all the more becomes an important preparation in the preservice training area. There is a need also to strengthen the teachers
capability in the use of strategies, in developing the critical and creative
101
Having said all of these, an invitation is issued to teacher training
institutions to continue to train teachers who:
102
The restructured curriculum allows everyone to explore and apply
the infinite possibilities in improving the quality of educations through
the teaching-learning interventions and the creativity and innovations of
the teachers and all the instructional support systems in the educational
system.
103
The curriculum aims at empowering the Filipino learner to be
capable of self-development throughout ones life and to be patriotic,
benevolent, ecologically aware, and Godly. This overall aim entails the
acquisition of life skills, a reflective understanding and internalization of
principles and values, and the development of the persons multiple
intelligences. Thus, in the restructured curriculum, training in like skills,
the identification and analysis of values, and the recognition of multiple
intelligences permeate all the learning areas.
the
labor
sectors
pronouncement
regarding
dearth
of
104
functional literacy, life skills, self-actualization, preparation for world of
work.
To the society
Students after schooling would have to return to their respective
community. Whether they are going to settle for good or they are going
elsewhere, whatever knowledge and skills acquired or attitude developed
while in school are tools very useful in their participation to improve the
people and the community.
The outcomes of RBEC in developing highly employable graduates
can be gauged by their ability to produce wealth in terms of
compensation from employment, entrepreneurship and other mode of
income generating activities. As these highly trained graduates earn
sufficient compensation, they can invest their extra income in business,
deposit their money in banks and indulge in the purchase of basic
provision for the members of the family like food shelter, education,
medicine, clothing and perhaps some affordable luxuries.
These
wealth
creating
ventures
are
cyclic
phenomena.
An
other
wealth
creating
ventures
like
small
and
medium
Self Activity 4
105
1. Prepare a brief historical account of our educational development
spanning from the pre-hispanic period up to the present and note
down the important contribution of each era to the Philippine
development in terms of:
1.1
1.2
manpower development
1.3
1.4
economic development
2. Examine the DepEd vision, mission and goals. Determine how these
are reflected in the curricular program of the basic education.
3. Scrutinize
closely
the
2002
Restructured
Basic
Education
how
will
you
operationalize
the
integrated
teaching
areas.
The
integrative
teaching
approaches
5.2
5.3
106
5.4
societal concerns.
107
Learners belonging to elementary level start schooling at the
age of six (6) and complete that grade level after six (6) years at the
age of 12 year old more or less.
After completing a certification in elementary level, learners
are admitted in the secondary level. It consist of four (4) years and
learners basically complete this level after 4 years or at the age of
16 or 17 at least.
3. The RBEC identified Filipino, English, Mathematics and Science as
tool subjects; and Makabayan an experiential subject.
4. The goals that have to be focused in order to arrest the declining
quality of the Philippine education can be cited as i) equity or
raising participation and retention rate by broadening the access
to secondary education; ii) quality or higher standards and
achievement level; iii) values education; and iv) greater efficiency of
the system in order that the first three goals are achieved.
5. DepEd adopts non-formal education as part of its delivery system
in order to provide meaningful learning activities to out-of-school
youth and adult. As an alternative mode of education for those
individuals who cannot attend a more formal education mode, i) it
aims to raise the level of functional literacy; ii) training of OSY and
adult with technical and vocational skills to make them productive
citizens; and iii) to develop the learners values, and attitudes
needed for personal, community and national development.
6. The legal basis of the DepEd basic education program can be cited
as i) the 1987 Constitution of the Philippine; ii) the 2001
Governance of Basic Education Act; and iii) 1982 Education Act.
108
7. The basic features of the 2002 RBEC can be cited as i) greater
emphasis on helping every learner particularly Grades 1 to 3 to
become successful reader; ii) new focus of Mathematics in the
secondary level; iii) emphasis on interactive learning approaches;
iv) a stronger integration of competencies and values within and
across learning areas with the use of integrative teaching
approaches; iv) greater focus on values education in all subjects; v)
development of self reliant and patriotic citizen; and vi) he use of
effective strategies for the development of critical and creative
thinking skills.
Summary
This lesson module would explain the delivery system of the DepEd
basic education program. As an entry point, discussion started with the
Basic Education Act of 2001 or RA 9155. This Act mandates the
protection and promotion of the rights of all citizens to quality education
and taking appropriate steps to make education accessible to all.
RA 9155 further spelled out the vision, mission, goals and
objectives of DepEd that would set clearly the direction and strategies to
pursue in making the learners acquire knowledge and competencies and
strengthen their character in search for better life.
In compliance with the mandates of RA 9155, DepEd has come up
with a delivery system that provides a complete, adequate and integrated
system of free elementary education, free secondary education and nonformal education system that would serve the OSY and adult who cannot
fit in the formal system of education.
109
The module also divulged that the learning activities have been
concretized in the 2002 Restructured Basic Education Curriculum
(RBEC). The RBEC identifies the main focus of Filipino, English,
Mathematics and Science as the tool subjects; and Makabayan, the
experiential subjects.
Integrative teaching has been linkpin for the meaningful delivery of
the learning activities of the RBEC. As educational movements, it shifts
the focus of instruction from discrete subjects towards issues in the real
world. This integrated teaching mode suggested four models thematic
teaching contents-based instruction, focusing inquiry and generic
competency model.
References Used
110
111
Visions and Perspective. Metro Manila: National Bookstore,
Inc.
Roldan, A. 2001. Present Realities in Reading Education. DECS
Curriculum Summit, August 3, 2001.
Sutaria, M.C. et. al., 1989. Philippine Education: Visions and
Perspective. Metro Manila: National Bookstore, Inc.
Tendero, A. P. et al. 1984. Philippine Development Issues: An Inquiry.
Metro Manila: National Bookstore, Inc.
_________ The 2002 Basic Education Curriculum. Department of
Education, DepEd Complex, Meralco Avenue, Pasig City,
March 6, 2002.
112