Levels of Decision-Making

(Participation in Curriculum Design)

curidev
Anne Marie R. Ramos
 Guiding Questions

• What are the levels of decision-making and

enabling (external and internal) factors that
provide direction and support to curricular
reform efforts in Philippine education?
 Guiding Questions contd

• Based on the 1992 EDCOM report, what were

issues and concerns noted that served as
external bases for curricular reforms?

• Based on cross-country evaluation results

(TIMSS), what were some issues and concerns
that attributed to the poor performance of
the Filipino learners?
 Guiding Questions contd

• Who are the stakeholders that are involved in

curriculum planning?

• How am I going to apply the information that I

acquired from this session?
 Curriculum development is a decision-
making process that involves a variety of
concerns.

It is a socio-political undertaking as well which

also draws representatives from various local,
national and international organizations, from
the professions, the industry and business
sectors, and specially from the legislature and
other government agencies.

Garcia, D. (2007). Designing curriculum. Quezon City: Rex Book Store, p.17.
10/26/2010 5
 Questions essential to ask:
• What learning objectives should be included?
• What will be the bases for the choice of objectives?
Will the choice be based on the learners’ needs and
interests, or rather, on the needs of society?
• Will the selection depend on tradition, the nature
of knowledge, or the learners’ characteristics?

Bago, A. L. (2008). Curriculum development: The Philippine experience. (2nd ed.).

Quezon City: C & E. Publishing Inc.
10/26/2010 6
• What philosophical and psychological theories
regarding the nature of learners as well as the
learning process will underpin the organization of
content?
• Will the choice of methodology be in line with
accepted teaching-learning principles?
• Will the evaluation procedure be able to measure
the learning that is taking place?

Bago, A. L. (2008). Curriculum development: The Philippine experience. (2nd ed.).

Quezon City: C & E. Publishing Inc.,

10/26/2010 7
 Curriculum Development in the Philippines:
Enabling Factors for Curricular Reform
Mandatory in tertiary levels: teaching
of the works of Dr. Jose Rizal

Mismatch between
Competencies of
school graduates &
industry requirements
External
Enablers

EDCOM’s findings
Value transformation
to based changes
so inclusion of
in elementary &
Values education in
secondary
Secondary curriculum
education curricula

Inclusion of
Bago, 2008, p. 40
Computer education
 Curriculum Development in the Philippines:
Enabling Factors For Curricular Reform
NEAT as basis f or NESC
NSAT as basis for NSEC

Internal
Enablers

Third International New appointment

Mathematics & of DEPED or CHED
Science Study (TIMSS) secretary

PAASCU
Bago, 2008, p. 40
Another Important enabler to consider
in the Philippine Education System

Availability of Funds

Nationwide curriculum improvement is an

undertaking that needs sufficient funding. In many
instances, developing countries like the Philippines
cannot rely on the national budget to fund curricular
efforts.
Bago, A. L. (2008). Curriculum development: The Philippine experience. (2nd ed.).
Quezon City: C & E. Publishing Inc., p.30
 TYPES OF DECISIONS
EXTERNAL & •Curriculum Policies
•Curriculum Design
INTERNAL ENABLERS •Implementation
Strategies
•Evaluation Procedure
•Curriculum Revision

In Bago, 2008, p. 40
 1992 EDCOM Report : As an External
Enabler
• Poor quality of instruction due to the
following:
- unsatisfactory competencies of teachers
- short period of schooling
- lack of emphasis on substantive courses like
the natural sciences and mathematics, among
others
Bago, A. L. (2008). Curriculum development: The Philippine experience. (2nd ed.).
Quezon City: C & E. Publishing Inc., p.36
1995 Third International
Mathematics & Science Study
(TIMSS)

• lack of culture of science

• lack of qualified secondary teachers to teach
science and mathematics
• overcrowded curricula
• insufficiency and deficiency of instructional
materials and medium of instruction
(Ibe & Ogena, 1998)
Bago, 2008, p. 40
• High school students are not ready to deal
with abstraction by the time chemistry and
physics are introduced in the curriculum in
their third and fourth years of secondary
education (Acuna, 1981).
• High probability of poor attitude of non-
science majors

Bago, A. L. (2008). Curriculum development: The Philippine experience. (2nd

ed.). Quezon City: C & E. Publishing Inc., pp. 47-48.
The Basic Education Curriculu m (BEC) has been
designed to raise the quality of Filipino
learners and graduates
and
more importantly to empower the youth to
become lifelong learners through the
attainment of functional literacy
Bago, A. L. (2008). Curriculum development: The Philippine experience. (2nd ed.).
Quezon City: C & E. Publishing Inc., p.39
 BEC 2002 Objectives
The curriculum has been restructured in terms of:
1. Providing more focus on the tool of learning
areas for an adequate development of the
competencies for “learning how to learn”.
2. Providing experiential learning areas were the
learner can apply practical knowledge and life
skills and demonstrate appreciation of Filipino
culture and heritage, and
3. Making values of development integral to all
learning areas.
Bago, A. L. (2008). Curriculum development: The Philippine experience. (2nd ed.).
Quezon City: C & E. Publishing Inc., p.39.
• State of Philippine Education
http://www.youtube.com/watch?v=MbVTaxt8Q
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