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Curriculum Comparison of Philippines' K-12 and Thailand's Basic Education

Core Curriculum of 2008

Preprint · December 2019

DOI: 10.13140/RG.2.2.33495.01443

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 Curriculum Comparison of Philippines’ K-12 and
Thailand’s Basic Education Core Curriculum of 2008

Mr. JOSEMARI V. CORDOVA

Lecturer, Vongchavalitkul University
Nakhon Ratchasima, Thailand
Doctor of Education, Philippine Christian University Transnational Education/Bellarmine
Global Education
Email: ​josemari.cordova@gmail.com​; ​josemari_co@vu.ac.th

Introduction

The Philippines and Thailand’s connection can be traced through sea and
barter-trading centuries before the European colonizers set foot in Asia. The physical
evidence can be seen at the National Museum in Manila -- the Sawankhalok1 jars. The
earliest known diplomatic relations between the two countries is carved in stone in front
of the statue of King Ramkamhaeng in Sukhothai Historical Park.2 Additionally, during
the time of King Naresuan of the Ayutthaya Kingdom, Ocampo (2011) believed that he
sent an elephant to the Kingdom of Lusong asking for soldier-reinforcements in the war
against the advancing Portuguese and Burmans.
The pre-colonial Philippines and Thailand also share the same structure of
educating its people during those times -- informal, only the members of the nobility and
the ruling class were educated, and developed their own system of language and writing.3
As both countries track their course in history, the former saw its allegiance to Western
powers while the latter stood as a Kingdom until this day. This also mirrors the
educational evolutions in both countries where the former’s curriculum is patterned from
the West while the latter has intrinsically developed and inline with the late King
Bhumibol’s Sufficiency Economy Philosophy. However, the two countries curriculum

1
Sawankhalok is a small district in Sukhothai Province. Known for its jars, the ancient jar-making
tradition is still practiced but confined in Tambon (village) Chaliang until this day.
2
Sukhothai Historical Park is a World Heritage Park and used to be the seat of power of the
Sukhothai Kingdom. It is situated 13 kilometers west from the new Sukhothai City.
3
Laguna Copper-Plate Inscription (LCI) found in Lumban, Laguna in 1989, is considered the
earliest known written document in the Philippines. It contains Malay-based language that has
Javanese honorifics, a number of Kapampangan and Tagalog words, as well as Sanskrit titles,
names, and terminologies. Ramkamhaeng the Great created the first Thai alphabet inscribed in
stone with the Mon and Khmer scripts which had, in turn, been derived from a South Indian script
in 1283.
 2

needs to be compared not only on the basis of ASEAN connection but also on the
implementation of universal basic education.
According to Arnove (2007) we are comparing education to be able (1) to
contribute in the theory building especially to the formulation of generalizable
propositions about the workings of school system and their interactions with their
surrounding economies, polities, cultures and social orders; (2) to discover what can be
learned that will contribute to improve policy and practice at home in scientific and
historical approaches; and (3) to contribute to international understanding and peace.
Hence, this paper was undertaken to briefly compare the basic education curriculum of the
Philippines (K-12) and the Kingdom of Thailand’s Basic Education Core Curriculum of
2008, specifically to (1) identify the educational reforms undertaken by Thai and
Philippine governments from Jomtien Declaration of 1991 to present; (2) compare
Thailand’s Basic Education Curriculum of 2008 and the Philippines K-12 program in
terms of subjects/courses and learning time; and, (3) summarize the similarities and
differences of basic education in both countries.
The data in this study were obtained from secondary sources, especially official
online sources from both countries.

Brief Historical Roots of Education in the Philippines

Pre-Colonial Times
The precolonial era education of the different ​balangays ​and island settlements
were suited to their needs and kind of society. Education was informal, unstructured, and
acquired through apprenticeship which started at home. Religious and ​Babaylan ​rituals,
warrior training, and other instinctive survival skills were later instituted as those were
necessities. (Agoncillo, 1990; Abinales, 2005).
Spanish Colonization (1521-1898)
During the more than three centuries of Spanish colonial rule in the Philippines
(1521-1898), education was church-based, and controlled by different religious orders of
the Roman Catholic church. The different missionary orders were busy converting the
indigenous people in the archipelago​ t​ o Catholicism. As a result, indigenous languages
and cultural practices were replaced by Spanish and church practices, which centuries
later became inherent in the Filipino culture. Parochial schools were also put up in
 3

different parts of the Philippines and the missionaries were instrumental in the first
university in Asia, the University of Sto. Tomas in 1611.
The significant transformation in Philippine education, after centuries of
repression, was through the Spanish Education Decree of 1863, which opened the
education system from the basic to the tertiary level regardless of social status.
(Agoncillo, 1990; Abinales, 2005; Aguinaldo, 2011; Musa & Ziatdinov, 2012; Xin, 2017;
Aggabao, et al., 2018). The Spanish education system in the colonial Philippines can be
summarized as: (1) strict, formal and regulated academic instruction in place of traditional
and informal Filipino education through the erection of classrooms; (2) replacement of
tutors by friars as teachers; (3) Propagate the Christian faith by teaching the “Doctrina
Christiana” (Christian Doctrines) together with catechism to children in order to spread
Catholicism in the Philippines; and, (4) the friars controlled and regulated the educational
system as they took charge of the teaching of students, administering the schools and
implementing rules and regulations (Musa and Ziatdinov, 2012). However, only the
peninsulares4, ​insulares5,​ and the ​mestizos6can get good education. The “Segunda
Ensenanza” or secondary education was not open to ​Indios7 (Aguinaldo, 2011). The
Ilustrados8 studied in Europe.
American Colonization (1898-1935)
At the onset of American colonization in 1898, the ​ ​U.S. Army​ opened the
Philippines’ first public school in ​Corregidor Island​, after Admiral ​George Dewey
vanquished the Spanish Pacific fleet in ​Manila Bay​ on May 1, 1898.9 ​ This was followed
by 48 teachers on-board USS Sheridan. In 1901, the USS Thomas docked in Manila
harbor with 600 teachers on-board. These army-teachers were called Thomasites. They
establish a new ​public school​ system, to teach ​basic education​, and to train ​Filipino
teachers, with ​English​ as the ​medium of instruction​ (Stanley, 1990). According to
Agoncillo (1990), the new colonizers faced fierce resistance from the Filipino nationalists
and to quell down Filipino nationalism, education was seen as an essential part of the

4
Full-bloodied Spaniards, born in Spain but settled in the Philippines
5
Full-bloodied Spaniards, born and raised in the Philippines
6
Half-Spaniard, half-Filipino
7
Christianized, full-bloodied indigenous people of the Philippines
8
The educated class which was composed of native-born intellectuals whether Indios, Insulares
and Mestizos, among others. Most of the Ilustrados studied in Spain.
9
​http://www.news.ops.gov.ph/archives2003/oct12.htm
 4

military strategy -- to achieve pacification and the eventual self-governance of the

Philippines (Van Sprang, 2016).

The US Army built more than 2,000 schools in the first five years of colonization
(Bureau of Census and Statistics, 1903 Vol. III:677, in Van Spang, 2016).​ ​In addition,
the Americans put up Department of Instruction to oversee the education programs of the
American government. As part of the regulatory practices, the Department of Instruction
required every child from age 7 to register in schools located in their own town or
province.
There were three levels of education during the American period. The
“elementary” level consisted of four primary years and three intermediate years. The
“secondary” or high school level consisted of four years; and the third was the “college”
or tertiary level. Religion was not part of the curriculum of the schools as it had been
during the Spanish period. The Americans retained the Spanish era schools and opened
normal, vocational, agricultural and business schools in different cities and provinces.10
The latter schools became universities after World War II.
Commonwealth Era (1935-1940)
With the mandate from 1935 Constitution, the Commonwealth government pushed
for a common national language, Filipino (which is Tagalog-based) and gave emphasis to
vocational and adult education. The adoption of one common language is to counteract
the American cultural influence among the Filipinos, revival of native culture as well as
desirable Filipino values, to help strengthen the moral fibers of the Filipinos and to foster
love of country especially among the youth. The Code of Ethics was also required to be
taught in all schools. Through the Educational Act of 1940, the elementary course was
reduced from 7 years to 6 years, minimum age for admission to Grade I was raised to 7,
and the school calendar was also changed so instead of the school year from June to
March, it was changed to July to April.11
Japanese Occupation (1941-1945)
During World War II under the Greater East-Asia Co-Prosperity Sphere (GEA), a
large number of Japanese school teachers were sent overseas “to educate the younger

10
​https://www.deped.gov.ph/about-deped/history/
11
​https://www.teacherph.com/history-system-education-philippines/
 5

generations of the southern regions through the guidance of the Japanese culture.”12 Using
the schools and churches in the Philippines, Dacumo (2015) pointed out that the Japanese
forces introduced the “individuality” to Filipinos by not depending on the western cultures
and practices, uphold Filipino culture, and raise Filipino morality. The Japanese also
established the Commission of Education, Health and Public Welfare13 that lead to the
creation of the Ministry of Education with the mandate that (1) Instruction must be in
mother tongue (Filipino); (2) Emphasis on teaching History and Character Education; (3)
School and academic calendar became longer with more emphasis on days attended; (4)
No summer break for students; (5) Class size increased to 60; and, (6) American influence
curriculum was abolished while Japanese culture was introduced and made Nippon-go as
the official language and a compulsory subject in all schools. (Dacumo, 2015 & Aggabao,
et al., 2018).
Post-War to Martial Law (1945-1972)
The Philippines became independent from the foreign powers in 1946. The
Ministry of Education was abolished and renamed Department of Instruction that was
made part of the Department of Public Instruction. Through ​Executive Order No. 94, it
was renamed into Department of Education with the regulation and supervision of public
and private schools belonging to the Bureau of Public and Private Schools.14 During the
period of reconstruction to 1972, Education Act of 1940 was followed.
Education during Martial Law (1972-1986)
Upon the imposition of Martial Law In 1972, the Department of Education
became the Department of Education and Culture, then Ministry of Education and Culture
according to ​Presidential Decree No. 1 and Presidential Decree No. 1397, respectively.
The old curriculum was replaced by a new one through the Education Act of 1982. Tulio
(2008) summarized that EA of 1982 provided for an integrated system of education
covering both formal and non-formal education at all levels which aimed to:
“(1) upgrade educational institutions' standards to achieve “quality education”
through voluntary accreditation for schools, colleges, and universities (Sec. 29);

12
​https://www.cia.gov/library/readingroom/docs/DOC_0000710366.pdf
13
​https://www.deped.gov.ph/about-deped/history/
14
Ibid
 6

“(2) imposed the upgrading of obligations and qualifications required for teachers
and administrators (Sec. 16 & 17); and,
“(3) the government providing for financial assistance to private schools (Sec.
41).”
Post-EDSA Education
When the dictator Marcos was deposed in 1986, a new (1987) Constitution was
ratified. It provided for the fundamental aims of education specifically the universal
elementary and high school education for children.15 The old name of Ministry of
Education, Culture and Sports (MECS) was changed to the Department of Education,
Culture and Sports (DECS). In 1990, the Philippines along with 154 developing countries
signed the Jomtien Declaration for Education for All (EFA). In 1991, the Congressional
Education Commission recommended the tri-focalization approach in the management of
education in the Philippines that led to the passage of RA 7722 and RA 7796 creating
Commission on Higher Education (CHEd) and Technical Educational and Skills
Development Authority (TESDA), respectively in 1994; and the RA 9155 or the
Governance of Basic Education (Department of Education) in 2001.
In compliance with the Jomtien Declaration, the Philippines started the
implementation of the Alternative Learning System, and the technical and vocational
education in 1999 for those who did not have or cannot access formal education in schools16
and the passage into law of Republic Act No. 8980 or the Early Childhood Care and
Development Act in December, 2000. Along with these, according to Syjuco (2005), were
the strengthening of Technical and Vocational Education and Training (TVET) and the
institutionalization of a ladderized interface between Technical-Vocational Education and
Training (TVET) and Higher Education (HE).

Brief Historical Roots of Education in Thailand

According to Sangnapaboworn (2005), education in Thailand was traditionally
provided by three main institutions of the Thai society: homes, palaces, and temples. She
further added that occupational and life skills were transmitted from generation to
generation at home, boys were taught with knowledge about reading, writing, Buddhist

15
Art. 14, sec. 2, The 1987 Constitution of the Republic of the Philippines
16
Executive Order Nos. 112 & 113, series of 2000
 7

preaching, and morality at temples. Furthermore, royal and noble family members were
trained with high level classic art and literature in palaces. It was categorized as informal
education, which did not require any curriculum, evaluation, building, policy, plans and
purposes while parents and monks automatically played significant roles as teachers.
The Thai Ministry of Education divides the historical roots of education in
Thailand into: Sukhothai Period, Ayutthaya Period, Bangkok Period, and the
Contemporary Period.17
Sukhothai Period (1238-1378)
The education in Thailand can be traced its origin in the 13th Century when
Sukhothai was its capital. In 1283, Ramkamhaeng the Great created the first Thai alphabet
inscribed in stone with the Mon and Khmer scripts which had, in turn, been derived from
a South Indian script, as its bases. The stone also included the aspects of education being
taught during that time that centered on moral, intellectual and cultural aspects. There
were two levels of education during that time: (1) Education for the princes and sons of
nobles provided by the Royal Institution Instruction or the ​Rajabundit​; and, (2) Education
for the commoners provided by the Buddhist monks.
Ayutthaya Period (1350-1767)
When the Sukhothai dynasty was gradually losing its glory, the center of power
and commerce shifted to Ayutthaya. The basic structure of education was for the princes,
boys of noble birth, and commoners. It was of an academic type. Occupational training
was generally handed down within the family or acquired through apprenticeship. This
educational set up persisted until the Bangkok period. ​Chindamani, p​ opular textbook for
the study of the Thai language was written during the reign of King Narai the Great and
used up to Rama V (King Chulalongkorn, 1868-1910).
Bangkok Period (1782-onwards)
After the fall of Ayutthaya in 1767, the Chakri dynasty instituted educational
reforms such as:
King Rama I (1782-1809) made education public through reforming the Buddhist
religion. Printed books in Thai were used in schools.

17
​http://www.moe.go.th/main2/article/e-hist01.htm
 8

King Rama IV (1851-1865) saw the importance of the English language to further
the knowledge since it became the ​lingua franca ​in the Far East. He made it a necessary
educational requirement for future government officials.
King Rama V (1868-1910) was instrumental in modernizing Siam. He opened the
first Thai modern school in the palace to educate young princes and the sons of nobles in
1871, set up an English school to prepare them for further studies abroad as well as a
number of schools outside the palace for the education of commoners’ children in 1884.
He also established the Department of Education to oversee the Kingdom's education and
religious affairs in 1887, that became Ministry of Education on April 1, 1892. ​ ​On the
other hand, Queen Sribajarindra opened the Saowbha School for girls in 1897; the first
government school for girls, the Bamrung Wijasatri in 1901; and in 1913, the first women
teacher training school was set up at the Benchama Rajalai School.
In 1898, the first Education Plan was launched with the aim of educating in the
Bangkok area and the provinces. This mandates the educational organizations to offer
education that cover all levels -- pre-primary, primary, secondary and technical education
and higher education. This was divided in 1902 into two categories: general education and
professional or technical education by the National System of Education. Another feature
of this plan was that a variety of age limits for admission was imposed to motivate
graduation within a scheduled duration.
Rama VI continued the educational reforms started by Rama V and set up the
School of Arts and Crafts (Poh Chang) in 1913, and Chulalongkorn University in 1916.
In 1921, the Compulsory Primary Education Act was enacted while the first National
Education Scheme was implemented in 1932 that opens the education to every Thai
regardless of sex, social background and physical conditions.
In 1960, compulsory education was extended to 7 years and there were special
provisions for disabled children, who were originally exempted from compulsory
education. In 1977, Thailand's educational system was changed from a 4-3-3-2 structure
to a 6-3-3 system wherein six years of compulsory primary education is followed by three
years of lower secondary school and by another three years of upper secondary schooling,
which is still in use nowadays. Sangnapaboworn (2005) pointed out that the curriculum
reform in 1978 brought about the change of the duration of the primary level from 7 years
to 6 years, the 1980 National Primary Education Act provided that all villages should be
 9

equipped with schools, and the development of primary education entered the completion
stage of universalization in the 1990s.
Baron-Gutty (2009) implied that modern education in Thailand was shaped by
strong political struggles brought by Western colonialism that it needed to stand firm,
Thai-ness, and creating a good Thai citizen.
In compliance with the Jomtien Declaration (Education for All) and the 1997
Constitution, the National Education Act 1999 was enacted and was amended in 2002.
The features of this Act were: (1) compulsory education shall be extended from 6 to 9
years, requiring children aged seven to enroll in basic education institutions until the age
of 16; (2) education shall be specially provided to persons with physical, mental,
intellectual, emotional, social, communication, and learning deficiencies, those with
physical disabilities; or the handicapped, or those unable to support themselves or those
disadvantaged. Education for specially gifted persons shall be provided in appropriate
forms in accord with their competencies; (3) educational institutions are authorized to
provide any one or all of the three types of education: formal education, non-formal
education, and informal education, with provisions on the accumulation, accreditation and
transfer of credits, including those acquired from work experience. The Office of Basic
Education Commission (OBEC) undertaken some experiments on Basic Education
Curriculum in 2001 and came up with the Basic Education Core Curriculum in 2008.18

Comparison of Curriculum
Philippines and Thailand require their citizens to have a compulsory universal
education in the kindergarten, elementary and high school.
The Philippines K-12
The primary aim of Republic Act No. 10533 or the K-12 program is to have a
“quality education at par with international standards.” K-12 enhanced the Philippines
basic education from 10 years to 13 years. It is mandated in the program that all pupils
entering Grade 1 must have undergone Kindergarten or pre-school and secondary level
adds two years or senior high school. Basically, it is Kindergarten + 6 years in elementary
+ 4 years in junior high school + 2 years in senior high school.

18
​http://academic.obec.go.th/images/document/1525235513_d_1.pdf
 10

The Department of Education (DepEd) stated that the K-12 has the following
features: (1) making curriculum will be relevant to the learners, or contextualization and
enhancement; (2) building proficiency through language, or mother tongue based
multilingual education; (3) integrated and seamless learning, or spiral progression; and,
(4) gearing up for future, or senior high school.
Thailand’s Basic Education Core Curriculum
Thailand’s education is anchored on Sufficiency-Economy Philosophy by the late
King Bhumibol the Great. Since 2008, the Basic Education Core Curriculum was
followed. This curriculum, according to Samudvanijja19 (2008) is provided to all Thai
children and youths will be of higher quality in regard to acquisition of essential
knowledge and skills required for learners’ lives in the constantly changing society.
Learners will also be able to acquire knowledge for continuous lifelong self-development.
The Basic Education Core Curriculum of 2008 is aimed at the full development of
learners in all respects, specifically: (1) Morality, ethics, desirable values, self-esteem,
self-discipline, observance of Buddhist teachings or those of one’s faith, and guiding
principles of Sufficiency Economy; (2) Knowledge and skills for communication,
thinking, problem-solving, technological know-how, and life skills; (3) Good physical and
mental health, hygiene, and preference for physical exercise; (4) Patriotism, awareness of
responsibilities and commitment as Thai citizens and members of the world community,
and adherence to a democratic way of life and form of government under constitutional
monarchy; and, (5) Awareness of the need to preserve all aspects of Thai culture and Thai
wisdom, protection and conservation of the environment, and public-mindedness with
dedication to public service for peaceful and harmonious co-existence.

Subjects in the Pre-Elementary/Anuban

Philippines Play-Learn Time Thailand Play-Learn Time

Play-and-learn (in At least 3 hours Play-and-learn At least 3 hours

mother-tongue)

19
Ibid
 11

Subjects in Elementary
Philippines

Nomenclature/Learning Area TIME ALLOTMENT

Grades 1 (No. of Minutes per Day)

1st Q 2nd Q 3rd Q 4th Q

Mother Tongue 50 50 50 50

Filipino - 30 30 30

English - - 30 30

Mathematics 50 50 50 50

Araling Panlipunan 40 40 40 40

Music, Arts, Physical Education & Health (MAPEH) 40 40 40 40

Edukasyon sa Pagpapakatao 30 30 30 30

Total Learning Time (in minutes) 210 240 270 270

Nomenclature/Learning Area TIME ALLOTMENT (No. of minutes/day)

Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Mother Tongue 50 50 - - -

Filipino 50 50 50 50 50

English 50 50 50 50 50

Science - 50 50 50 50

Mathematics 50 50 50 50 50

Araling Panlipunan 40 40 40 40 40

EPP/Technology, Livelihood & - - 50 50 50

Education (TLE)

Music, Arts, Physical Education & 40 40 40 40 40

Health (MAPEH)

Edukasyon sa Pagpapakatao 30 30 30 30 30

Total Learning Time (in mins) 270 310 360 360 360
 12

A one-hour period for Homeroom/Guidance Program is provided for the weekly

meeting between the teacher-adviser and the class. There are 200 regular school days in
the Philippines. Therefore, the yearly learning time for students in Grades 1 and 2 is 900
hours, 1,033 hours for Grade 3, and 1,200 hours for Grades 4-6. Students must comply
with a minimum of at least 180 school days or 810 hours for Grades 1 and 2, 930 hours
for Grade 3, and 1,080 hours for Grades 4-6.

Thailand​ (Prathom)

Learning Areas/Activities LEARNING TIME (in hours)

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Thai Language 200 200 200 160 160 160

Mathematics 200 200 200 160 160 160

Science 80 80 80 80 80 80

Social Studies, Religion & 120 120 120 120 120 120
Culture
- History 40 40 40 40 40 40
- Religion, Morality and 80 80 80 80 80 80
Ethics, Civics, Culture
and Living in Society,
Economics, Geography)

Health & Physical 80 80 80 80 80 80

Education

Arts 80 80 80 80 80 80

Occupations & Technology 40 40 40 80 80 80

Foreign Languages 40 40 40 80 80 80

Total Learning Time 840 840 840 840 840 840

Learner Development 120 120 120 120 120 120

Activities

Additional Courses Not more than 40 hours each year

provided by the school
depending on students’
readiness and priorities

Total Learning Time Not more than 1,000 hours for each year
 13

Subjects in Junior High School/Lower Secondary

Philippines

Nomenclature/Learning Area TIME ALLOTMENT (No. of hours/week)

Grade 7 Grade 8 Grade 9 Grade 10

Filipino 4 4 4 4

English 4 4 4 4

Science 4 4 4 4

Mathematics 4 4 4 4

Araling Panlipunan 3 3 3 3

EPP/Technology, Livelihood & 4 4 4 4

Education (TLE)

Music, Arts, Physical Education & 4 4 4 4

Health (MAPEH)

Edukasyon sa Pagpapakatao 2 2 2 2

Total Learning Time (in hours/week) 29 29 29 29

There is a separate period for Grades 7 to 10 for Independent/Cooperative

Learning ranging from two to four hours weekly may be provided as open time for
learning in order to give students the option to learn on their own and/or with others those
topics, content, or processes that they can handle by themselves. The provision of a
separate period for independent and cooperative learning (i.e., on top of their adoption by
teachers as a teaching strategy or instructional activity) is an option that schools might
wish to consider for classes that can benefit the most from such class programming.
There is 800 learning hours for English, Mathematics, Science, TLE, Filipino and
MAPEH; 600 hours for Social Studies; and, 400 hours for Values Education every year.
 14

Thailand​ (Mor Plie)

Learning Areas/Activities LEARNING TIME (in hours)

Grade 7 Grade 8 Grade 9

Thai Language 120 (3 crs) 120 (3 crs) 120 (3 crs)

Mathematics 120 (3 crs) 120 (3 crs) 120 (3 crs)

Science 120 (3 crs) 120 (3 crs) 120 (3 crs)

Social Studies, Religion & Culture 160 (4 crs) 160 (4 crs) 160 (4 crs)
- History 40 (1 cr) 40 (1 cr) 40 (1 cr)
- Religion, Morality and Ethics, Civics, 120 (3 crs) 120 (3 crs) 120 (3 crs)
Culture and Living in Society,
Economics, Geography)

Health & Physical Education 80 (2 crs) 80 (2 crs) 80 (2 crs)

Arts 80 (2 crs) 80 (2 crs) 80 (2 crs)

Occupations & Technology 80 (2 crs) 80 (2 crs) 80 (2 crs)

Foreign Languages 120 (3 crs) 120 (3 crs) 120 (3 crs)

Total Learning Time 880 (22 crs) 880 (22 crs) 880 (22 crs)

Learner Development Activities 120 120 120

Additional Courses provided by the Not more than 200 hours each year
school depending on students’ readiness
and priorities

Total Learning Time Not more than 1,200 hours for each year

A student who finished Junior High School has the option to proceed to Senior
High School/Upper Secondary or enrol in Vocational/Technical Courses. Such is credited
as Senior High School/Upper Secondary, too.
 15

Subjects in Senior High School​/​Upper Secondary

Philippines​ ​(Academic Tracks)
(1) Accounting, Business & Management (ABM). The subjects are:

ABM Grade 11 Grade 12

1st Semester 2nd Semester 1st Semester 2nd Semester

Oral Reading and 21 st Century Physical

Communication Writing Skills Literature from Education &
in Context the Health
Philippines and
the World

Komunikasyon at Pagbasa at Introduction to

Pananaliksik sa Pagsusuri ng the Philosophy of
Wika at Iba’t- the Human
Kulturang Ibang Teksto Person/
Pilipino Tungo sa Pambungad sa
Pananaliksik Pilosopiya ng Tao

General Statistics and Contemporary

Mathematics Probability Philippine Arts
from
the Regions

Earth and Life Physical Science Media and

Science Information
Literacy

Personal Physical Physical

Development/ Education & Education &
Pansariling Health Health
Kaunlaran

Understanding
Culture, Society
and
Politics

Physical
Education and
Health
 16

ABM Grade 11 Grade 12

1st Semester 2nd Semester 1st Semester 2nd Semester

English for Empowerment Research in Daily Entrepreneurship

Academic and Technologies Life 2
Professional (E-Tech): ICT for
Purposes Professional
Tracks

Research in Pagsulat sa
Daily Life Filipino sa Piling
Larangan
(Akademik)

Research Project

Business Math 1 Fundamentals of Applied

Accounting, Economics
Business and
Management 2

Organization and Business Finance Business Ethics

Management and Social
Responsibility

Fundamentals of Business
Accounting, Marketing
Business and
Management 1

Business
Enterprise
Simulation

Hour 6.6 6.6 5.8 5.8

s per
day
 17

(2) Humanities and Social Sciences (HUMSS)

HUM Grade 11 Grade 12

SS
1st Semester 2nd Semester 1st Semester 2nd Semester

Oral Reading and Media and Physical

Communication Writing Skills Information Education &
in Context Literacy Health

Komunikasyon at Pagbasa at Introduction to

Pananaliksik sa Pagsusuri ng the Philosophy of
Wika at Iba’t- the Human
Kulturang Ibang Teksto Person/
Pilipino Tungo sa Pambungad sa
Pananaliksik Pilosopiya ng Tao

Contemporary 21st Century Physical Science

Philippine Arts Literature from
from the Region the Philippines
and the World

General Statistics and Physical

Mathematics Probability Education &
Health

Earth & Life Personal

Science Development/
Pansariling
Kaunlaran

Understanding Physical
Culture, Society Education &
and Health
Politics

Physical
Education and
Health
 18

HUM Grade 11 Grade 12

SS
1st Semester 2nd Semester 1st Semester 2nd Semester

English for Pagsulat sa Research in Daily Entrepreneurship

Academic and Filipino sa Piling Life 1
Professional Larangan
Purposes (Akademik)

Empowerment Research in Daily Research Project

Technologies Life 2
(E-Tech): ICT for
Professional
Tracks

Philippine Creative Writing/ Creative

Politics and Malikhaing Non-fiction: the
Governance Pagsusulat Literary Essay

Disciplines and Disciplines and Introduction to

Ideas in the Ideas in the World Religions
Social Sciences Applied Social and Belief System
Sciences

Trends, Networks
and Critical
Thinking in the
21stCentury
Culture

Community
Engagement,
Solidarity and
Citizenship

Culminating
Activity

Hour 6.6 6.6 5.8 5.8

s per
day
 19

(3) Science, Technology, Engineering and Mathematics

STEM Grade 11 Grade 12

1st Semester 2nd Semester 1st Semester 2nd Semester

Oral Reading and 21st Century Physical

Communication Writing Skills Literature from Education &
in Context the Philippines Health
and the World

Komunikasyon Pagbasa at Contemporary

at Pananaliksik Pagsusuri ng Philippine Arts
sa Iba’t- from the Regions
Wika at Ibang Teksto
Kulturang Tungo sa
Pilipino Pananaliksik

General Statistics and Media and

Mathematics Probability Information
Literacy

Earth Science Disaster Understanding

Readiness & Risk Culture, Society
Reduction and Politics

Introduction to Personal Physical

the Philosophy Development/ Education and
of the Human Pansariling Health
Person Kaunlaran

Physical Physical
Education and Education &
Health Health

Empowerment Research in Daily English for Research in Daily

Technologies Life 1 Academic and Life 2
(E-Tech): ICT Professional
for Professional Purposes
Tracks

Entrepreneurship

Pagsulat sa Research Project

Filipino sa Piling
Larangan
(Akademik)
 20

STEM Grade 11 Grade 12

1st Semester 2nd Semester 1st Semester 2nd Semester

Pre-Calculus Basic Calculus General Physics 1 General Physics 2

General General Biology General Biology 2

Chemistry 1 1

General
Chemistry 2

Research/
Capstone Project

Hours 5.8 6.6 6.6 5.8

per
day

(4) General Academic Strand

The General Academic Strand (GAS) is not career-specific. It is designed for
students who are still undecided on which track to take. Students can choose electives
from the different academic strands under this track that includes the subjects in
Humanities, Social Sciences, Applied Economics, Organization and Management, and
Disaster Preparedness.
(5) Pre-Baccalaureate Maritime Strand

PBM Grade 11 Grade 12

1st Semester 2nd Semester 1st Semester 2nd Semester

Oral 21st Century Contemporary

Communication Literature from Philippine Arts
the Philippines from the Regions
and the World

Personal Pagbasa at Komunikasyon at

Development/ Pagsusuri ng Pananaliksik sa
Pansariling Iba’t- Wika at
Kaunlaran Ibang Teksto Kulturang
Tungo sa Pilipino
Pananaliksik

General Reading and Statistics and

Mathematics Writing Probability
 21

Earth Science Disaster Media and

Readiness & Risk Information
Reduction Literacy

Introduction to Understanding
the Philosophy of Culture, Society
the Human and Politics
Person

Physical Physical Physical Physical

Education and Education and Education and Education and
Health Health Health Health

Practical Filipino sa Piling Practical Research

Research 1 Larangan 2
(Akademik)

English for Entrepreneurship

Academic
Purposes

Empowerment
Technologies

Inquiries,
Investigations and
Immersion

Pre-Calculus Basic Calculus General Physics 1 General Physics 2

Introduction to Introduction to Introduction to General

Maritime Career Marine Maritime Safety Chemistry 1
Transportation
and Engineering

Work Immersion/
Research/ Career
Advocacy/
Culminating
Activity

Hour 5.8 6.6 6.6 5.8

s per
day

(6) Technical-Vocational-Livelihood. Students who are enrolled in this strand are

subjected to National Competency Standards by Technical Education and Development
 22

Authority (TESDA). Courses are: Agri-Fishery, Home Economics, ICT, Industrial Arts,
TVL Maritime.
(7) Sports
(8) Arts and Design

Thailand​ (Mor Torn)

There is a screening before registration to Senior High School, a student’s GPA
from Junior High School is added to his/her Ordinary National Education Test (O-NET).
The schools have the right to enlist students and classify them to different strands namely:
STEM and HUMSS/Languages. There are Sports Schools and Performing Arts Schools
for every region and in big provinces. Accounting, Business and Management strand is
offered in community and/or vocational/technical colleges.

Learning Areas/Activities LEARNING TIME (in hours)

Grade 10 Grade 11 Grade 12

Thai Language 240 (6 crs) 240 (6 crs) 240 (6 crs)

Mathematics 240 (6 crs) 240 (6 crs) 240 (6 crs)

Science 240 (6 crs) 240 (6 crs) 240 (6 crs)

Social Studies, Religion & Culture 320 (8 crs) 320 (8 crs) 320 (8 crs)
- History 80 (2 crs) 80 (2 crs) 80 (2 crs)
- Religion, Morality and Ethics, 240 (6 crs) 240 (6 crs) 240 (6 crs)
Civics, Culture and Living in
Society, Economics, Geography)

Health & Physical Education 120 (3 crs) 120 (3 crs) 120 (3 crs)

Arts 120 (3 crs) 120 (3 crs) 120 (3 crs)

Occupations & Technology 120 (3 crs) 120 (3 crs) 120 (3 crs)

Foreign Languages 240 (6 crs) 240 (6 crs) 240 (6 crs)

Total Learning Time 1,640 (41 1,640 (41 1,640 (41 crs)
crs) crs)

Learner Development Activities 360 360 360

Additional Courses provided by the Not less than 1,600 hours each year
school depending on students’
readiness and priorities
 23

Total Learning Time Not more than 3,600 hours for a total of
three years

Conclusion
Both Philippines and Thailand’s modern and global curriculum traced its reforms
to the Jomtien Declaration of Education for All (EFA) in 1991. Both countries have
universal basic education -- Kindergarten-to-12 in the Philippines which was enacted in
2011 and implemented in 2016; the National Education Act of 1999 in Thailand, which
was amended in 2002 and fully implemented through the Basic Core Curriculum of 2008.
These are response to Education for All (EFA) Dakar Framework for Action in 2015.
While both countries acknowledge some gap in the implementation of Millennium
Development Goal targets for education, Thailand is ahead in education reforms and
already crafting for 2030 curriculum under Thailand 4.0.
Based from the curriculum, Philippines has Kindergarten + six years in elementary
+ 4 years in junior high school + 2 years in senior high school (K+6+4+2) while Thailand
has Kindergarten + six years in elementary + three years in junior high school + three
years in senior high school (Pre-school + 6+3+3). The basic education students in the
Philippines have lesser learning time than Thais. Additionally, Filipino students study
less in Science, Mathematics and Technology. Thai students study more of their History,
Arts and Culture (including Religion) than their Filipino counterparts. The Philippines
just adopted the use of mother-tongue as a medium of instruction while the Thais are now
receptive to different languages. It should be noted however, that the new education
curriculum was implemented in the Philippines only three years ago.

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