Mabini College Inc.

Daet, Camarines Norte

Curriculum Development
(Prepared for the assignment)
(Date Assigned: September 4, 2021)

Submitted To:
Paul Elpedes

Submitted By:
Joy A. Visitacion
Instructions: Find a teacher who has long been working teaching and ask the following
questions.
What is curriculum
What are the different kinds/ types of curriculum?

Mabini College Inc.

Daet, Camarines Norte

Curriculum Development
(Prepared for the assignment)
(Date Assigned: September 11, 2021)

Submitted To:
Paul Elpedes

Submitted By:
Joy A. Visitacion
Instructions: Answer the following questions.

 What is curricularist?
 Who are these curricularist?
 Give at least 5 American curricularist and what are their contribution to curriculum.
 Study history of curriculum American and Filipino

What is curricularist

The term curricularist is an utterly inessential word substituting for the far more commonly
used term curriculum specialist. The phrase “teacher as a curricularist” is referring to the
teacher’s functions with respect to the curriculum. Those functions can vary from school to
school and district to district.
At the very least, a teacher needs to be knowledgeable about the curriculum because they
are responsible for executing it, but they may not be involved in the analysis that was used
to define the goals of the curriculum, the design that was used to plan the curriculum, or
the development that was done to build the curriculum. The curriculum may be canned
and presented to the teacher. Conversely, they may have full control over each phase of the
process and have done the analysis and built the curriculum that they they execute and
evaluate.

Who are these curricularists

Those who developed curriculum theories.

John Dewey - was an American philosopher, psychologist, and educational reformer whose
ideas have been influential in education and social reform. He was one of the most
prominent American scholars in the first half of the twentieth century.

Hilda Taba - was an architect, a curriculum theorist, a curriculum reformer, and a teacher
educator. Taba was born in the small village of Kooraste, Estonia. Her mother's name was
Liisa Leht, and her father was a schoolmaster whose name was Robert Taba. Hilda Taba
began her education at the Kanepi Parish School.

Franklin Bobbit- was a North-American educationist, a university professor and a writer. A

representative of the efficiency minded thinkers, he specialized in the field of the
curriculum. 

Ralp Tyler - was an American educator who worked in the field of assessment and
evaluation. He served on or advised a number of bodies that set guidelines for the
expenditure of federal funds and influenced the underlying policy of the Elementary and
Secondary Education Act of 1965

Give at least 5 American curricularist and what are their contribution to curriculum.

FRANKLIN BOBBIT (1876-1956)

Bobbit believes that the learning objectives, together with the activities, should be grouped
and sequenced after clarifying the instructional activities and tasks. He also views
curriculum as a science that emphasizes the needs of the students. This viewpoint explains
why lessons are planned and organized depending on the needs of the students and these
needs must be addressed by the teachers to prepare them for adult life.

WERRET CHARTERS (1875-1952

Aside from emphasizing the students’ needs, he believes that the objectives, along with the
corresponding activities, should be aligned with the subject matter or content. For that
reason, department chairpersons or course coordinators scrutinize the alignment or
matching of objectives and subject matter prepared by the faculty members.
WILLIAM KILPATRICK (1871-1965)

For him, the purpose of curriculum is child development, growth, and social relationship.
He also introduced the use of small group interaction, and the project method in which the
teacher and students plan together. Thus, it is called as the child-centered curriculum.

HAROLD RUGG (1886-1960)

He introduced the concept of the development of the whole child, the inclusion of social
studies, and the importance of curriculum planning in advance.

HOLLIS CASWELL (1901-1989)

He believes that subject matter is developed around the interest of the learners and their
social functions. So, the curriculum is a set of experiences. Learners must experience what
they learn.

RALPH TYLER (1902-1994)

And as to the hallmark of curriculum development as a science, Ralph Tyler believes that
curriculum should revolve around the students’ needs and interests. The purpose of
curriculum is to educate the generalists and not the specialists, and the process must
involve problem solving. Likewise, subject matter is planned in terms of imparting
knowledge, skills and values among students.
To sum it up, the famous curriculum theorists have almost similar views. All of them
believe that the curriculum should be learner-centered – addressing the needs and
interests of the students. All of them have salient contributions to the educational system
of the world today.

Study history of curriculum American and Filipino

History of Education in the Philippines

Before the Philippines attained complete independence in 1946, the country's education
system was patterned on the systems of Spain and the United States--countries which
colonized and governed the country for more than three hundred years. However, after
independence, the country's educational system has constantly undergone reform.

Pre-colonial period
During the pre-colonial period, most children were provided with solely vocational training,
which was supervised by parents, tribal tutors or those assigned for specific, specialized
roles within their communities (for example, the babaylan). In most communities, stories,
songs, poetry, dances, medicinal practices and advice regarding all sorts of community life
issues were passed from generation to generation mostly through oral tradition. Some
communities utilised a writing system known as baybayin, whose use was wide and varied,
though there are other syllabaries used throughout the archipelago.

Spanish\period

Formal education was brought to the Philippines by the Spaniards, which was conducted
mostly by religious orders. Upon learning the local languages and writing systems, they
began teaching Christianity, the Spanish language, and Spanish culture. These religious
orders opened the first schools and universities as early as the 16th century. Spanish
missionaries established schools immediately after reaching the islands. The Augustinians
opened a parochial school in Cebu in 1565. The Franciscans, took to the task of improving
literacy in 1577, aside from the teaching of new industrial and agricultural techniques. The
Jesuits followed in 1581, as well as the Dominicans in 1587, setting up a school in Bataan.
The church and the school cooperated to ensure that Christian villages had schools for
students to attend.

Schools for boys and for girls were then opened. Colegios were opened for boys, ostensibly
the equivalent to present day senior high schools. The Universidad de San Ignacio, founded
in Manila by the Jesuits in 1589 was the first colegio. Eventually, it was incorporated into
the University of Santo Tomas, College of Medicine and Pharmacology following the
suppression of the Jesuits. Girls had two types of schools - the beaterio, a school meant to
prepare them for the convent, and another, meant to prepare them for secular womanhood.
The Spanish also introduced printing presses to produce books in Spanish and Tagalog,
sometimes using baybayin. The first book printed in the Philippines dates back to 1590. It
was a Chinese language version of Doctrina Christiana. Spanish and Tagalog versions, in
both Latin script and the locally used baybayin script, were later printed in 1593. In 1610,
Tomas Pinpin, a Filipino printer, writer and publisher, who is sometimes referred to as the
"Patriarch of Filipino Printing", wrote his famous "Librong Pagaaralan nang manga Tagalog
nang Uicang Castilla", which was meant to help Filipinos learn the Spanish language. The
prologue read:

" Let us therefore study, my countrymen, for although the art of learning is somewhat
difficult, yet if we are persevering, we shall soon improve our knowledge.
Other Tagalogs like us did not take a year to learn the Spanish language when using my
book. This good result has given me satisfaction and encouraged me to print my work, so
that all may derive some profit from it.
"
The Educational Decree of 1863 provided a free public education system in the Philippines,
managed by the government. The decree mandated the establishment of at least one
primary school for boys and one for girls in each town under the responsibility of the
municipal government, and the establishment of a normal school for male teachers under
the supervision of the Jesuits. Primary education was also declared free and available to
every Filipino, regardless of race or social class. Contrary to what the propaganda of the
Spanish-American War tried to depict, they were not religious schools; rather, they are
schools that were established, supported, and maintained by the Spanish government.
After the implementation of the decree, the number of schools and students increased
steadily. In 1866, the total population of the Philippines was 4,411,261. The total number
of public schools for boys was 841, and the number of public schools for girls was 833. The
total number of children attending those schools was 135,098 for boys, and 95,260 for
girls. In 1892, the number of schools had increased to 2,137, of which 1,087 were for boys,
and 1,050 for girls. By 1898, enrollment in schools at all levels exceeded 200,000 students.
Among those who benefited from the free public education system were a burgeoning group
of Filipino intellectuals: the Ilustrados ('enlightened ones'), some of whom included José
Rizal, Graciano López Jaena, Marcelo H. del Pilar, Mariano Ponce, and Antonio Luna--all of
whom played vital roles in the Propaganda Movement that ultimately inspired the founding
of the Katipunan.

First Republic

The defeat of Spain following the Spanish-American War led to the short-lived Philippine
Independence movement, which established the insurgent First Philippine Republic. The
schools maintained by Spain for more than three centuries were closed briefly, but were
reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute (the
country's first law school), the Academia Militar (the country's first military academy), and
the Literary University of the Philippines were established. Article 23 of the Malolos
Constitution mandated that public education would be free and obligatory in all schools of
the nation under the First Philippine Republic. However, the Philippine-American War
hindered its progress.

American period

About a year after having secured Manila, the Americans were keen to open up seven
schools with army servicemen teaching with army command-selected books and supplies.
In the same year, 1899, more schools were opened, this time, with 24 English-language
teachers and 4500 students.
A highly centralised, experimental public-school system was installed in 1901 by the
Philippine Commission and legislated by Act No. 74. The law exposed a severe shortage of
qualified teachers, brought about by large enrollment numbers in schools. As a result, the
Philippine Commission authorized the Secretary of Public Instruction to bring more than
1,000 teachers from the United States, who were called the Thomasites, to the Philippines
between 1901 and 1902. These teachers were scattered throughout the islands to establish
barangay schools. The same law established the Philippine Normal School (now the
Philippine Normal University) to train aspiring Filipino teachers.
The high school system was supported by provincial governments and included special
educational institutions, schools of arts and trades, an agricultural school, and commerce
and marine institutes, which were established in 1902 by the Philippine Commission.
Several other laws were passed throughout the period. In 1902, Act No. 372 authorised the
opening of provincial high schools.
1908 marked the year when Act No. 1870 initiated the opening of the University of the
Philippines, now the country's national university.
The emergence of high school education in the Philippines, however, did not occur until
1910. It was borne out of rising numbers in enrollment, widespread economic depression,
and a growing demand by big businesses and technological advances in factories and the
emergence of electrification for skilled workers. In order to meet this new job demand, high
schools were created and the curriculum focused on practical job skills that would better
prepare students for professional white collar or skilled blue-collar work. This proved to be
beneficial for both the employer and the employee; the investment in human capital caused
employees to become more efficient, which lowered costs for the employer, and skilled
employees received a higher wage than those employees with just primary educational
attainment.
However, a steady increase in enrollment in schools appeared to have hindered any
revisions to then-implemented experimental educational system. Act No. 1381, also known
as Gabaldon Law, was passed in 1907, which provided a fund of a million pesos for
construction of concrete school buildings and is one of many attempts by the government
to meet this demand. In line as well with the Filipinization policy of the government, the
Reorganization Act of 1916 provided that all department secretaries except the Secretary of
Public Instruction must be a natural-born Filipino.
A series of revisions (in terms of content, length, and focus) to the curriculum began in
1924, the year the Monroe Survey Commission released its findings. After having convened
in the period from 1906 to 1918, what was simply an advisory committee on textbooks was
officiated in 1921 as the Board on Textbooks through Act No. 2957. The Board was faced
with difficulties, however, even up to the 1940s, but because financial problems hindered
the possibility of newer adaptations of books.

Third Republic

In 1947, after the United States relinquished all its authority over the Philippines,
President Manuel Roxas issued Executive Order No. 94 which renamed Department of
Instruction into Department of Education. During this period, the regulation and
supervision of public and private schools belonged to the Bureau of Public and Private
Schools.

Fourth Republic

In 1972, the Department of Education became the Department of Education and Culture
(DECS) under Proclamation 1081, which was signed by President Ferdinand Marcos.
On September 24, 1972, by Presidential Decree No. 1, DECS was decentralized with
decision-making shared among its thirteen regional offices.
Following a referendum of all barangays in the Philippines from January 10-15, 1973,
President Marcos ratified the 1973 Constitution by Proclamation 1102 on January 17,
1973. The 1973 Constitution set out the three fundamental aims of education in the
Philippines:
to foster love of country;
to teach the duties of citizenship; and
to develop moral character, self-discipline, and scientific, technological and vocational
efficiency.
In 1978, by the Presidential Decree No. 1397, DECS became the Ministry of Education and
Culture.
The Education Act of 1982 provided for an integrated system of education covering both
formal and non-formal education at all levels. Section 29 of the act sought to upgrade
educational institutions' standards to achieve "quality education" through voluntary
accreditation for schools, colleges, and universities. Section 16 and Section 17 upgraded
the obligations and qualifications required for teachers and administrators. Section 41
provided for government financial assistance to private schools. This act also created the
Ministry of Education, Culture and Sports.
Fifth Republic

A new constitution was ratified on February 2, 1987, and entered into force of February 11.
Section 3, Article XIV of the 1987 Constitution contains the ten fundamental aims of
education in the Philippines. Section 2(2), Article XIV of the 1987 Constitution made
elementary school compulsory for all children.
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.
On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655 or the
Free Public Secondary Education Act of 1988, which mandated free public secondary
education commencing in the school year 1988-1989.
On February 3, 1992, the Congress enacted Republic Act 7323, which provided that
students aged 15 to 25 may be employed during their Christmas vacation and summer
vacation with a salary not lower than the minimum wage--with 60% of the wage paid by the
employer and 40% by the government.
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 2005, the Philippines spent about US$138 per pupil, compared to US$3,728 in Japan,
US$1,582 in Singapore and US$852 in Thailand.
In 2006, the Education for All (EFA) 2015 National Action Plan was implemented. It states:
" 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. "
In terms of secondary level 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 States Agency for International Development (USAID) to seal $86 million
assistance to Philippine education, particularly the access to quality education in the
Autonomous Region in Muslim Mindanao (ARMM), and the Western and Central Mindanao
regions.

Recent years
In 2010, then-Senator Benigno Aquino III expressed his desire to implement the K-12 basic
education cycle to increase the number of years of compulsory education to thirteen years.
According to him, this will "give everyone an equal chance to succeed" and "have quality
education and profitable jobs". After further consultations and studies, the government
under President Aquino formally adopted the K-6-4-2 basic education system--one year of
kindergarten, six years of elementary education, four years of junior high school education
and two years of senior high school education. Kindergarten was formally made
compulsory by virtue of the Kindergarten Education Act of 2012, while the further twelve
years were officially put into law by virtue of the Enhanced Basic Education Act of 2013.
Although DepEd has already implemented the K-12 Program since SY 2011-2012, it was
still enacted into law to guarantee its continuity in the succeeding years.
The former system of basic education in the Philippines consists of one-year preschool
education, six-year elementary education and four-year high school education. Although
public preschool, elementary and high school education are provided free, only primary
education is stipulated as compulsory according to the 1987 Philippine Constitution. Pre-
primary education caters to children aged five. A child aged six may enter elementary
schools with, or without pre-primary education. Following on from primary education is
four-years of secondary education, which can theoretically be further divided into three
years of lower secondary and one year of upper secondary education. Ideally, a child enters
secondary education at the age of 12. After completing their secondary education, students
may progress to a technical education and skills development to earn a certificate or a
diploma within one to three years, depending on the skill. Students also have the option to
enrol in higher education programmes to earn a baccalaureate degree.

History of Education in the America

The field of curriculum studies in the United States has transformed from an area of study
primarily concerned with curriculum development in schools to one focused on
understanding and theorizing curriculum inside and outside of schools. Since the 1960s,
the field of curriculum studies also has become more historical. Curriculum history, as a
subset of curriculum studies, originated during the reconceptualization of curriculum
studies and debates about revisionism within those studying histories of education. The
field of curriculum history emerged with a range of perspectives (revisionist, critical,
international, postmodern), areas of focus (intellectual histories, single event accounts,
biographies, institutional practices), and source materials. The differences in both
theoretical perspectives and methodologies require that we move away from the idea of a
singular account of curriculum history and toward the concept of a multiplicity
of curriculum histories. In the period of post-reconceptualized curriculum studies,
curriculum historians have moved the field in multiple methodological and theoretical
directions. The areas of curriculum studies and curriculum history continue to develop and
change. There are efforts to create a more international understanding of curriculum
history. There are also efforts to move beyond linear narratives of progress and revisionist
efforts to speak into this field’s silences. Within this complex field, curriculum studies
scholars and curriculum historians will continue to grapple with the relationships of past,
present, and future; with connections between theory and practice; and with expanding
(both geographically and epistemologically) ways of understanding.