Makabayan in The Philippines Curriculum: Problems and Respect fo Reforming

Student Learning in the Philippines

https://www.researchgate.net/publication/
227069855_Makabayanin_the_Philippine_Basic_Education_Curriculum_Problems_and_Prospect_for
_Reforming_Student_Learning_in_the_Philippines

- The Philippines’ Department of Education undertook a curriculum reform for basic

education with the goal of improving student learning to meet the more complex
demands of Philippine society amidst globalization. The 2002 Basic Education
Curriculum has three key reform themes: (a) the articulation of more complex and
higher level learning goals, (b) the streamlining and integration of learning areas in
the curriculum, and (c) the use of creative and innovative teachin approaches to
improve student learning.

- This is in answer to its goal of "developing scientific literate learners and make them
informed and participative citizens who are able to make judgments and decisions
regarding the applications of scientific knowledge that may have social, health, or
environmental impacts" (Official Gazette of the Republic of the Philippines, n.d., p.
2). Therefore, various education stakeholders need to take initiatives in teacher
professional development activities, in order for in-service teachers to acquire a full
appreciation of the objectives of the curriculum reform, and learn new sets of
pedagogical practices (Bernardo & Mendoza, 2009).

- Although the reform is a good first step, it has not solved recurrent problems in the
Philippine educational system like the inequalities between schools, public schools'
inadequate instructional materials and learning facilities, curricular difficulties, and
inadequate teacher preparation (Bernardo & Mendoza, 2009;

Araling Panlipunan (Social Studies) in the Philippines Makabayan Learning

Area:
Problems and prospects in articulating social studies as a discipline

https://www.atlantis-press.com/proceedings/aes-18/55917326

-This paper discusses the new learning area featured the curriculum called
Makabayan, which is an integration of various disciplines such as Araling Panlipunan,
Home Economics, Physical Education, Health, Music, and Arts. Makabayan aims to
have a learner that has a healthy personal and national identity.

- This goal is in contrast to the lofty goals of social studies in the elementary level.
Social Studies in the secondary level aims the student to gain enough knowledge and
competency to actively participate in the nation and world. Actualization of this goal
can be found in the scope, content and competencies of secondary Social Studies.

- In summary, the BEC provided a new direction for Philippine education. Reducing
the learning areas into five and integrating its competencies and values is also
revolutionary reform effort that requires well-qualified teachers, changemaking
research institutions, and flexibility in the teachers and schools, so that adaptability to
these changes will be smooth
Curriculum Integration in Makabayan

https://www.scribd.com/document/519749923/CURRICULUM-INTEGRATION-IN-
MAKABAYAN

Integrating Human Rights Concepts into the School Curriculum: The

Philippine Experience

https://www.hurights.or.jp/archives/human_rights_education_in_asian_schools/
section2/2004/03/integrating-human-rights-concepts-into-the-school-curriculum-the-
philippine-experience.html

- BEC focuses on the basics of reading, writing, arithmetic, science, and

patriotism. Values are integral to all subject areas. Students can then be ready
for lifelong learning. BEC seeks to remedy the inability of students to read
with comprehension at grade 3 and, worse, grade 6.

Integrative and interactive teaching-learning is stressed through group

learning and sharing of knowledge and experiences between teachers, between
teachers and students, and among students. For instance, under the old
curriculum, English teachers prepared lesson plans for English, and values
teachers prepared lesson plans for values education. Under BEC, the teachers
work together.

- No cause is more worthy than the cause of human rights. Human rights are more than legal
concepts; they are the essence of man. They are what make man human. That is why they are
called human rights: deny them and you deny man's humanity.
--Jose W. Diokno
Defender of human rights

Makabayan as the Fifth Learning Area in The Basic Education Currriculum (BEC)

https://www.studocu.com/ph/document/biliran-province-state-university/general-education/
makabayan-course-module/8962207

- The Presidential Commission on Education Reform (PCER, 2000) noted that

there are too many subjects within the curriculum and too many topics, competencies,
and skills that need to be covered in each of the subjects. This overcrowding of the
curriculum tends to emphasize the need to cover the wide range of subject matter over
the need to process the subject matter more deeply (Bago, 2001), thus hindering the
development of higher level thinking skills and of lifelong learning competencies.
Second, the curriculum adopts a “one-size-fits-all” approach. Indeed, the curriculum
is homogeneous not only in terms of content, but also in terms of process, which
limits the relevance of the curriculum to the diverse types of Filipino learners and to
the diverse contexts of these learners (Philippine Human Development Network,
2000).