CURRICULUM

DURING THE
PHILIPPINE REPUBLIC
Educational Reforms in the Philippine
Curriculum during the Philippine Republic:
• Community school idea
• Use of vernacular and Filipino as medium of instruction
• Integrative activity program
• Development of local supplementary curriculum materials, resource units, curriculum
guides, course study, and other teaching-learning aids based on local resources
• Locally prepared Filipino-authored textbooks
• Democratic school practices and teaching methods
• Individualized instruction
• Broadfield curriculum
Curriculum reforms were results of research and
experimentation in education and related disciplines
Some of these experiments are:
• Community School Idea – pioneered by Jose V. Aguilar
 Its goal (Community School Concept) is to improve pupil and
community life collaboration through the curriculum

• Use of vernacular as Medium of Instruction in the first two grades of

the primary school
Department Memorandum No. 30, 1966
Sets order of priority of purchase of Philippine-oriented instructional
materials like books such as:
1. Books locally published
2. Books written by local authors
3. Books which are contributions to Philippine Literature
4. Etc.
Purpose of this is for us Filipinos to:
• Patronize our own products
• Appreciate the services of great men and women in our
country
• Preserve our Cultural Heritage
Revisions of Course Study:
ELEMENTARY LEVEL:
• Vocational Education
PURPOSE: To develop a proper attitude toward work and enhance the
agricultural-industrial development of the country
Areas include:
Agricultural Education, Business Education, Fishery, Home Economics
• Work Education
PURPOSE: To develop knowledge, proper work habits and skills and wise
utilization of resources
• Technical Education
PURPOSE: For students to develop craftsmanship and to improve manpower
resources of our country
SECONDARY LEVEL:
Focused on college preparation nor on
vocational skills development
-PURPOSE of REVISION is to equip the
students with the knowledge of an
insight into appreciate the ongoing
community life problems
 TERTIARY
LEVEL:

• Students are trained to face the relevant realities of rural life.

• Students are exposed to Filipino life situations.
CURRICULUM
DURING THE
PHILIPPINE REPUBLIC