SecondaryEducation Development
Program (SEDP)

Prepared by:
ANN BEA C. SUCGANG
Developed a new high school curriculum to
upgrade secondary education, which had
been considered as the weakest link in the
school system
• It aims to strengthen the students’
preparation for work or for tertiary
education.
• This program was implemented nationwide
beginning SY 1989-1990 with the
NEWSECONDARY EDUCATION CURRICULUM
(NSEC) as a major component.
 Rationale for the SEDP

“The 1989 Secondary Education Curriculum ’’ “basic

intellectual skills and learning tools to continue
learning and the values for successfully living lives in
the society’’.
Why the need to change the 1973
Revised Secondary Education
Program?
On the basis of the findings revealed by a series
of institutional survey, a number of problems
cropped up among which were:
1.The multi-disciplinary and inter-disciplinary
approaches.
2.The desire to develop among students good
work attitudes fell of expectations;
3.The conceptual approach to problem solving in
the social sciences proved ineffective for learning
the content of social science subject, etc.
 LEGAL AND OTHER BASES OF THE 1989 SEDP

The 1987 Constitution

Article XIV Sec. 1 states that “The State shall
protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps
to make such education accessible to all.’’
Article XV Sec. 1 which were cited in the previous
chapters expressly stated education-related
constitutional requirements serving as the primary
legal bases of the 1989 SEDP.
DNo. 6-A and Batas Pambansa Blg. 232
otherwise known as Education Act of 1982
clearly spells the need for the kind of
education that will continue general education
started in the elementary grades; prepare
learners for college and prepare learner for
the world of work.
The 1989 SEDP aims to improve:
• quality of education and covers
curriculum development
• staff development
• Physical facilities development.
 SEDP will focus on the following
strategies:
• Curriculum reform
• Provision of quality textbooks/teachers’ manuals on
a 1:1 basis
• Provision of science and work education equipment
• Staff development ( short and long term )
• Assistance to private education
• Research studies on NCEE, barangay high schools
career guidance, etc.
 The effect efficiency in the system, the SEDP
will also focus on:

• Research studies on school location and

distribution, financing schemes, teachers’
salaries and benefits, etc.
• Training of administrators
• Strengthening of management and
evaluation system
Objectives of the New Secondary Curriculum

1. Develop an enlightened commitment to the national

ideals by cherishing, preserving, and developing
moral, spiritual and socio-cultural values, as well as
other desirable aspect of the Filipino heritage;
2. Obtain knowledge and form desirable attitudes for
understanding the nature and purpose of man and
therefore, of one’s self, one’ s own people, and other
races, places and times, thereby, promoting a keen
sense of self, of family and of national and
international communities;
3. Develop skills in higher intellectual operations and
more complex comprehension and expression activities
and in thinking, intelligently and critically and creatively
in life situation;
4. Acquiring works skills, knowledge and information and
work ethic essential for making an intelligent choice of
an occupation or career, and for specialized training in
specific occupation;
5. Broaden and heighten their abilities in and
appreciation for the arts, science and technology as a
means for maximizing their potentials for self-fulfillment
and for promoting the welfare of others.
Scope and sequence of the curriculum
There are eight subjects from first year to fourth year.
These are:
1. English
2. 2. Pilipino
3. 3. Mathematics
4. 4. Science and Technology
5. 5. Araling Panlipunan
6. 6. Edukasyon, Pangkatawan, Kalusugan at musika
7. 7. Technology and Home Economics
8. 8. Education sa Pagpapahalaga (Values Education)
 Subject Area Description
• Filipino and English- shall place a strong emphasis on the
development of critical thinking skills and communication
competence.
• Araling Panlipunan (Social Studies) shall be taught from
the Philippines perspective. The area of study for the
first year is Philippine History, Asian History in the second
year. Economics in the third year and World History in the
fourth year.
• Mathematics will include higher level of competencies in
preparation for technology course introduced at the
tertiary level.
• In Science, the focus in the first year shall be
General Science, Biology in the second year,
Chemistry in the third year and Physics in
the fourth year.
• Arts will be added in the third and fourth years to
Physical Education, Health and Music. The
implementation of
• Technology and Home Economics as a
new subject area will be deferred. The teaching of
Practical Arts as currently practice will continue
except in the try-out and leader schools.
 Subject Units Number of Minutes
English 1 60
Filipino 1 40
Math 1 40
Science and Technology 1.5 60
Araling Panlipunan 1 40
Edukasyon
Pangkatawan,Kalusugan,
Musikaat Sining (III, IV) 1 40
Technology ( I, II) and
Home Economics (III-IV) 2 60
Practical Arts for SY (1989)

Edukasyon sa Pagpapahalaga 1 40
 Curriculum, Validity, Relevance and
Effectiveness
• This new curriculum was tried out in 80 pilot schools
representing seven (7) types of secondary schools, namely:

• Barangay 
• Municipal
• Provincial
• City-Vocational
• Private secretary
• Private non-sectarian
Studies to determine the effectiveness of
teaching and learning were conducted.

-These studies included surveys of students’,

teachers’, and administrators perceptions on
the new textbooks, medium of instruction,
time allotment and new subject areas.
Among the Centrex's are
-The Philippine Normal College for English,
Filipino and Valueseducation; UP College of
Education for Social Studies, Health and
Music; UP ISMED forScience and
Mathematics; TUP for Technology and
Home Economics and Work Experience;UP
SPEAR FOR Physical Education; and
Maryknoll College for Values Education