Group 6.1 trends_and_issues_in_curriculum_development

Trends and Issues in
Curriculum Development
(Introduction to Curriculum Development and Instructional
Planning)
Bongon, Allexis R.
Dorado, Jeffrey R.
Ramirez, Johanna Francheska H.
Sanchez, Avelina

Basic Education
Curriculum 2002

Basic Education Curriculum 2002
O The Department of Education, envisions every learner to be
functionally literate, equipped with life skills, appreciative of
arts and sports and imbued with the desirable values of a
person who is makabayan, makatao, makakalikasan at maka-
Diyos.
O This vision is in line with DepEd’s mission to provide quality
basic education that is equitably accessible to all and lays the
foundation for lifelong learning and service for the common
good. The BEC developed through a dynamic process . It
started with the review of existing basic education curriculum in
1997 which took into consideration world wide trends and
Philippines realities.

Demands of Learning Environment
Objectives
O The objectives are expressed in terms of competencies in
knowledge, skills and attitudes. These determine the
content which focuses on the processes and skills of
learning how to learn rather than on the content coverage
of facts and information.

Content
O Delivered using a variety of media and resources. From
the traditional textbook resources, teachers are
encouraged to use ICT and community resources.

Materials
O The use of multi-sensory materials is encouraged in
teaching. Real objects, tridimensional models, audio-
visuals and real life situations are effective tools in
delivery of the teaching-learning process.
O The use of local or community resources as well as
technology-driven support materials are utilized in the
learning environment.

Teaching-learning process
O Considers the learners as active partners rather than
objects of teaching. The learners are constructors of
meaning, while the teachers act as facilitators, enablers
and managers of learning.

Evaluation
O Leaning is assessed using a variety of measures. The use of
both the traditional and the authentic assessment is mandated
for purposes of gathering information about the learners in a
holistic manner.
O Authentic assessment when appropriate should be
encouraged in order for the students to apply knowledge and
skills learned in the same way they are used in the real world.

Integrative Teaching as Mode of
Instructional Delivery
O Integrative teaching works best in the BEC. It is so
because the curriculum is treated in a holistic manner.
The process is interactive, collaborative and innovative.
O Four examples are given to describe integrative teaching:
thematic teaching, content based instruction, focusing
inquiry and generic competency model.

Thematic Teaching
O requires organization of themes around the ideas.
O The theme provides focus and helps learners see the
meaningful connections across subject areas. It links
ideas to action and learning to life.

Content-Based Instruction (CBI)
O Integration of content learning with language teaching.
O The language curriculum is centered on the academic
needs and interests of the learners, thus CBI crosses the
barriers between language and subject matter content.
O This approach aims at developing the learner’s academic
language skills.

Focusing Inquiry
O Interdisciplinary approach that uses questions to organize learning.
O Learners become creators rather than recipients of knowledge.
O Contents and concepts are given less importance than the process of
conducting an investigation and communicating what was learned to
others.
O Instructional process is built around inquiry, where teachers guide the
students to discover answers to questions. Using what learners
already know as a starting point, they generate questions about things
they do not know yet. They design a method of investigation and
gather information on their own.

Generic Competency Model
O Learners are enrolled in three to four linked or related
courses or subject areas. In Makabayan for instance,
competencies can be clustered into personal
development, social competencies and work and special
skills. The subject specialist teaches his/her subject and
activities will draw on processes and skills important to
each discipline.

Basic Education
Curriculum (K-12)

Salient Features
STRENGTHENING EARLY CHILDHOOD
EDUCATION (UNIVERSAL KINDERGARTEN)
• At 5 years old, children start schooling and are given the
means to slowly adjust to formal education.
• In Kindergarten, students learn the alphabet, numbers,
shapes, and colors through games, songs, and dances, in
their Mother Tongue.

Salient Features
MAKING THE CURRICULUM RELEVANT TO
LEARNERS (CONTEXTUALIZATION AND
ENHANCEMENT)• Examples, activities, songs, poems, stories, and
illustrations are based on local culture, history, and
reality.
• Students acquire in-depth knowledge, skills, values, and
attitudes through continuity and consistency across all
levels and subjects.
• Discussions on issues such as Disaster Risk Reduction
(DRR), Climate Change Adaptation, and Information &
Communication Technology (ICT) are included in the
enhanced curriculum.

Salient Features
BUILDING PROFICIENCY THROUGH LANGUAGE
(MOTHER TONGUE-BASED MULTILINGUAL
EDUCATION)• Twelve (12) MT languages have been introduced for SY 2012-
2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon,
Iloko, Kapampangan, Maguindanaoan, Meranao,
Pangasinense, Tagalog, and Waray. Other local languages will
be added in succeeding school years.
• Aside from the Mother Tongue, English and Filipino are taught
as subjects starting Grade 1, with a focus on oral fluency. From
Grades 4 to 6, English and Filipino are gradually introduced as
languages of instruction. Both will become primary languages
of instruction in Junior High School (JHS) and Senior High
School (SHS).

Salient Features
ENSURING INTEGRATED AND SEAMLESS
LEARNING (SPIRAL PROGRESSION)
• Subjects are taught from the simplest concepts to more
complicated concepts through grade levels in spiral
progression. As early as elementary, students gain knowledge
in areas such as Biology, Geometry, Earth Science, Chemistry,
and Algebra.
• For example, currently in High School, Biology is taught in 2nd
Year, Chemistry in 3rd Year, and Physics in 4th Year. In K to 12,
these subjects are connected and integrated from Grades 7 to
10.

Salient Features
GEARING UP FOR THE FUTURE (SENIOR HIGH
SCHOOL)
• Senior High School is two years of specialized upper secondary
education; students may choose a specialization based on
aptitude, interests, and school capacity. The choice of career
track will define the content of the subjects a student will take in
Grades 11 and 12. SHS subjects fall under either the Core
Curriculum or specific Tracks.

GEARING UP FOR THE FUTURE (SENIOR
HIGH SCHOOL)
CORE CURRICULUM
O There are seven Learning Areas under the Core Curriculum. These are
Languages, Literature, Communication, Mathematics, Philosophy,
Natural Sciences, and Social Sciences. Current content from some
General Education subjects are embedded in the SHS curriculum.
TRACKS
O Each student in Senior High School can choose among
three tracks: Academic; Technical-Vocational-Livelihood;
and Sports and Arts. The Academic track includes three
strands: Business, Accountancy, Management (BAM);
Humanities, Education, Social Sciences (HESS); and
Science, Technology, Engineering, Mathematics (STEM).

HIGH SCHOOL)
TVET (TECHNICAL VOCATIONAL
EDUCATION & TRAINING) NATIONAL
CERTIFICATE
O After finishing Grade 10, a student can obtain Certificates of
Competency (COC) or a National Certificate Level I (NC I).
After finishing a Technical-Vocational-Livelihood track in Grade
12, a student may obtain a National Certificate Level II (NC II),
provided he/she passes the competency-based assessment of
the Technical Education and Skills Development Authority
(TESDA).
O NC I and NC II improves employability of graduates in fields
like Agriculture, Electronics, and Trade.

HIGH SCHOOL)
MODELING BEST PRACTICES FOR SENIOR
HIGH SCHOOL
O In SY 2012-2013, there are 33 public high schools, public
technical-vocational high schools, and higher education
institutions (HEIs) that have implemented Grade 11. This is a
Research and Design (R&D) program to simulate different
aspects of Senior High School in preparation for full nationwide
implementation in SY 2016-2017. Modeling programs offered
by these schools are based on students’ interests, community
needs, and their respective capacities.

Salient Features
NURTURING THE HOLISTICALLY DEVELOPED
FILIPINO (COLLEGE AND LIVELIHOOD READINESS,
21ST CENTURY SKILLS)
Every K to 12 graduate will be ready to go into different paths
– may it be further education, employment, or
entrepreneurship.
Every graduate will be equipped with:
• Information, media and technology skills,
• Learning and innovation skills,
• Effective communication skills, and
• Life and career skills.

Higher
Education
(Trends and Issues)

1. Open Learning and Distance
Education Defined
O Open learning is “a philosophy of learning that is quality-
assured, open to people, methods, places and ideas, and
is highly flexible and learner-centered, enabling the latter
to learn at the time, place and pace which satisfy the
person’s circumstances and requirements.”
O Distance education refers to “a mode of educational
delivery whereby the teacher and learner are separated
in time and space, and the instruction is delivered through
specially designed materials and methods using
appropriate technologies.

1.1 Legal Bases of Open and Distant
Learning
O 1987 Philippine Constitution
OOpen University systems and distance
education ideology has proliferated in the
Philippines over recent years especially in
the last two (2) decades
OInstitutionalization of Open and Distance
Education in the Philippines

1.2. OLDE Institutions in the
Philippines
O The Polytechnic University of the Philippines Open
University or PUP OU is a pioneer in Open and
Distance Learning University of the Philippines Open
University or UPOU are recognized nationally as the
two leading public institutions of higher learning that
promote OLDE in the Philippines. There are 15 other
OLDE providers recognized by the Commission on
Higher education.

Other OLDE institutions in the
Philippines
O The University of Northern Philippines
Open Univ
O Benguet State University Open
University
O Pangasinan State University Open
University
O Don Mariano Marcos Memorial State
University OU
O Bicol University Open University
O Visayas State University Open
University
O Cebu Normal University Open University
O Central Mindanao University Open
University
O West Mindanao State University Open
University
O Pamantasan ng Lungsod ng Maynila OU
O Cebu State College of Science and
Technology
O Philippine Women’s University
O Silliman University
O De La Salle University
O Asian Institute of Distance Education
O CAP College Foundation

1.3. Prospects
O The country’s resolve to become a key player in the initiative for
ASEAN Integration augurs well for the future of open learning and
distance education.

2. Massive Open Online Courses
(MOOCs)
O A Massive Open Online Course, or MOOC (/mo͞ ok/), is
an online course aimed at unlimited participation and
open access via the web.
O The term was coined by Dave Cormier (University of
Prince Edward Island) in 2008 for a course that was
offered in the University of Manitoba. Twenty five
(25) tuition-paying students enrolled in Extended
Education at the University of Manitoba, and 2, 300
students (that enrolled free of charge) availed of the
“Connectivism and Connective Knowledge” course.

2.1 MOOCS’ features
O Massiveness - MOOCs can easily accommodate large
numbers of students.
O Openness - involves several key concepts: software,
registration, curriculum, and assessment; communication
including interaction, collaboration, and sharing; and learning
environments (Rodriguez, 2012).
O Connectivism -MOOCs offer an emerging online teaching
methodology inspired by a connectivist philosophy.
Connectivism values autonomy, diversity, openness, and
interactivity (Rodriguez, 2012).

O Course - A MOOC is first and foremost a course. It has to be structured like a
course, with specific learning objectives, online classes, homework to practice
what has been covered in class and exams to assess the learning. The
evaluation may be done by the teacher, by machine, or by peers. Having
assignments and evaluations distinguishes a MOOC from university initiatives
like the Open University that offer free lectures but don’t have any way of
assessing a visitor to the site. MOOCs are also courses in the sense of having a
completion point. The popular Open Education Resource (OER) website, Khan
Academy, has exercises along the way, but if you jump in to start learning, for
example, elementary school arithmetic, you’ll never reach a last day of school.
MOOC courses are designed to come to a conclusion, usually after 4 – 12
weeks. In other words, there is a start date and an end date
O Online - Of the four definitions, this one is the most obvious. However, one thing
to keep in mind is that some forms of distance learning are hybrid, where
students do part of their work online and meet with the teacher at school part of
the time. Increasingly, hybrid or flipped classes use materials from a MOOC to
support the class, but the class itself isn’t a MOOC. Even though MOOC
students have found it useful to organize offline meet-ups and even though
online courses material can be used by traditional brick-andmortar institutions as
part of their curriculum, a MOOC should be entirely online, meaning all aspects
of the course are delivered on the web.

2.2. Challenges
O Individual Instruction - It is a challenge for instructors to engage
students, maintain their interest in the course, and tailor the
learning environment to fit the need of each student.
O Student Performance Assessment - How to validate original
work to prevent or detect plagiarism is one of the widely
discussed challenges in online education (Cooper & Sahami,
2013).
O Long-Term Administration and Oversight - People on the front
lines of MOOC development and implementation warn that the
costs to institutions can be significant, even if it is open and free to
participants. Some institutions have rejected the MOOC concept
not because of resources, financial or human, but because of
philosophical differences citing that MOOCs are contradictory to
the overarching institutional mission.

Current Issues
and Trends
in Technical and
Vocational Education
(in General)

A. Vocational Guidance and Counselling
Providing students generic development competencies to cope more
effectively with their continuing development as students workers and
citizens.
B. Promoting the Access of Girls and Women to Technical
and Vocational Education.
Almost all Member States have legal provisions for the
equal
participation of women and girls into education and in
employment.
However, many countries need special promotional measures
to ensure
the genuine equality of sexes.

C. Measures to promote technical and vocational education for
enhancing rural development.
to adapt technical and vocational education to the needs of local
and rural development meeting the same standards as that
offered in urban areas.
D. Promoting Co-operation between Technical and Vocational
Education Institutions and the World of Work.
Most of the countries’ Technical and Vocational Education
systems have either formed effective links with industry and
commerce, or are moving in this direction. Nevertheless. It is obvious
that in many countries significant gaps between TVE and industry still
exist.

E. Professional Preparation of Teachers for Technical and
Vocational Education.
In some more advanced countries the national policies for
professional development of teachers focus on modular and
distance/open-learning units of study, accreditation of staff
development programmes, computer- based learning,
mentorship and integrated learning.

TESDA Major Issues
and Trends
(Philippines)

Major Issues
O The population is increasing at a steady rate with almost 1/3 of total
families below poverty threshold.
O There is a low cohort survival rate of students which reflects on the
educational qualification of the labor force.
O There is a rising displacement of workers due to global and local
factors. The majority of technical-vocational institutions are in the
urban areas which limits access of the majority of the clientele who
are in the rural areas.
O The problems relating to trainers’ capability, outdated curricula,
inadequate budget continue to bear down on the quality of TESD
provision.
O Overall, there remains a big gap in terms of TESD effectiveness and
efficiency that need to be filled in.

QUALITY ISSUES
O Internationalization of skills.
O Skills supply dominance retention.
O Job and skill mismatch.
O PDP “10” mediumterm skill requirements
O Upskilling in the agricultural sectors
O Skills demand overseas vs. local demand.

INNOVATION ISSUES
O Greening skills.
O Technology-biased skills.
O HOT (High Order Thinking) skills

National
Competency-Based
Teacher Standards
(NCBTS)

NCBTS
O
It defines effective teaching as being able to help all
types of students learn the different learning goals in
the curriculum.
O It provides a single framework that shall define
effective teaching in all aspects of a teacher’s
professional life and in all phases of teacher
development.
O It is based on the core values of Filipino teachers
and on effective teaching and learning with seven (7)
domains, 23 strands and 80 performance indicators.

Group 6.1 trends_and_issues_in_curriculum_development

How were NCBTS chosen?
O The Department of Education realized hat a Paradigm
shift is needed in order to change the system from the
traditional ways into the so called 21st century globally
standard teacher.
O As mentioned by Dr. Isagani Cruz in 2001, this is
the People Power Model of Curricular Change, this is
the result of the Social Change that happened to the
country and the need for education to be the Main Effort
in bringing Competitiveness and
innovativeness among the people in the 21st century.

OThe latest trend is to Empower the
teachers, the front-liners in education, the
deliverers of knowledge,and facilitators of
learning in the process of developing a
curriculum, that would reflect
the Competencies, teachers and students
alike should possess and reflective of the
Social Dimension of education.

“This will allow teachers to self-assess their
own performance against the Competency
Standards in order to identify areas of
strength as well as areas that need to be
developed further in order for them to
function more effectively as facilitators of
learning.”

Group 6.1 trends_and_issues_in_curriculum_development

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