Basic education curriculum

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LILIBETH A. ROLDANMARY-ANN M. VILLASEÑORKapalangan National High School

TERESITA P. BULANDAN, Ed.DProfessor

The objective of elementary and secondary education serve as the “official learning goals” of basic education as stated for a particular population of learners; that is, the elementary and secondary education learners. The Bureau of Alternative Learning System (formerly Non-Formal Education) likewise has a set of official learning goals for its particular set of target learners – the out-of-school youth and adults.

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Provide the general objective of elementary, secondary and non-formal education.

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1. Continue the general education started in elementary

2. Prepare the learners for college; and 3. Prepare the learners for the world of

work.

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1. Provide the knowledge and develop the skills, attitudes, and values essential for personal development, a productive life, and constructive engagement with a changing social milleu.

2. Provide learning experiences that increase the child’s awareness of and responsiveness to the just demands of society;

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3. Promote and intensify awareness of identification with, and love for our nation and the community to which the learner belongs;

4. Promote experiences that develop the learner’s orientation to the world or work and prepare the learners to engage in honest and gainful work.

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Eradicate illiteracy and raise the level of functional literacy of the population;

Provide an alternative means of learning and certification for out-of-school youth and adults;

Develop among the learners the proper values, attitudes, and knowledge to enable them to think critically and act creatively for personal, community, and national development.

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1. Greater emphasis on helping every learner to become more successful reader.

2. Emphasis on interactive/collaborative learning approaches.

Between teachers and students Between students and self-instructional

materials Between students (collaborative learning) Between students and multimedia assisted

instruction3. Emphasis on use of integrative learning

approaches.

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4. Greater focus on values formation in all the subject areas. Every teacher is a values education teacher.

5. Emphasis on the development of self-reliant and patriotic citizens.

6. Emphasis on the use of effective strategies for the development of critical and creative thinking skills.

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The CORE SUBJECTS: Filipino; English; Math; Science (Science and Health for Elem.); Science and Technology for Secondary

The Experiential Area:Makabayan: Araling Panlipunan; MAPEH (Music, Arts, PE and health); TLE; Edukasyon sa Pagpapahalaga (the practice environment for holistic learning to develop a healthy personal and national self-identity”.

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Medium of Instruction: Pursuant to the DepEd Bilingual Policy (Dep.Ed Order No. 52, s,1987), the media of instruction shall be as follows:

For Elementary Education:Filipino shall be used in the following

areas: Filipino; MakabayanEnglish shall be used in the following

learning areas: English; Science; Mathematics

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For Secondary Education:

English: Mathematics, Science and Technology, English, Technology and Livelihood Education, Music, Arts, Physical Education and Health/CAT

Filipino: Edukasyon sa Pagpapahalaga (Values Education), Araling Panlipunan, Filipino

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The ideal Filipino learners are empowered learners; who are competent in learning how to learn and have life skills so that they become self developed persons who are makabayan (patriotic), makatao (mindfu of humanity), Makakalikasan (respect of nature), and Maka-Diyos (Godly).

Functional literacy is the essential ability for lifelong learning in our dynamically changing world.

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The ideal teacher of the curriculum is not the authoritarian instructor but the trustworthy facilitator or manager of the learning process. She enables the learners to become active constructors of meaning and not passive recipients of information

The ideal teaching learning process is interactive where the learners, the teachers, instructional materials and information technology interact with one another reciprocally.

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The RBEC sought to improve the standard of education in the country. The RBEC would respond to the needs of Filipino learners with the following objectives:

1. To provide knowledge and develop skills, attitudes, and values essential to personal development and necessary for living in and contributing to a developing and changing society.

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2. Provide learning experiences which increase the child awareness of and responsiveness to the changes in society;

3. Promote and intensify knowledge, identification with and love for the nation and the people to which s/he belongs; and

4. Promote work expereinces which develop orientation to the world of work and prepare the learner to engage in honest and gaiful work (Cf. Bilbao,et.al., Curriculum Development. Lorimar:QC. 2008)

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“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.”

“The 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.”

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Among the salient features of RBEC was its desire to overcome an overcrowded curriculum. The RBEC resulted in the decongestion of the curriculum with only five learning areas: English, Filipino, Mathematics, Science and Makabayan, these are “tool learning areas for an adequate development of competencies for learning how-to-learn”.

Makabayan “addressess primarily societal needs. This is where the learner can apply practical knowledge and life skills and demonstrate deeper appreciation of Filipino culture. Thus, it emphasizes the development of self-reliant and patriotic citizens as well as the development of critical and creative thinking”

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Besides “functional literacy” and “life skills”, the DepEd envision the formation of pupils who are makabayan, makatao, makalikasan, at maka-Diyos – patriotic, humane, environmentally sensitive and God-fearing. This is the crucial foundation of disciplines in secondary and tertiary education that focus on the development of human being, and not on merely professional skills.

Consider:” Makabayan is the laboratory of life or an experiential area which consists of civics, culture, geography, history, education to develop skills for the home, education for livelihood, music, art, and physical education.”

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The desired outcome of our whole educational reform is the development of the patriotic human being who is environmentally sensitive and God-fearing - “makabayan, makatao, makakalikasan, at maka-Diyos”.

“Teach them the difference between right and wrong” In Makabayan, less indeed may be more.

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All the basic education teachers in the five learning areas: English, Filipino, Mathematics, Science and Makabayan are designated as “values education Teachers.”

The aim is “functional literacy”-not just an ability to read, write, calculate, and think scientifically in themselves – but a literacy that empowers the pupil to functioon appropriately in life, interacting in healthy manner with society and the world, equipped with life skills, appreciativve of the arts and sports and spiritual.

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“Values are treated as integral to the five learning areas. Education in and for values is geared towards the learner’s self-actualization” (2002 BEC p.16)

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“After going through the restructured curriculum from Grade 1 to Fourth Year, the learner ought to have developed and internalized a value system that makes him/her a person of integrity who has the competence and courage to face contemporary challenges and has the firm commitment to serve his/her country, respect of peoples and cultures, care for the environment, and live with gratitude to the Creator.” (2002 BEC pg18)

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The learner ought to have developed his/her value system and ought to “internalized” it.

This internalized value system makes one a person of integrity.

The person of integrity, living from an internalized value system, has the courage and competency to face contemporary challenges.

“Firm commitment to serve his/her country, respect of peoples and cultures, care for the environment, and live with gratitude to the Creator.”

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Educational reform must overcome the hazardness of values formation in the Revised Basic Education Curriculum (RBEC)

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