Enhancing Curriculum in Philippine Schools in Response to Global Community Challenges

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Edith Cowan University

Research Online
EDU-COM International Conference Conferences, Symposia and Campus Events

2008

Enhancing Curriculum in Philippine Schools in Response to Global Community Challenges Luisito C. Hagos
Our Lady of Fatima University

Erlinda G. Dejarme
Our Lady of Fatima University

Originally published in the Proceedings of the EDU-COM 2008 International Conference. Sustainability in Higher Education: Directions for Change, Edith Cowan University, Perth Western Australia, 19-21 November 2008. This Conference Proceeding is posted at Research Online. http://ro.ecu.edu.au/ceducom/21

Hagos, L.C. and Dejarme, E.G., Our Lady of Fatima University, Philippines

Enhancing Curriculum in Philippine Schools in Response to Global Community Challenges Luisito C. Hagos1 and Erlinda G. Dejarme2

Our Lady of Fatima University Valenzuela, Philippines Our Lady of Fatima University Valenzuela, Philippines ABSTRACT The world is changing so fast that in order for schools and universities to cope with new innovations, they should keep at pace with the tempo of societal changes and technological progress. The schools of today should participate in the educational and social revolution. Thus, the curriculum in Philippine schools today has to be geared to the rapid societal changes and the new responsibilities for the new breed of Filipinos. The three most important sectors of society that give direct input to the improvement of the curriculum are the academe (institutions), the government, and the industries (both public and private companies). Some government institutions, such as the Commission on Higher Education (CHED) and the Department of Education (DepEd), are directly involved in upgrading the curricular programs of learning institutions. They oversee and control the operations of schools, colleges and universities. INTRODUCTION Curriculum is a broad set of experiences that students go through during the entire time they are in school. The curriculum is generally considered as the complete course path that will enable students to attain the goals and general objectives of education. It is the learner‘s engagement with various aspects of the environment, which is under the direction of the school. Curriculum empowers all students and motivates them towards lifelong learning. But because of technological advancements, the spread of new information media and the predominance of software and hardware devices, a school‘s curriculum should be enhanced. It should be pragmatic to meet the needs of society and should conform to the actualities of the community. A school‘s curriculum should be re-structured with a likely shift towards a more meaningful course of study. It is indeed very important for an educational institution to have a balanced and well-designed curriculum for all the programs it offers. In doing so, the institution shall have a more stable system in undertaking its goals and mission so as to make its curricular programs efficient and effective to its major concern – the students. Curriculum Design: Basic Concepts ―Curriculum‖ is from the Latin word that means ―course‖ or ―run‖. A school‘s curriculum is basically concerned with the course of study that identifies the specific goals of education for each development stage in school. Those goals are usually stated as ―target competencies‖ a learner should achieve at a specific stage of his stay in school. 2

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According to Monterozo (2000), curriculum design is basically concerned with the nature and arrangement of the four basic curriculum parts. These four components generally suggest to the curriculum maker four questions: What is to be included? What instructional strategies, resources and activities will be employed? What subject matter is to be included? And what methods and instruments will be used to appraise the result of the curriculum? These four components and their correlation are shown below.

Objectives

Subject...
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