curriculum changes and development
Curriculum Changes and Innovations
BLUEPRINT
This chapter describes how the curriculum for Basic Education evolved from 1973 to 2010. It describes the changes and innovations implemented as necessitated by the changing factors in our country’s political, social, economic, cultural and technological environments.
The discussions include an analysis of the processes and outcomes in accordance with the prevailing national development agenda. It also presents some best practices and lessons learned.
Curriculum Changes and Innovations
“Curriculum is a potent tool for reform when it integrates and interrelates subjects and disciplines in a manner that makes learning experiences meaningful” William Malloy, “Essential Schools and Inclusion: A Responsive Partnership” in The Educational Forum(1996)
Anyone wanting to build must have a plan. Just as an architect always carries along him a blueprint of his house plan, so does a national leader every so often checks if the curriculum reflects the country’s national development aspirations.
The curriculum and its implementation in every classroom could be the main reasons for poor education quality. A host of related problems can be said to explain these critical findings, but issues of competence and commitment of every teachers and school head in imparting the curriculum and in equally assuming the responsibility over the student’s outcomes become apparent. This brings to the fore how crucial curriculum planning and development are as the vehicle for developing a national framework to achieve the objectives of attaining quality education as enshrined in the Philippines constitutions of 1973 and 1987. The goal of Education through the curriculum has always been to mold an ideal Filipino who is healthy, responsible, morally upright, capable of learning and relearning, economically productive, hard-working, adaptable to local and international environment, and steadfast
BLUEPRINT
This chapter describes how the curriculum for Basic Education evolved from 1973 to 2010. It describes the changes and innovations implemented as necessitated by the changing factors in our country’s political, social, economic, cultural and technological environments.
The discussions include an analysis of the processes and outcomes in accordance with the prevailing national development agenda. It also presents some best practices and lessons learned.
Curriculum Changes and Innovations
“Curriculum is a potent tool for reform when it integrates and interrelates subjects and disciplines in a manner that makes learning experiences meaningful” William Malloy, “Essential Schools and Inclusion: A Responsive Partnership” in The Educational Forum(1996)
Anyone wanting to build must have a plan. Just as an architect always carries along him a blueprint of his house plan, so does a national leader every so often checks if the curriculum reflects the country’s national development aspirations.
The curriculum and its implementation in every classroom could be the main reasons for poor education quality. A host of related problems can be said to explain these critical findings, but issues of competence and commitment of every teachers and school head in imparting the curriculum and in equally assuming the responsibility over the student’s outcomes become apparent. This brings to the fore how crucial curriculum planning and development are as the vehicle for developing a national framework to achieve the objectives of attaining quality education as enshrined in the Philippines constitutions of 1973 and 1987. The goal of Education through the curriculum has always been to mold an ideal Filipino who is healthy, responsible, morally upright, capable of learning and relearning, economically productive, hard-working, adaptable to local and international environment, and steadfast