Education and Filipino Learners
RESTRUCTURED BASIC EDUCATION -2002
I. Brief Introduction
The 2002 Curriculum for formal basic education aims at raising the quality of the Filipino learners and graduates and empowering them for lifelong learning, which requires the attainment of functional literacy. The restructured curriculum makes use of innovative, interdisciplinary and integrative modes of instructional delivery whenever these modes are possible and appropriate
“The government has not revised the curriculum for public elementary schools in 13 years. Meanwhile, the curriculum for public high schools has not been changed for almost two decades, in sharp contrast to the general practice worldwide, which calls for a revision every 10 years. That is why the RBEC, which is responsive to the ever- changing world, is badly needed, senior education department officials argued. To actualize a gracious life in our changing world, Filipino learners need an education system that empowers them for a lifelong learning, or (the system) that enables them to be (more) competent in learning how to learn even when they are left to themselves”, - Dr. Fe Hidalgo
Studies indicate that our curriculum is overcrowded. An overcrowded curriculum puts together too many skills and topics in such a way that focus on and time for mastery of the basic skills are lost, and the learners get little opportunity to personally understand and contextualize the major ideas. Moreover, the interconnections among the topics are weakly established.
Initiative to reform the curriculum started as early as the mid-90s when consultations were made with teachers, administrators, and the community by a private group commissioned by the department
According to then Secretary of Education Raul Roco (RIP), the 2002 RBEC was based on a 16-year study (starting in 1986).
Restructuring does not mean complete revision or change of the curriculum. It only means refining and giving more emphasis to some aspects that are
I. Brief Introduction
The 2002 Curriculum for formal basic education aims at raising the quality of the Filipino learners and graduates and empowering them for lifelong learning, which requires the attainment of functional literacy. The restructured curriculum makes use of innovative, interdisciplinary and integrative modes of instructional delivery whenever these modes are possible and appropriate
“The government has not revised the curriculum for public elementary schools in 13 years. Meanwhile, the curriculum for public high schools has not been changed for almost two decades, in sharp contrast to the general practice worldwide, which calls for a revision every 10 years. That is why the RBEC, which is responsive to the ever- changing world, is badly needed, senior education department officials argued. To actualize a gracious life in our changing world, Filipino learners need an education system that empowers them for a lifelong learning, or (the system) that enables them to be (more) competent in learning how to learn even when they are left to themselves”, - Dr. Fe Hidalgo
Studies indicate that our curriculum is overcrowded. An overcrowded curriculum puts together too many skills and topics in such a way that focus on and time for mastery of the basic skills are lost, and the learners get little opportunity to personally understand and contextualize the major ideas. Moreover, the interconnections among the topics are weakly established.
Initiative to reform the curriculum started as early as the mid-90s when consultations were made with teachers, administrators, and the community by a private group commissioned by the department
According to then Secretary of Education Raul Roco (RIP), the 2002 RBEC was based on a 16-year study (starting in 1986).
Restructuring does not mean complete revision or change of the curriculum. It only means refining and giving more emphasis to some aspects that are