RBEC

Topics: Education, Educational psychology, Learning styles Pages: 11 (2031 words) Published: October 14, 2014
A RESEARCH WRITING ABOUT THE
REVISED BASIC EDUCATION
CURRICULUM
(RBEC)

SUBMITTED BY
Barit, Allona A.
De Jesus, Jericko C.
Depalco, Charmie P.
Ibarra, Judith F.
Madarang, Joshua D.
Pulido, Emmanuel O.
Rizalte, Jennyfer O.
Silvestre, Cherry Ann I.
Sy, Rolan S.
Valencia, Divina M.

SUBMITTED TO
Mrs. Mary Ann Cardenas
PED 8 – Curriculum Development

I. INTRODUCTION

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 life-long learning. Or (the system) that enables them to be (more) competent in learning how to learn even when they are left to themselves, said Dr. Fe Hidalgo,

BACKGROUND OF THE STUDY

Competence is learning how to learn throughout one’s life in this changing world entails the secure attainment of functional literacy, which includes essential abilities such as linguistic fluency and scientific numerical competence. In the Philippines basic education, mastery of this essential implies that Filipino, English, Science, and Mathematics are indispensable learning areas in the restructured curriculum. They are considered the basic tool subjects. In general, the time allotment for these subject will be increased not to burden the learners with additional dispensable content but to increased the time for task and activities to gain mastery of the basic competencies and to help the learners reflect and contextual zed content. Among the tool subject, the integration of English, Science and Mathematics will be emphasized through innovative and interdisciplinary modes of instructional delivery. As for the teaching of the Filipino, it will be enriched through the integration of the vocabulary, values and competencies form the social sciences. Even with the integration of values and life skill in Filipino, English, Science and Mathematics. However it is inevitable that these learning areas will accentuate the development of linguistic and logical mathematical intelligences. Thus there is a need for one other learning area to provide more opportunities for the learner to pursue other meaningful interest and to develop interpersonal, spatial, musical and bodily-kinesthetic intelligences. The fifth learning are in the restructured curriculum will be a “ laboratory of life” or a practice environment. Among the learning areas, it will be the most experiential, interactive, interdisciplinary and value-laden (cultural, aesthetic, athletic, vocational, politico-economic and moral values). It will be the learning area that will provide the Filipino learner the quality time to demonstrate practical knowledge and life skills that have been gained especially the skills of empathy, vocational efficiency and problem-solving in daily life. Love of country serves as the unifying principle for the diverse values in the fifth learning area, which is thus called Pagkamakabayan or Makabayan for short. Love of country, which Andres Bonifacio described as “Banal naPag-ibig,” serves as a high light that radiates the rainbow- like diversity of values in the learning area. As a practice environment.Makabayan will cultivate in the learner a healthy personal and national self-concept.

POLICY GUIDELINES

BEC shall be continued for school year 2006-2007.
School’s implementation of the BEC shall focus on the promotion of life-long learning and service among stakeholders with focus on shared thrusts towards peace and developing/improving school performance in a climate of integration and curriculum intervention. Delivery of the Curriculum...
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