THE CURRICULUM DURING THE PHILIPPINE REPUBLIC

CES DEL MUNDO

Educational Reforms in the Curriculum1. Experiments in the community school idea School and Community collaboration pioneered by

Jose V. AguilarGoal: Improvement of pupil and community life

through the curriculumDue to its successful implementation, the community

school concept was given official cognizance by the Bureau of Public Schools in June 1949

2. Use of the vernacular in the first two grades of the primary school as a medium of instructionanother experiment led by Jose V. Aguilar

- Upon evaluation by the Research Development of the Bureau it was found out that the experimental classes did equally well in all subjects and did even better in language arts and social studies.

3. Schools are increasingly using instructional materials that are Philippine-oriented

Department Memorandum No. 30, 1966- sets the order of priority in the purchase

of books for use in our schools Books which are contributions to

Philippine Literature as provided under section 7 of Commonwealth Act No. 586

Books on character education, charts on science, other library materials and the current advices of the President of the Philippines

Library equipment and permanent features.I. Books locally publishedII. Books written by local authorsIII. Books and library materials published and

approved lately as shown:

i. Literature except the classics and books on Rizal, published not earlier than 1955.

ii. Character education and other subjects and general readings published not earlier than 1960.

iii. Science, Arithmetic and other related subjects published not earlier than 1933.

4. The crucial role of instructional materials in the promotion of nationalism is now well recognized.

According to responsible educational leaders, we are in great need of instructional materials that will give emphasis on the following areas:

a. The improvement of home industries so that they will be patronized

b. The appreciation of the services of great men and women of our country.

c. Preservation of our cultural heritage.

Vocational EducationVocational education has been preserved to develop a proper attitude towards work, to develop certain vocational skills and to enhance to enhance the agricultural-industrial development of the country.

Six Major Areas1. Agricultural Education2. Business Education3. Fishery4. Home Economics5. Home Industries6. Trade Industrial Education (including

trade courses for girls)

Vocational Schools- The curriculum of these schools provides for

general culture and technical training- The students learn a trade and develop

craftsmanship.- This is one way of improving the manpower

resources of our country.Media- Helps a lot in the attainment of our

instructional purposes and enrichment program.

Committee on the Reform of the Philippine Educational System

Appointed by the Board of National Education (now known as National Board of Education)

Committee devoted a substantial part of its report to recommendations for curriculum improvement at different levels of the educational system.

Recommendations were based on an earlier study by the Swanson group

Swanson Group – composed of American educational leaders and professors headed by J. Chester Swanson and aided by Filipino officials in the Department of Education.

The Monroe Survey Report (1925) – The first comprehensive assessment of the Philippine school system; it included in its findings specific recommendations concerning school subjects, instructional materials, time allotments and the language of instructions, all these pertaining to the curriculum.

Education for National Development: New Patterns, New Directions

Education Survey Report of December 1970 Presidential commission, headed by former

Secretary of Education Onofre D. Corpuz, acknowledge the pivotal role of the curriculum to education

The National educational aims is to give primary attention to educational planning in recognition of the centrality of the curriculum to education (as identified and endorsed by the Board of National Education in 1972)

Secondary School Curriculum

was revised in 1973 to make it attuned and more responsive to the felt-needs of our times.

Both work and value oriented A single track curriculum which focuses

neither on college preparation nor on vocational skills development alone.

further aims to equip the students with the knowledge of, an insight into, and appreciation of the ongoing community life and problems.

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Thank you for listening! J