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Analysis of The Basic Education of The P PDF
Analysis of The Basic Education of The P PDF
Philippines:
Implications for the K to 12 Education Program
Abstract
The present report prepared by Dr Carlo Magno1 for SEAMEO INNOTECH and
AUSAID, provided the context of moving to the K to 12 Basic Education Curriculum in
the Philippines by reviewing the present curriculum as compared to other countries
(Brunei Darussalam, Malaysia, Singapore, Thailand, Vietnam, and NSW Australia). The
report set forth the idea of attaining economic development in the Philippines through
investing in its human resources by making improvements in the educational system.
The data presented for the basic education curriculum in the Philippines and other
countries are taken from the report by SEAMEO-INNOTECH and the Assessment
Research Centre and The University of Melbourne (Care & Griffin, 2011). This present
report presented a comparative description of the basic education curriculum in the
Philippines as compared to other countries in terms of input areas and the curriculum.
The areas of comparison include aims of education, access and progression, teacher-
pupil ratio, and medium of instruction while the curriculum described structure,
framework, design, duration/time allotment, content (English, mathematics, Science,
ICT, Social science, TLE/EPP, MAPEH, and Values Education), alignment, and
assessment. There are certain weaknesses found in the areas and curriculum in the
Philippines that needs to be addressed through the K-12 initiative. The report discussed
these specific weaknesses in 12 key areas. Given the reviews of the inputs and
curriculum, specific recommendations are made for a better implementation of the K-12
program in the Philippines aligned with the 12 key areas: Beyond functional literacy, K-
12 extended years, alternative delivery modes, progression of skills, expected graduate
attributes, mastery of basic skills, deepening of skills, specialized tracks, new
assessment process, ICT program, utility of assessment, and international
benchmarking.
1
Dr. Carlo Magno is presently a faculty of the College of Education in De La Salle University, Manila. He
has published over 60 scientific articles on student learning and teacher performance. He is an active
member of several professional organizations in education and psychology in the Philippines. He served
as consultant in various educational institutions and has delivered and trained more than 10,000 teachers
in the Philippines and in Asia. In 2011 he was awarded by the Republic of the Philippines through DOST-
NAST as the Outstanding Young Scientist
Analysis of the Basic Education of the Philippines: 3
Implications for the K to 12 Education Program
Introduction
Figure 1. Curriculum and Outcomes. Taken from Esther Care and Patrick Griffin, Curriculum Comparison Study for
the Philippines Basic Education Sector.
In the Philippines, Basic Education spans for about 10 years. Filipino students
formally start at the age of 6 for year 1 in basic education until the age of about 12 (year
6) which covers the primary level (termed as elementary in the Philippines). The
secondary level proceeds with four years (years 1 to 4: high school) starting from 13 to
16 years old. After finishing 4 years of secondary level, students in the Philippines
continue to higher education. The Philippines as compared to all other countries in Asia
has the least number of years spent for studying and training for basic education. In
other countries such as Brunei Darussalam, Malaysia, Singapore, Australia, Thailand,
and Vietnam, to name a few, spends around 13 years to complete the basic education
program. The longer years of schooling means more learning, more time spent to
master skills and develop competencies, deepening of learning outcomes, and more
opportunities to be exposed to the learning environment (Gormley & Gayer, 2005).
Analysis of the Basic Education of the Philippines: 4
Implications for the K to 12 Education Program
Age
Country 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Philippines (current) Preschool Primary Education High school
Philippines (proposed) K Primary Education High school
Brunei Darrusalam K Primary Education High school
Malaysia Preschool Primary Education High school
Singapore Preschool Primary Education High school
Vietnam Pre-primary education Primary Education Intermediate Secondary
Thailand Preschool Elementary School Secondary School
NSW Australia Preschool Primary Education High school
Aims of Education
thinking, mind, and morality. Vietnam emphasizes on training individuals to be ready for
work. NSW Australia prepares students for civic life and lifelong learning.
All countries have a policy on progression. A test is given at the end of lower
primary (end of year 3) and at the end of the upper primary (year 6). Brunei, Malaysia,
Singapore, Thailand, Vietnam, and NSW Australia have differentiated programs at the
start of the upper secondary level (years 11-12) where students are classified according
to their interests, and abilities. Moreover, the specialization is streamlined when
students go through about year 9. The Philippines is the only country that does not have
a differentiation for all four years in secondary level. Malaysia, Thailand, and Vietnam
spend the longest training for vocational tracks. The purpose of tracks at the last two
years of secondary education is to meet the entry requirements of all universities,
readiness for higher education, and maturity on the part of students to select courses
appropriate to their ability, interest, and skills.
Philippines Students take an end of cycle examination and there is no stake for students
when proceeding to secondary level.
There is no differentiated secondary education.
Plan for the 2010 SEC: Special Program in the Arts, Sports, Journalism,
Engineering and Science Education, and Foreign Language.
Brunei Darussalam Students take an end of cycle examination to determine if students can
proceed to secondary level.
Years 7 to 8/9 are general secondary programmes
Offers an express path in the secondary education level for students who are
highly-academically inclined (2-3 years)
Students are streamed into various programs in upper secondary (year 9)
Year 9: Path on general education or applied education program
Malaysia Students take an end of cycle examination to determine if students can
proceed to secondary level,
Years 7 to 8/9 are general secondary programmes
Students in Chinese and Tamil classes take remove class if they do not
perform well in the primary assessment test.
Students are streamed into various programs in upper secondary (year 9)
Singapore Students take an end of cycle examination to determine if students can
proceed to secondary level.
Years 1-4 are foundational stage and years 5-6 are orientation stages.
Streams students at the first year: special course, normal course, and
express course.
Students who finish secondary education by year 4 can go to junior
colleges.
Four streams available for Year 10 students: (1) Arts stream, (2) science
stream, (3) technical stream, and (4) religious streams.
Thailand Students take an end of cycle assessment and meet other criteria to
determine if students can proceed to secondary level.
Three years of lower secondary and 3 years of upper secondary program.
Analysis of the Basic Education of the Philippines: 8
Implications for the K to 12 Education Program
Teacher-Pupil Ratio
The teacher-pupil ratio found for the preschool are generally composed of small
number of classes across countries. For preschool, Brunei Darussalam and Malaysia
have one teacher with one teaching assistant. Brunei Darussalam has commonly 20
students per class, 25 for Malaysia, 20 for Philippines (no teaching assistant), 20 for
Thailand, 23 for Vietnam, and 10 for NSW Australia. The teacher and pupil ratio varies
in Singapore depending on the school.
For primary school, there is variation in teacher-pupil ratio where the Philippines
has the highest number of students for one teacher. The ratio is 1:12 for Brunei
Darussalam, 1:19 for Malaysia, 1:36 for the Philippines, 1:20 for Singapore, 1:16 for
Thailand, 1:20 for Vietnam, and 1:18 for Australia.
For the secondary level, there is also a variation in teacher-pupil ratio and the
Philippines again have the highest number of students for one teacher. The ratio is 1:11
for Brunei Darussalam, 1:19 for Malaysia, 1:38 for the Philippines, 1:20 for Singapore,
1:21 for Thailand, 1:21 for Vietnam, and 1:18 for Australia.
Table 2
Teacher Pupil Ratio
Preschool Primary Secondary
Brunei Darussalam 1:20 1:12 1:11
Malaysia 1:25 1:19 1:19
Philippines 1:20 1:36 1:38
Singapore Depending on the school 1:20 1:20
Thailand 1:20 1:16 1:21
Vietnam 1:23 1:20 1:21
Australia 1:10 1:18 1:18
Medium of Instruction
Analysis of the Basic Education of the Philippines: 9
Implications for the K to 12 Education Program
Curriculum
The Philippines follows the 2002 Basic Education Curriculum (BEC) and the
2010 Secondary Education Curriculum. Brunei Darussalam implements the SPN 21
(Sistem Pendidikan Negara Abad Ke-21). Malaysia implements the Standards-Based
Curriculum. Vietnam implements the National Curriculum of Basic Education. Thailand
implements the Education Development Plan.
Table 2
Desired Learning Outcomes for Primary Education
Learning Brunei NSW
Outcomes Darussalam Malaysia Philippines Singapore Thailand Vietnam Australia
Mastery of 3Rs
Functional literacy
Effective
Communication in
English and in the
mother tongue
Basic ICT skills
Mastery of
scientific and
technical skills
Mastery of
arithmetic skills
Problem-solving
skills
Interests and
talents (culture
and arts)
Comprehension
of verses from al-
Quran
Reading skills
Analysis of the Basic Education of the Philippines: 10
Implications for the K to 12 Education Program
Nonacademic
curriculum focus
(sports and
performing arts)
Table 3
Subjects Grid in Secondary Education
Brunei
Course Darussalam Malaysia Philippines Singapore Thailand Vietnam Australia
LS/GEP US/AEP
Languages 3 3 9
Arabic
French
Mandarin
Chinese
Tamil
Foreign Language
(French, German,
Japanese, Arabic,
and Bahasa
Indonesia)
Mathematics
Additional subjects
Science 3 4
Physics
Chemistry
Biology
Additional Science
Humanities and 7 5 5 7
Social Science
IRK
Malay Literature
Tamil Literature
History
English Literature
Chinese Literature
Geography
Principles of
accounts
Economics
Commercial
studies
Development
studies
Commerce/Accoun
ting
Religion 4
Higher Arabic
Analysis of the Basic Education of the Philippines: 11
Implications for the K to 12 Education Program
Brunei
Course Darussalam Malaysia Philippines Singapore Thailand Vietnam Australia
Tasawwur Islam
Al-Quran and as-
Sunah Education
Syariah Islamiah
education
Arts 4 4 2 5
Arts and craft
Music
Design and
Technology
Art and design
Drama
Higher art
Higher music
ICT 1 1 1
IT
Computer studies
Preschool Education
to 6. In the Philippines, the daycare centers accept pupils from ages 2 to 3, and goes to
nursery by age 3. Kindergarten in private schools is spent two years from ages 4 to 5. In
Singapore, child care education is offered similar to Malaysia from ages 1 to 3, goes to
nursery by age 4, and kindergarten for two years at ages 5 to 6. Thailand starts
preschool with nursery at age 4 and kinder at age 5. Vietnam start starts with crèches to
care for children from three months to three years old and moves to preschool from 3 to
6. Australia starts with kindergarten with 2 years at ages 3 to 4. Singapore has the
longest program for preschool education.
The children in preschool go to school five times a week. Children spends 3 to
3.5 hours a day in Brunei Darussalam, 4 hours a day in Malaysia, 2 to 3 hours a day in
the Philippines, 3 to 4 hours a day in Singapore, 2.5 to 4 hours a day in Thailand, 2 to3
hours a day in Vietnam, and 3.4 hours a day in NSW Australia.
Primary Education
Time Allotment. The time spent for the primary education in Brunei
Darussalam, Malaysia, Philippines, Singapore, Thailand, Vietnam, and NSW Australia
varies greatly especially in the disparity of time devoted by the Philippines across
different subject areas. The Philippines has the largest time allotment for English,
science, mathematics, social studies, and home economics and livelihood education
(HELE). Malaysia has the largest time on teaching mother tongue. Singapore has the
largest time on music, arts, and physical education. The Philippines have the lowest
time spent for these subjects and it is even integrated which needs to be given some
attention. Thailand has the largest time on work-oriented subjects (practical skills and
experiences for career preparation). Vietnam has the largest time on Vietnamese
language. NSW Australia has the largest time on English, Mathematics, and Science
(see SEMEA-INNOTECH Regional comparison report).
Secondary Education
languages, technology, and health and physical education. The Philippines and
Malaysia are similar in using the backward design in their curriculum.
Time Allotment. The Philippines and Malaysia have the highest time spent for
teaching mother tongue, but it is only taken for four years in the Philippines and five
years in Malaysia. The Philippines and Singapore have the longest time spent for
teaching English, but, it is only taken four years in the Philippines and five years in
Singapore. The Philippines had significantly the longest time spent in teaching science,
mathematics, social studies, and technology and livelihood education limited within four
years and the other countries spend five years with lower time allotment. Brunei
Darussalam had the longest time spent for music, art, and physical education. The
Philippines is one with the lowest time allotment all for these three areas that are
integrated. In other countries, these subjects are taught separately. Brunei Darussalam
also has the longest time allotment for teaching values education. Thailand has the
largest time spent on the study of Thai language. Vietnam has the largest time spent on
Vietnamese literature and mathematics. NSW Australia has the largest time spent on
English, Mathematics, and Science.
The Philippines had the longest periods spent for teaching subject areas within
limited number of years (four years). This indicates that the lessons are compressed
within four years.
Subject Areas
The subject areas that are analyzed for Brunei Darussalam, Malaysia,
Philippines, Singapore, Thailand, Vietnam, and NSW Australia for the core subjects
(English, mathematics, and science), ICT, and other subjects. The subject areas are
described only for secondary education because much variation occurs unlike in the
primary years. The secondary curriculum in English, mathematics, and science for the
Philippines is based on the review conducted by the Assessment research Centre and
University of Melbourne Graduate School of Education.
English. The focus of the English curriculum in the primary years in the
Philippines revolves on the four macroskills: Listening, speaking, reading, and writing.
The outcome is the application of language and understanding of linguistic structures.
There is emphasis on speaking and reading where grammar is focused on the speaking
component. The teaching of grammar follows a conventional sequence. The weak part
of the curriculum is the lack of specification in the kind of text and selections provided.
Analysis of the Basic Education of the Philippines: 15
Implications for the K to 12 Education Program
the appropriate level according to the ability of the student in the primary years.
According to the English language syllabus, the English language curriculum in school
will help pupils become independent lifelong learners, and creative thinkers and
problem solvers who can communicate effectively in English. At the end of their primary
and secondary education, pupils will be able to communicate effectively in English. The
syllabus indicated the philosophy of language such as a system for making meaning,
means of communication and expression, determined by purpose, audience, context
and culture, grammar and linguistic structures and patterns. The syllabus is impressive
in their inclusion of language learning and teaching such as learner-centeredness,
process orientation, integration, contextualization, spiral progression, and interaction
which is not present in the syllabus in the Philippines.
English is taught among students in Thailand as indicated in the National
Education Act. There are changes in the teaching and learning of English in schools in
Thailand. English will be a compulsory foreign language subject starting from level 1 in
primary education (6 years of age) in the new curriculum. There are three objectives in
either core or elective English courses. These are knowledge, skills, and positive
attitude towards English. According to Wiriyachitra (2007, p. 3) “knowledge involves
how to use the English language in communication, learning and understanding the
culture of native speakers, knowing the differences between Thai and the English
language, being able to use English to gain information in other subjects, being able to
use English to do lifelong learning, to find pleasure and to use it in their work. Skill
involves communication strategies, thinking skills, critical and creative thinking, self-
evaluation, learning skills, knowledge seeking skills, technology skills and how to work
with others. A positive attitude includes appreciating the English language and its
culture.”
English is taught as a foreign language in Vietnam. English is taught as a
compulsory subject from year 6 until secondary education. The teaching of grammar is
a very significant part of their English curriculum. The mother tongue can be used to
teach English to a reasonable extent. The grammar syllabus within the curriculum
document follows traditional English as an EFL sequence.
English in secondary education in NSW Australia is taught in various textual
forms. The syllabus identifies essential skills, knowledge and understanding, values,
and attitudes essential in learning English. The curriculum focuses on „responding to‟
and „composing‟ a wide range of texts, including media and multimedia texts. The
English language is learned through immersion in a diverse range of purposeful and
increasingly demanding language experiences. In the senior secondary level, the
English subject advances to enable students understand, use, enjoy, and value the
English language in its various textual forms and to become thoughtful, imaginative, and
effective communicators in a diverse and changing society.
countries. The teaching of the number system is introduced at an early year. There is no
guide for teachers about the variation in the increase in the difficulty of problems in this
area. Algebra is only introduced in the Philippines by year 7 and continuous to year 8
then again on year 10. Algebra is focused on abstract algebraic expressions and
manipulation of formulas and equations rather than on underlying ideas. The teaching of
equations and expressions do not have a strong link to real world situations. No formal
approach is used for learning strategies. Skill on measurement is covered in the
Philippine curriculum across years 2-10 as compared to other countries. Topics on
geometry are not continuous across the levels in the Philippines. There is no geometry
in years 1, 7, and 8. The kind of technology and materials used in teaching geometry is
not specified in the Philippines‟ secondary education curriculum. Statistics in the
Philippine curriculum is very limited. It is only covered in years 3 to 6 for the primary and
only year 10 for secondary education. The identified weaknesses in the mathematics
curriculum in the Philippines‟ include: (1) Skills on patterns and algebra, space and
geometry, data analysis and representation and financial mathematics are not covered
in the Philippines‟ curriculum; (2) There is no formal guide for teachers on the kind of
teaching approaches to be used; (3) The curriculum is written using formal terms; (4)
The focus of the curriculum is computation rather than the understanding of concepts
behind it; (5) The sequence of content seems to be very fast and demanding for the
teachers and students; (6) The use of technology is not specified in the curriculum.
Mathematics in Brunei Darussalam is part of the key knowledge areas. They
have introduced mathematical thinking as the mode of thought used to solve any
problem in daily life including problems in the classroom. Mathematical techniques,
concepts and processes, either explicitly or implicitly in finding the solution of problems
are applied. The objectives indicate that students are expected to be able to use the
fundamentals of mathematics to solve real-life problems including simple ones.
Mathematical thinking and problem solving are both mentioned in the syllabus.
Teachers must encourage students to use thinking skills and problem solving strategies
during mathematics lessons (Khalid, 2007). The curriculum recommends the use of a
variety of representations to facilitate the development of content knowledge and
processes that includes concrete objects, real life scenarios, diagrams, verbal
instructions, ICT, and symbols.
The mathematics curriculum in Malaysia balances both the understanding of
concepts and computational skills. Part of the recent development in the mathematics
curriculum in the secondary level includes the use of mathematics in real life situations,
development of problem solving skills, the appreciation of the history of mathematics,
and study of the human societal and spiritual values inherent in the subject. The goals
of the secondary school mathematics are: (1) To develop students‟ abilities in logical,
analytical, systematic and critical thinking; (2) to develop students‟ ability in problem
solving and in applying the mathematical knowledge acquired so that they will be able to
function effectively and responsibly in their daily lives. In addition, the curriculum
through various learning activities enables students to appreciate the importance and
beauty of mathematics. The curriculum also described that learning mathematics
involves active participation of students and activities that encourage inquiry. Teachers
consider the following when teaching mathematics: (1) Activities that give meaningful
Analysis of the Basic Education of the Philippines: 18
Implications for the K to 12 Education Program
learning experiences, (2) the use of mathematics in real life situations, (3) the effective
use of problem solving skills, (4) instilling of Malaysian societal values, and (5) imparting
and appreciating the elements of history of mathematics.
In Singapore, a new mathematics curriculum was introduced. The curriculum
integrates pre-algebra, algebra, and geometry and includes some advanced
mathematics topics starting at year 7. Many questions require students to apply
knowledge to new situations rather than following a procedure. It includes challenging
questions for enrichment and discussion as well as mathematics investigations.
Teacher involvement is generally required. The curriculum in secondary education in
mathematics involves the acquisition of the necessary mathematical concepts and skills
for everyday life, develop the necessary process skills, mathematical thinking, help
students make connections among mathematical ideas, develop positive attitudes
towards mathematics, make effective use of a variety of mathematical tools, produce
imaginative and creative work, and develop the abilities to reason logically. The
mathematics framework in Singapore considers the underlying principles on skills,
concepts, processes, attitudes, and metacognition which are not indicted in the
Philippines.
The mathematics curriculum in Thailand emphasizes on mastering basic skills
and understanding mathematics concepts. They emphasize on teaching mainly on
combined algebra, geometry, and numbers. There is no policy on technology use such
as the use of calculators (TIMMS, 1999). Their mathematics program takes an
investigative approach, which helps students build conceptual understanding as they
transition from the concrete to the representational to the abstract. The framework for
teaching and learning is built on the following skills: Problem solving, reasoning and
proof, communication and representations, and connections.
The mathematics curriculum in Vietnam was reformed in 1996. The reform in the
curriculum includes application of knowledge and skills necessary in the community and
future lives of the students. The curriculum also involved reform in the teaching methods
such as reform in the cognition of teachers, introduction of new forms of teaching
individual learning, new means of learning, improvement in the learning atmosphere,
and improvement in assessment.
In NSW Australia, the mathematics subject in secondary education is mandatory
from years 7 to 10. The mathematics curriculum aims to develop students‟ mathematical
thinking, understanding, competence, and confidence in the application of mathematics,
their creativity, enjoyment and appreciation of the subject, and their engagement in
lifelong learning. Students study number, patterns and algebra, data, measurement,
space and geometry. In mathematics, students learn to ask questions in relation to
mathematical situations and their mathematical experiences; develop, select, and use a
range of strategies including the use of technology to explore and solve problems;
develop and use appropriate language and representations to communicate
mathematical ideas; develop and use processes for exploring relationships, checking
solutions and giving reasons to support their conclusions; and make connections with
their existing knowledge and understanding and with the use of mathematics in the real
world. The mathematics curriculum states the use of specific technologies in teaching
Analysis of the Basic Education of the Philippines: 19
Implications for the K to 12 Education Program
Science. The science concepts, principles, laws, models and theories in the
primary years in the Philippines are well developed and well chosen. The curriculum is
coherent and developmental showing clear progression. However, the curriculum lacks
opportunities to use science skills to support learners to solve problems, question,
critique, analyze, and evaluate scientific claims. The content covered in the curriculum
is heavier than the coverage in the other countries.
The physics in the secondary education is spent only for one year taken in year
4. Physics in the secondary education does not cover circular motion, transistors and
integrated circuits, mass-energy equivalence, the wave equation and wave-particle
duality as compared to other countries. The curriculum includes the history of science
and scientists. The topic on quantum theory and oscillatory motion lacks depth as
compared to other countries. The Philippine curriculum devotes significant time on
astronomy. There are similar levels of coverage on earth science and geology in the
Philippines, Thailand, Vietnam, and NSW.
Chemistry in the Philippine Curriculum is only one year taken at year 9. The
curriculum specified ten competencies that cover a range of theoretical and applied
topics. Topics on the Importance of Chemistry, its history, and measurement are taken
up but not in other countries. The mathematics portion in chemistry is explicitly stated in
the curriculum. Topics on Colloids and Gas Laws are greatly emphasized. There is an
emphasis on the history of atomic theory, which provides a more thorough coverage of
the development of theories and models than in the other curricula which makes it more
content focused. The same is true in the use of more terminology and is organized more
according to theoretical divisions. The curriculum is balanced between the use of
chemistry in everyday life and theory.
Biology in the Philippine secondary curriculum is only one year taken at year 2.
The subject in the Philippines is called „Biology and Technology‟ but the technology part
is limited in the use of a light microscope. The curriculum includes scientific method, the
contributions of scientists, and scientific values as knowledge content areas. There is a
strong focus on ecosystems, resources, the environment, and conservation, lending
itself to situated or applied learning. It highly specifies areas relating to social issues
such as population growth, family planning and sexual health. However, the topics on
disease, immunology, homeostasis, cell chemistry, gene expression, and human
evolution are not addressed. The biology curriculum in the Philippines is highly content-
driven.
The science curriculum in Brunei Darussalam is part of the learning areas that
enhances students‟ strengths and abilities. By years 9 to 11, the sciences tackled are
biology, chemistry, physics, and combined science. Science in Brunei Darussalam
intends that learners will be able to achieve the following learning outcomes: (1) ·
Reason, think creatively, make logical and responsible decisions, and solve problems.
(2) Understand the impact of science on the phenomenal technological changes that
have accompanied it and its effects on medicine and to improve the quality of life, on
industry and business and on the environment. (3) Understand process skills (scientific
Analysis of the Basic Education of the Philippines: 20
Implications for the K to 12 Education Program
science, NSW students develop a knowledge and understanding about the living and
non-living world. Students examine the historical and ongoing contribution of scientists,
including Australian scientists, to scientific research. They examine the impact on their
lives of scientific knowledge and its applications to their communities and surroundings.
Students work individually and in teams in planning and conducting investigations. They
analyze data and information, evaluate issues and problems, identify questions for
inquiry and investigation and draw evidenced-based conclusions. Through this problem-
solving process they develop their critical thinking skills and creativity.
successful innovations; and (4) To enhance ICT provisions in schools to support the
implementation of mp3. According to the Singapore Ministry of Education that “ICT will
be more extensively integrated into the planning, design and implementation stages of
the curriculum, assessment, and pedagogy. There will be greater alignment of students‟
learning outcomes in the syllabi, national examinations, and classroom experience to
21st century skills such as IT skills, and the ability to communicate persuasively and
collaborate effectively. Students will be required to use ICT to look for information,
synthesize reports, give feedback on each others‟ work and collaborate with peers
within and outside school.”
In Thailand, the draft ICT Master Plan focuses on four areas: (1) Facilitating
lifelong learning of Thai people through ICT, (2) improving the quality of ICT services
both for administration and for lifelong learning, (3) providing ICT infrastructures for local
learning centers and (4) ICT personnel development. The ICT curriculum aims to
develop various electronic learning materials, improve the quality of distance education,
set up a courseware center, promote e-learning, develop e-books and set up e-libraries.
In Vietnam, ICT was strengthened through the “Strategy for Development of
Vietnam‟s Information and Communication Technology toward 2010 and Orientations
toward 2020” (ICT strategy for short name). The strategy aims to extend the application
of ICT in all sectors and areas especially in the education sector. Solutions include
improving ICT awareness, enhancing the capability of ICT application and development,
and compiling new curriculum on ICT training, increasing rate of practice in ICT
subjects.
In NSW Australia, the ICT is called Information and Software Technology. It is an
elective course that is mandatory in years 7 to 8. Students have the option to take topics
on artificial intelligence, simulation and modelling, software development and
programming, authoring and multimedia, robotics and automated systems, and internet
and website development. In the subject, the students will identify a need or problem to
be solved, explore a range of possible solutions and produce a full working solution.
They will use a variety of technologies to create, modify and produce products in a
range of media formats.
Other subjects. The other subjects in each country include languages, history,
geography, principles of accounts, economics, commerce, religion, arts, and music.
The Philippines is the only country that does not offer a subject to learn foreign
language. In Brunei Darussalam, Malaysia, Singapore, Thailand, and Vietnam, three or
more foreign languages are taught and NSW Australia offer two foreign language
subjects.
Brunei Darussalam and Singapore offers the most number of humanities and
social science subjects that includes IRK, geography, principle of accounts, and a
variety of literature subjects. Malaysia, Philippines, Vietnam, and Thailand have 4 to 5
humanities and social science subjects.
The Philippines has the most number of subjects for religion as compared with
other countries. No religion subject was stated in the curriculum of Singapore, Vietnam,
and NSW Australia.
Analysis of the Basic Education of the Philippines: 23
Implications for the K to 12 Education Program
The Philippines has the most limited subjects for the arts which is only arts and
music that are also integrated into one subject. Other countries, aside from music and
arts, have design and technology, art and design, drama, higher art, and higher music.
Assessment
The assessment plays an important part in the teaching and learning process.
The assessment results provides information to teachers to determine areas they need
to improve in their teaching and provide better remediation for students who are not
able to meet the standards. This idea is best accomplished if teachers and
administrators acquire the skills of interpreting and using assessment results to inform
their teaching.
In the Philippines‟ educational curriculum, assessment is specified under three
levels: Classroom assessment, national examinations, and large scale surveys of
student achievement.
The classroom assessment in the Philippines is carried out mostly for the
purpose of grading students and ranking schools. The teachers need to use
assessment to further help students learn by providing descriptive feedback on skill
areas requiring improvement (formative assessment) and not just limited to grading.
Local examinations are also provided in the Philippines. Students are provided
with the scores but not with detailed feedback.
National examinations are also provided in the Philippines which are paper and
pencil test in multiple choice format. In the Philippines, the Department of Education
(DepEd) administers the SReA to determine the preparedness of pupils entering year 1.
The National Achievement Test (NAT) is administered at year 3, 6, and year 10. There
is also a diagnostic test for reading proficiency given to grade 4 students in public
schools called the Phil-IRI. The National Career Assessment Examination is also
administered to students at year 10 for the purpose of determining high school students
career options based on their suitable field and interest.
The Philippines have limited participation to international surveys of student
achievement. The Philippines have participated in the Trends in International
Mathematics and Science Study (TIMSS) but not in others such as The Progress in
International Reading Literacy Study (PIRLS), Programme for International Student
Assessment (PISA), and Southern and Eastern Africa Consortium for Monitoring
Educational Quality (SACMEQ). These international surveys could have provided
information on system performance levels, and how well standards or learning goals are
met in order to inform educational policy and practice.
In Brunei Darussalam, Malaysia, and Singapore, the students take equivalent
GCE level examinations to place their students in tracks. In Brunei Darussalam, the
Cambridge GCE “O-Level” Examination is given at the end of year 9. In Malaysia, the
PMR is administered equivalent to the GCE “A-Level” Examination.
Analysis of the Basic Education of the Philippines: 24
Implications for the K to 12 Education Program
ratio, the public school classes and rooms in the Philippines is crowded and there is
difficulty in managing very large class sizes. Instruction and ease of flow of the activities
are affected with large amount of students. Overcrowded classes results to teacher
fatigue and some students will not be managed well. Having small class sizes (20-30
students) results to positive gains in student achievement and engagement in the
classroom (Finn, Panozzo, & Achilles, 2003). This effect is better for students with low
income families. In reduced class sizes, teachers change their teaching strategies by
providing individualized instruction and higher quality of instruction.
The progression and sequence of learning in the basic education
curriculum is not continuous. There is discontinuity of several mathematics skills
from year 1 to 10 especially in the areas of algebra, statistics, and geometry. Algebra is
only introduced at the beginning of year 1 then continued to year 2 and studied again in
year 10 - there is a gap in year 9. Statistics is only concentrated and taught for one year
and is not reinforced and deepened in the other years. The same is also true for the
biology, chemistry, and physics where each subject is taken up for one year (biology-
year 2, chemistry-year 3, and physics-year 4). Students‟ skills in these specialized
sciences will tend to decay if not followed up across the years of basic education. The
discontinuity is not only true in the progression of the subject areas. There is also
disjoint across preschool to primary, and from primary to secondary education where
skills expected on the first year of every stage (year 1 and year 7) are not built on the
previous years (preschool, year 6). This happens because there is no stipulated
expected graduate attributes for each stage. Students need to increase capacity in what
they have learned in order to transfer this learning into new situations (Bruner, 1977).
The curriculum should revisit the basic ideas, repeatedly building upon them until the
student understands them fully. This theoretical assumption supports the idea of having
a continuous or spiral across the basic education years. The continuity of the subject
areas need to be engineered to accomplish students‟ full mastery.
The primary years require literacy skills and this should be assured in
kindergarten. The preschool in the Philippines seems to emphasize too much on the
socioemotional skills of the students and neglect to deliver students who can read and
write (Ghuman, Behrman, Borja, Gultiano, & King, 2005). The literacy skill is expected
in year 1 and the preschool education should be able to assure that the skill is
developed.
Important and basic learning outcomes are not covered in the Basic
Education Curriculum in the Philippines. There are significant learning outcomes
that are not covered. For example, the Philippines do not cover mastery of the 3Rs in
the primary years which is an important skill in order for students to succeed in all other
subject areas. Basic ICT skills are also not covered in the primary years and students
need the ICT skills as early as the primary years in order to access technologies that
need to be used other subjects such as science and mathematics or even in the real
world when students have access to computers in their own houses. Problem solving
skills are also not emphasized. Problem solving goes beyond functional literacy where
students think of strategies to find solutions or answers when there are obstacles or the
solution is not readily available.
Analysis of the Basic Education of the Philippines: 26
Implications for the K to 12 Education Program
The skills emphasized in the curriculum are very theoretical and content-
driven especially in the mathematics, science, social studies, history, and other subject
areas. There is tendency to load the subject areas with contents and less on other
essential characteristics such as meaning making and relevance to life scenarios and/or
situations. Examples of such are the focus of computation in mathematics, manipulation
of mathematical equations, heavy content specifications in biology, chemistry, and
physics. Mechanism on how the contents are translated to big ideas and enduring
understanding appropriate within the Filipino context, as explained in the UbD
framework, needs to be specified as part of the curriculum (Wiggins & McTighe, 2005).
The curriculum should balance content with producing students who can utilize such
content in the improvement of their daily undertakings. Above the content is the
emphasis in developing higher order skills beyond the superficial processing presented
to students.
Specialized tracks in the upper secondary years (year 11-12) give students
in other countries an advantage for developing further skills for higher education.
People need to be competent in their skills in order to contribute to their society. The
specialized competencies allow learners to meet the expectations and demands of
work. In the case of basic education, the competencies developed across the years of
basic education make them become decisive on the course they need to take in higher
education (Guay, Senecal, Gauthier, & Fernet, 2003). The extended number of years
devoted for specialized tracks allows students to explore the suitable areas of study
appropriate for them. The exploration would allow students to (1) seek information on
careers, (2) seek information on school programs, (3) identifying options for a school
program or a career, (4) work hard to attain a career goal, (5) identify career options in
line with a career goal, (6) identify steps to follow in order to complete a school program,
and (7) identify what one values the most in a career option, and (8) identify a career
option that is congruent with one‟s interest and personality (Guay, 2005). This also
makes students prepared for the competencies expected in the universities and
colleges. Multiple tracks that will be created means reduction of class sizes, prevention
of student and teacher burnout because of the shorter instructional cycles, increased
opportunities for students to for studying, and perhaps alternative salary benefits for
teachers who can teach in the specialized tracks.
The Philippine curriculum has limited specification on how instruction is
delivered and the teaching of learning strategies. The present Basic Education
Curriculum only provides a list of general and specific objectives for each subject areas
(Minimum Learning Competencies) and some outline of topics that needs to be taught.
In the 2010 Secondary Education Curriculum, the English curriculum is the only subject
that specified the type of instruction used while there is no specification in other subject
areas and from years 1 to 6. For example, the English curriculum in the secondary level
specified instruction through content-based instruction and the CALLA (Cognitive
Academic Language Learning Approach). However, the other subjects such as science,
mathematics, and in the primary years, the instruction to facilitate the development of
cognitive skills needs to be specified. The English curriculum in the secondary level
specified the teaching of learning strategies and this is absent in mathematics and
science. This emphasis is necessary especially in the mathematics area because of the
Analysis of the Basic Education of the Philippines: 27
Implications for the K to 12 Education Program
complex skills that needs to be learned. Specific learning strategies that need to be
taught should be specified especially in solving complex problems and thinking logically.
This was even recommended by Care and Griffin that teaching mathematics should
involve metacognition and self-regulation processes. The use of metacognitive
strategies promotes critical thinking (Magno, 2010) while the use self-regulated learning
strategies increases performance outcomes in different subject areas (see Dignath,
Buettner, & Langfeldt, 2008).
The Philippines does not have a strong curricular program on Information
and Communications Technology. The Philippines is the only country that does not
have a separate educational program on ICT for the primary and secondary years.
Students by the time they have completed their basic education should be prepared to
deal with the advancement in technology around them such as the use of computers,
cell phones and other technological devices. Other countries have strengthened their
ICT educational programs by emphasizing the use of technology and recent tools in to
build further the skills of students such as in Malaysia, Singapore, and NSW Australia.
National Assessment is administered to students in the Philippines only to
rank the best performing and lowest performing schools. Other countries like
Malaysia, Singapore, and NSW Australia uses their national assessment in to
streamline students in different tracks. Students who are more advance are able to take
a faster or advance track. However, there is no educational program in the Philippines
to place students according to their ability and interest results. The national
examinations given to students must serve more functions in aiding the teachers in the
kind of intervention given to students. The results of classroom assessment need to be
utilized to inform improvement of instruction and student learning. The scores of local
and national tests are just distributed to students without feedback on what specific
competencies and skills they still need to improve. There is no conscious use of the
results of classroom assessment. Teachers need to develop how to interpret and use
the results of NAT and SReA to further develop their instruction and remediate students
that did not reach the standard skills.
Countries in Asia are able to make improvements in their curriculum by
surveying if their educational performance is meeting international standards.
Countries like Singapore, Malaysia, Brunei Darussalam, Vietnam, and NSW Australia
are able to view their standards at par with the rest of the world through their
participation to international surveys on students achievements like the Trends in
International Mathematics and Science Study (TIMSS) but not in others such as The
Progress in International Reading Literacy Study (PIRLS), Programme for International
Student Assessment (PISA), and Southern and Eastern Africa Consortium for
Monitoring Educational Quality (SACMEQ). If there are results showing the performance
of the Philippines in standards-based assessments, a consciousness is developed in
the rapid improvement of student learning in the country.
Policy Recommendations
Policy recommendations are made based on the 12 key areas describing the
Basic Education Curriculum in the Philippines.
Analysis of the Basic Education of the Philippines: 28
Implications for the K to 12 Education Program
1. Rethink the aim of education beyond functional literacy. Anchor the outcomes
based on the 21st century skills and skills that are relevant for the Filipino people. In
identifying an aim, consider that different communities in the Philippines have different
needs. A small amount of the population might be engaged and require literacy
activities (see Bernardo, 2000). Policy makers need to understand the needs of the
community in order to better select a suitable aim.
2. Extend the years of basic education through the K-12 program. The expanded
number of years allows the students the opportunity to master content, skills,
competencies, and values that needs to be learned. This will devote more time for
students to revisit coverage of the curriculum with increasing difficulty and complexity.
The sequence and progression of subject areas will be better organized. The age of
students after completing the basic education years (about 18) are more mature to
decide for the courses they will take that is suitable for their abilities and interests.
5. Specify and deliver expected graduate attributes for each level of completion.
A set of graduate attributes and the assurance to deliver them at the end of each critical
year (kindergarten, year 6, year 10, and year 12) needs to be met. This ensures that
each child is able to perform the necessary academic skills required for the incoming
level (year 1, year 7, and higher education). A program needs to be created to assure
that the necessary skills should be met by each graduating student.
6. Reinforce mastery of basic skills moving to more complex skills in the primary
level. There is a need to review the focus of the upper years of the primary education.
The lower years (year 1 and 2) need to focus on basic skills such as the mastery of the
3Rs moving on to important skills such as problem solving.
Analysis of the Basic Education of the Philippines: 29
Implications for the K to 12 Education Program
8. Develop students skills further through specialized tracks in years 11-12. The
secondary education needs to provide multifaceted learning programs to strengthen the
students‟ abilities in core subjects. According to SEAMEO INNOTECH
recommendation, “this program should be career-oriented tracks with elective subjects
that lead to specialization in business studies, accountancy, liberal studies, and the
like.” More so, the specialized tracks are further described (p. 90):
Track 1: Six-year general secondary education. The curriculum will follow the
enhanced secondary curriculum known as the 2010 Secondary Education
Curriculum. The Core and compulsory subjects in the first four years will be the
same as the subjects in the present 2010 SEC, however, it will offer career-
oriented elective subjects such as business studies, bookkeeping, travel and
tourism management, animation and the like. More flexibility will be given to
schools on the elective subject offerings to suit the needs of the students and the
local needs.
Track 2: Applied secondary education will be a general secondary (with
traditional core and compulsory subjects) in the first four years and a two-year
career-oriented subjects leading to some technical and vocational certification.
Track 3: Integrated Secondary Education. This offers an integration of the four-
year general secondary (2010 SEC) and two-year junior college levels, which
mostly covers the general education subjects in college. An Integrated program
is a combination of a four-year 2010 SEC curriculum followed by a two-year of
pre-baccalaureate course or program. The IP is designed for students who
intend to pursue higher education. The two-year pre-baccalaureate course would
offer liberal education, communication subjects (English and Filipino), advance
mathematics, advance sciences and compulsory subjects offered in the first two
years of college course or first degree courses (e.g. Taxation, Rizal, NSTP to
name a few).
10. Strengthen the ICT integration in the Basic Education Curriculum. In order to
meet the 21st century skill on ICT literacy, the ICT program in basic education needs to
be strengthened by integrating it effectively in different subject areas in the primary and
secondary education. The ICT skills needs to be built in the subjects that include the
following (Partnership for 21st century skills, p. 5):
Use technology as a tool to research, organize, evaluate, and communicate
Information
Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to access, manage,
integrate, evaluate and create information to successfully function in
a knowledge economy
Apply a fundamental understanding of the ethical/legal issues surrounding the
access and use of information technologies
11. Teacher training in the utility of assessment results. Preservice teachers are
trained about the focus of educational assessment in the incoming years. Higher
education institutions offering teacher education programs should accommodate
contemporary approaches on teaching and facilitating learning. The assessment
courses should be strengthened in training preservice teachers about the utility value of
assessment results (Magno & Ouano, 2010). Emphasis on the role of “assessment for
learning” should be introduced. The present teachers need to be trained how to use
assessment results for decision making inside the classroom. This is further
accomplished by specifying assessment competencies for teachers in the Philippines as
a guiding framework (see American Federation of Teachers [AFT], National Council on
Measurement and Evaluation [NCME], and National Education Association [NEA]). A
new structure of assessment process is needed. The current end of cycle assessment
like the administration of the NAT, SReA, etc. can still continue with specific functions.
First, the form of assessment needs to be standards-based to account for the
performance of a student, class, and school to the standards rather than ranking. The
assessment at the end of year 10 can grant students with a lower level high school
diploma, and another assessment at the end of year 12 will grant an advance high
school diploma which makes students eligible for higher education. The students who
topped (top 25%) the assessment at the end of year 12 can be used as a basis for
granting scholarship in higher education.
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