NEW SECONDARY EDUCATION CURRICULUM (NSEC 1991)

• Objectives: To improve performance in Science, Math, and Communication

REVISED BASIC EDUCATION CURRICULUM (BEC 2002)
• Objectives: “The restructuring of the curriculum is part of an ongoing effort to improve the quality of
learning.” (Then-Sec. of Education Raul Roco)
• Focus: Basics of improving literacy and numeracy while inculcating values across learning areas to
make it dynamic.
• The revised BEC was signed into law on June 12, 2003 (1 year after the DepEd Order No. 25,s.2002).

OBJECTIVES

After studying this lesson, you should be able to do the following: Describe the New Elementary School
Curriculum (NESC) and the New Secondary Education Curriculum (NSEC).

ƒ Explain the important features of these curricula.

ƒ Explain why reforms in the curriculum were undertaken.

ƒ Infer from the results of the evaluation of the NESC and the NSEC why the curriculum has to be
restructured.

ƒ Discuss the rationale for restructuring the basic education curriculum TEACHER INDUCTION PROGRAM
LESSON 2: WHY RESTRUCTURE

THE CURRICULUM: A LITTLE

BIT OF HISTORY

MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 24

READ

It is not the intention of this lesson to go back before the 1980’s in discussing the basic education
curriculum. But you must know that there were other education acts before the 1980’s that influenced
earlier national curricula. The National Elementary School Curriculum (NESC) implemented from 1984 to
2002 and the New Secondary Education Curriculum (NSEC) implemented from 1991 to 2002 should
serve as background information for you to understand the present BEC. Before the NESC and NSEC
were developed, the Department of Education, Culture and Sports (DECS), reviewed the results of
several researches, surveys and experimental programs conducted in the country to find out what ailed
the educational system. The surveys and researches revealed the deficiencies of previous curricula
implemented by the Department. The Presidential Commission to Study Philippine Education 1970
(PCSPE), the Survey of the Outcomes of Elementary Education 1975 (SOUTELE) and the Experimental
Elementary Education Program 1978 (EEEP) revealed that our elementary students performed poorly
especially in the 3R’s. The studies went deeper and revealed the deficiencies in the curricula themselves.
One of the findings revealed that the elementary school curriculum was overloaded starting from Grade
One. The National Elementary School Curriculum (NESC) The 1983 National Elementary School
Curriculum was deemed the answer to the problems revealed by the previously mentioned surveys.
First, a comprehensive plan known as the Program for Comprehensive Elementary Education (PROCEED)
was prepared. From this big program was derived the sector program known as the Program for
Decentralized Educational Development (PRODED). With assistance from the World Bank, PRODED
encompassed several reform measures to improve elementary education.

Foremost among them was the revision of the elementary school curriculum.

Thus, the NESC was developed. The NESC was considered the first research-TEACHER INDUCTION
PROGRAM LESSON 2: WHY RESTRUCTURE

THE CURRICULUM: A LITTLE

BIT OF HISTORY

MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 25

based curriculum in the country. It had fewer learning areas in the first three grades Filipino, English,
Mathematics and Civics and Culture. Science and Health was added starting Grade III. Music, Arts and
Physical Education were integrated in Grades I and II and became a separate subject starting from Grade
III. At the same time, the contact time for each subject was increased, thus giving both the teachers and
students more time to develop the basic skills of literacy, numeracy and also values. Other subjects were
gradually added beginning Grade IV, like Home Economics and Livelihood Education, a common subject
for boys and girls, and Geography, History, Civics for Grade IV–VI, which was the continuation of Civics
and Culture. In a series of consultations, seminars and workshops, the curriculum experts identified the
different contents, skills and values that needed to be learned by our elementary students. They called
these competencies. The listing of competencies came to be known as the Minimum Learning
Competencies (MLC). The NESC was tried out gradually in 13 pilot schools in the country. From the
results of the try-outs, the MLC’s were finalized and the NESC was fully implemented. In the
implementation of the NESC, mastery learning was emphasized. The students were expected to acquire
the required competencies with at least 75% mastery. In other words, a child must be able to answer at
least seven (7) out of ten questions in a formative test.

SCQ 2.1

What were the reforms introduced in the NESC?

1.

2.

3.

4.
5.

(See answers on page 63) TEACHER INDUCTION PROGRAM LESSON 2: WHY RESTRUCTURE

THE CURRICULUM: A LITTLE

BIT OF HISTORY

MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 26

The New Secondary Education Curriculum (NSEC)When the first batch of students who went through
the NESC graduated, the Bureau of Secondary Education (BSE) implemented the NSEC in the schools. Of
course, like the NESC, it had to undergo field try-outs and on the basis of the results, was revised and
finalized. The NSEC included the following learning areas to be taught for 400 minutes daily from First
Year to Fourth Year:

Values Education Araling Panlipunan

Filipino Science and Technology

English Physical Education, Health and Music

Mathematics Technology and Home Economics

Evaluation of the NESC and NSEC

A curriculum is never a permanent document. It continually undergoes evaluation which becomes one
of the bases for revising or restructuring it. So while the NESC and the NSEC were still being
implemented, they were simultaneously undergoing some minor revisions or changes. Indeed,
curriculum development is a never-ending process. Some of the studies and researches that were
conducted to evaluate the performance of students using the NESC and the NSEC revealed some of the
shortcomings of these curricula. These are all cited in the document. The 2002 Basic
Education Curriculum–Bawat Graduate Bayani at Marangal (DepED, April 5, 2002). TEACHER INDUCTION
PROGRAM LESSON 2: WHY RESTRUCTURE

THE CURRICULUM: A LITTLE

BIT OF HISTORY

MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 27

The studies and the findings follow:

Studies/Researches Findings/Recommendation

1. National Elementary Achievement

Test (NEAT)

2. National and Secondary Assessment

Test (NSAT)

3. Committee on Information Technology, Science, Mathematics, Education & other Technology.

4. Aurora Roldan, “ Present Realities in Reading Education” Grade VI students were able to answer
correctly less than 50% of questions asked in science, mathematics and English. A mean percentage
score of only 50% was achieved. An’’ overcrowded curriculum” especially in Grade I-III resulted in poor
performance of pupils in the elementary grades. Students needed longer time in science and
mathematics Our students are deficient in reading ability. They have not developed the higher order
thinking skills even at Grade V. There is the danger of reverting to illiteracy if the students dropped out
before completing Grade

VI. T DUCTION PROGRAM LESSON 2: WHY RESTRUCTURE

THE CURRICULUM: A LITTLE BIT OF HISTORY EACHER IN

5. Third International Mathematics &Science Study (TIMMS)

6. Allan B. I. Bernardo, “The Learning Process: The Neglected Phenomenon in Science and Mathematics
Education Reform in the Philippines” The Philippines ranked 39th out of 42 countries which participated
in the study,

In comparison with other countries, the Philippine “science syllabus contained more topics” suggesting
that the curriculum is still congested.
SCQ 2.2

What do the findings of the studies/researches mentioned suggest to you?

Cite at least two (2) or three (3) studies and their findings.

1.

2.

3.

(Refer to page 63 for answers)

MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 28TEACHER INDUCTION PROGRAM

LESSON 2: WHY RESTRUCTURE

THE CURRICULUM: A LITTLE

BIT OF HISTORY

MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 29

The formal review of the NESC and NSEC was started during the incumbency of Secretary Andrew
Gonzales (1998-2001) and continued during the incumbency of Secretary Raul S. Roco (2001–2003). A
Committee on Curriculum Reform was formed with the participation of officials from the academe, the
private sector and civil society. Teachers, parents and students were likewise consulted and their inputs
considered. While this was done on a limited basis, inputs from previous consultations were considered.
The Committee on Curricular Reform came out with the 2002 Basic Education Curriculum (BEC), which
had to undergo a national pilot test in SY 2002.
Governance of the four-year high school education falls under the jurisdiction
of the Bureau of Secondary Education (BSE) of DECS. Although secondary
education is provided free in public schools, participation rate has been
inferior in comparison to primary education. In 1965-1966, there were
1,173,000 students in secondary education, a majority of which was in private
schools (731,000 or 62.3 percent). In 1987-1988, there were 3,494,460
students with 1,404,387 or 40.8 percent in private schools. In 1992-1993,
participation rate was 56.76 percent, with 5,757 total schools (2,285 private)
and the total enrollment was 4,450,000 students (1,520,000 in private
schools). There were 125,142 teachers (39,822 private). The gross teacher-
student ratio was 1:36. The dropout rate was 7 percent. In 1993-1994, 75
municipalities had no high school facilities available. By 1999-2000, there
were 5,160,000 students with 1,240,000 being in private schools. The teacher-
student ratio was 1:35. By this time, only five municipalities did not have high
school facilities. The National Secondary Aptitude test was first implemented
in 1994-1995, where the passing rate was 77.32 percent. By 1998-1999, a total
of 94.76 percent passed.

BSE has a Curriculum Development Division which coordinates and

implements research projects on curriculum changes and innovations. There
is also the Staff Development Division for the training and development of
teachers, administrators, and staff of the bureau. The Population Education
Unit is geared to provide high school students a better grasp of population
related issues to enable them to make sound and responsible decisions.

In 1993, DECS formulated a Manual of Information on Secondary Education

of the Philippines where it specifies its missions, goals, and functions. The
secondary education mission statement was: "to determine a complete,
adequate and integrated system of education, both formal and nonformal; to
supervise and regulate appropriately all educational institutions; and to
develop and promote culture and sports in order to prepare the present and
the next generation for life." Briefly stated, it is four specific goals covering the
areas of broad general education, training in middle level skills, developing for
improving the quality of human life, and responding to the changing needs
and conditions of the nation. The manual lists the functions of secondary
education in three major aspects which are: formulation of policies, plans, and
projects; the supervision of all public and private institutions; and the
maintenance of a complete, adequate, and integrated system of education
relevant to the goals of national development.

During the beginning of 2001, BSE had 12 active projects and a flagship 6-year
program (SEDIP).
Adopt-a-school was a partnership between school and industry to maximize
provisions of the resources to public schools. In February 2001, this program
was able to procure one thousand PCs for one thousand facilities in sixteen
regions nationwide along with provisions to train one teacher in each facility
to use and implement technology applications to learning.

Balik-Paaralan sa (Out-of-School Adults (BP-OSA, Back-to-School for Out-

of-School Adults) was another project of BSE. As of the beginning of 2001,
there are 31 high schools serving some 1,381 adult students in this project.

Another project was Community Service and Public Safety Training (CS-PST).
This curriculum relevance project was tested in six private and public schools
in the underserved regions of Central Visayas and Southern Mindanao.

Government Assistance to Student and Teachers in Private Education

(GASTPE) was a project utilized by BSE. It was a contract between
government and private schools that allowed students who were unable to
attend the free public secondary schools to enroll in private schools. In
January 1999, there were 374,918 student beneficiaries in 1,122 participating
schools for the Education Service Contracting and 162,966 recipients of
Tuition Fee Supplements in 638 schools.

Home-Partnership Program (HPP), Population Education Program (PEP) and

Population Education Information Network (POPEDIN) were inter-related
programs dealing with the topics such as population education and the more
delicate topic of adolescent reproductive health.

Another project of BSE was Indigenization/Localization of the Secondary

Education Curriculum. This project dealt with the contextualization of the
curriculum within the local culture.

Project Effective and Affordable Secondary Education (EASE) was a project

that targeted students in disadvantaged situations who were unable to attend
regular sessions. EASE provided a temporary study-at-home solution until the
student was able to return to the formal classroom setting.

Another BSE project was the Revitalized Homeroom Guidance Program

(RHGP). It was a counseling program where school staff members and
teachers were given a week-long training to better match students in their
aptitude and career interests.
School-Based Education was another project used by BSE. It was a form of
self-evaluation by schools, which was initiated, planned, and administered by
the principal and the teachers themselves.

Another project was the Self-Instructional Packages in the Social Reform

Agenda Provinces. It provided materials to discourage students from dropping
out due to poverty/illness. Teacher Training Programs was another BSE
project. It was geared mostly to train teachers in science and technology.

Thinking Skills Development for Maximized Cognitive Performance (TSD-

MCP) was a program that was initiated in six schools to research and develop
steps to improve student cognitive and thinking skills.

In 1983-1984, DECS launched the Program for Decentralized Education

(PRODED) for elementary education to modify the curriculum and put
emphasis on science, technology, math, reading, and writing. As a follow-up to
this, the New Secondary Education Curriculum (NSEC) was implemented in
1989 to replace the 1973 Revised Secondary Education Program (RSEP).
NSEC is a major part of the Secondary Education Development Program
(SEDP) to bring PRODED into the High School system, to improve quality of
graduates, and to expand access to quality education. NSEC brings forth a
student-centered, community-oriented style of education where Values
Education is incorporated into the teaching of other subject areas.

The eight subject areas are English, Filipino, Mathematics, Social Studies,
Science and Technology, Physical Education, Health, and Music (PEHM),
Technology and Home Economics, and Values Education. Four years of
secondary education is required by most of the higher institutions. Philippine
secondary education is composed of academic and vocational curricula. A
curriculum for secondary schools introduced in 1989 made Filipino the
language of instruction for all subjects except mathematics and sciences. The
mathematics curriculum was also changed by the 1993 NSEC. The 1973
Revised Secondary Education Program (RSEP) required that areas of
mathematics be taught in yearlong discipline based subjects: Arithmetic in the
first year, elementary algebra in the second year, geometry in the third year,
and advanced algebra in the fourth year. The NSEC mandates that for each
year level, portions of algebra, geometry and measurement, trigonometry,
statistics, and consumer mathematics would be included. The level of
difficulty increases for each year level. This process allots math subjects with
200 minutes per week, 40 minutes daily.
 The programs RSEP, PROPED, NSEC, and SEDP all lead to the Secondary
Education Development and Improvement Project SEDIP (2000-2006).
SEDIP is similar to TEEP. The goal of the project is to improve equitable
access to quality secondary education in poverty affected areas. The three
main objectives in the areas of improvement of quality education are increased
rates of participation, completion, and decentralization of management and
decision making at the provincial level. The program involves the construction
of new school buildings; improvement of school facilities; provision of
textbooks, manuals and instructional aids; and extensive in-service training
programs for teachers and school administrators. The total project cost is $170
million. DECS implemented the 1999 and 2000 Computerization Program,
and this allowed 325 public secondary schools to become recipients of
computer packages and teacher training.

Read more: Philippines - Secondary Education - Schools, Project, School, and

Program -
StateUniversity.com http://education.stateuniversity.com/pages/1201/Philip
pines-SECONDARY-EDUCATION.html#ixzz3PH8ehSB9

PROCEED – Program for a Comprehensive Elementary Education

- ito ay sampung taong programa para sa komprehensibong edukasyong elementarya.
- Ito’y iminumungkahi
ni Dr.
Minda C. Sutaria direktor ng Kawanihan ng Edukasyong Elementarya.

Siyam na Komponent ng PROCEED

1. Misyon at Pagpapahalaga (Mission and Values)

2. Paglinang ng Kurikulum ( Curriculum Development)
3. Pagpapaunlad at Kagalingang Pangguro (Teacher Development and Welfare)
4. Pagpapabuti ng mga Kagamitan (Facilities Development)
5. Paghahanda ng mga Kagamitang Pampagtuturo (Instructional Materials Development)
6. Pamamahala (Management)
7. Pananalapi (Financing)
8. Edukasyong Pangkalusugan (School Based Health Education)
9. Edukasyon Bago Mag-elementarya (Pre-Elementary Education)

NESC – The New Elementary School Curriculum (MEC Order N. 6 s.1982)

- ito ay nabuo bilang bahagi sa pag-implementa ng PRODED.
 - It was introduced grade by grade
- It is an outcome-oriented and not subject-oriented curriculum with its main focus being on the learning process, and
not on the subjects.
- The 3R’s is the core learning (reading, writing, arithmetic)

Grade 1 to 4 – primary
- had only four subjects
Areas: English, Mathematics, Filipino, Civics & Culture
Civics & Culture – incorporates History, Geography, Society, Politics &
Government

Grade 5 to 6 - intermediate
- had six subjects
- believe that a child who masters the basic subjects will find no difficulty in learning the other subjects in the higher
grades.

The NESC focus on 4H

1. Head (Ulo) o intelektwal
2. Heart (Puso) o pagpapahalaga (values)
3. Hands (Kamay) o batayang kasanayan sa paggawa
4. Health (Kalusugan) o kagalingang pisikal at mental

Elementary Level Education – is the very foundation for the secondary and tertiary level and it is the only education which the
masses generally could afford.

The New Elementary School Curriculum

Learning Areas Daily Time Allotment

Grade 1 2 3 4 5 6
Character Building Activity 20-30 20-30 20 20 20 20
Pilipino 60 60 60 60 60 60
English 60 60 60 60 60 60
Mathematics 40 40 40 40 40 40
Civics and Culture 40 40 - - - -
History/Geography/Civics - - - 40 40 40
Science and Health - - 40 40 40 40
Arts & Physical Education - - 40 40 40 40
Home Econ. & Livelihood Educ. - - - 40 40 40

Salient Features:
- fewer learning areas; emphasis on mastery learning
- more time allotted to the development of the basic skills specifically the 3R’s especially in the lower grades.
- greater emphasis on the development of intellectual skills which are as important as work skills.
- focus on the development of a sense of humanity and nationhood in the learning areas.
- health values development infused into the whole curriculum, not only in the period for character-building activities
and science and health.
- The systematic development of competencies and values for social living.

Strengths of the NESC

The NESC curriculum is of great help to the Filipino children especially in molding them as human persons, as
a good citizens and productive agents for economic, social and cultural development. The curriculum provides every
 Filipino child the basic preparation to become an enlightened, disciplined, nationalistic, self reliant, God-loving,
creative, versatile and productive.

Weakness
The NESC offers too many subjects. This will result in knowing more of the subjects and less of the
content. With this number of subjects, the students will get bored and cannot concentrate well and even neglect their
assignments.

TEEP – The Third Elementary Education Project

- start of implementation 1999
- it is the flagship project of the DECS in response to the Social Reform Agenda (SRA) initiatives of the government.
- The mandates of elementary schools to become effective instruments in improving the learning achievement and in
enhancing the attainment of the following Philippine national goals for Filipino children.

TEEP Interventions
- it utilizes several interventions that are designed to provide support system and resources to marginalized schools in
poor provinces. The primary interventions of TEEP are:
a. School building program (SBP) designed to address the acute need of schools for new classrooms of rehabilitation
and repair of old school buildings;
b. In-service training (INSET) to upgrade the teaching competencies of teachers and develop the managerial skills of
school heads and school system administrators;
c. Provision of textbooks and instructional material (MTEX) to increase the pupil-textbook ratio and assist the teachers
in effective teaching;
d. Student assessment (SA) to develop the school’s capacity in determining pupil learning progress and in setting
classroom instruction against such progress;
e. Division education development planning (DEDP) to lay down the foundation for the direction of educational
development and resource allocation in the future.
f. Information system design, installation and operation for monitoring evaluation and decision-making on the operation
of the school system; and
g. Information, education, communication and advocacy program to enhance community participation for school-based
management.

However there are many unique factors and school conditions that are not included nor will be addressed by the
primary TEEP interventions. Therefore TEEP has designed intervention that will augment, enhance and support the
primary interventions. This is the School Improvement and Innovation Facility or SIIF component of TEEP.

SIIF – School Improvement and Innovation Facility

- it is a component of TEEP

SIIF seeks to:

a. Complement standardized system-wide interventions with school-specific interventions;
b. Promote creativity and innovation in all schools particularly those in the most disadvantage areas;
c. Encouraged self-initiated and self implemented methods of instruction;
d. Provide an opportunity for all children to learn and achieve their full potentials in school and;
e. Serve as a tool for the social targeting of the most “at risk” schools within the TEEP provinces.
http://2013rotary7930vtt.files.wordpress.com/2013/03/the-philippine-basic-
education-curriculum.pdf

On the so-called Curriculum Reforms

SEPTEMBER 12, 2013 by BICOLMAIL in TOP STORIES with 0 COMMENTS

By Francisco B. Flores
School head, Simeon Tycangco Memorial HS
Apad, Ragay, Camarines Sur
Through the years, series and continuous reforms and revisions to bring realism and up-to-date innovations in our basic education
system have been implemented.

From the implementation of the first curriculum in 1950, series of reforms followed: Revised Secondary Education Program – RSEP
(1974-1989), New Secondary Education Curriculum – NSEC (1989-2000), Basic Education Curriculum – BEC (2002-2010),
Secondary Education Curriculum – SEC (2010-2014), and now, the brand-new K to 12 Curriculum.

Under RSEP, eight subjects were included: English, mathematics, science, Filipino, social studies, home economics, physical
education (with PMT/CAT in year four) and character education. English is the medium of instruction in almost all the subjects
except Filipino. In the later years, more time was allotted for technology-related subjects such as science and technology and home
economics.

With the implementation of NSEC and BEC, again, more time was given to technology-related subjects such as science and
technology and livelihood education (TLE) where Information and Communications Technology (ICT) is incorporated. Lately,
subjects were classified into five learning areas: Filipino, English, mathematics and science and Makabayan which consists of
araling panlipunan, TLE, music, arts, physical education, and health (MAPEH) and values education (VE). Lesser time is given to
teaching VE, which results to the very obvious undesirable conduct and condition of the greater populace of our youth.

With the K to 12 Curriculum, another major reforms and adjustments are on the brink in our basic education system. Comparably,
this new curriculum gives greater emphasis on technology and livelihood skill development such as carpentry, welding and the like
which were previously not given attention in formal schooling. These subjects were separated from the basic formal education
because they were confined primarily to the vocational/non-formal skills education sector.

Considering the great market demand for skilled workers here and abroad, this K to 12 model is the government’s answer to the
need of parents for their children to be productive after high school. If these high school graduates cannot pursue higher education
or get a degree, at least, they have a chance to land into a well-compensated and productive job as skilled workers, and be able to
help themselves, their families, and contribute positively to nation-building.

Meanwhile, for those students who intend to pursue college education, K to 12 Curriculum is in accordance with the college
readiness standards form CHED which sets the needed skills and competences.

This continuous and never-ending process of curriculum reforms and innovations in our basic education system really proves our
government’s sincerity to strengthen our most important resource – the Filipino children.

Elementary and Secondary Education Curricula

(by Teodora D. Vitug 8/13/2012)

To provide learners the best education is the Department of Education’s commitment. Series of reforms in elementary
and secondary education curriculum were utilized to attain quality education which is globally and geared to
international standard.
The elementary education curriculum objectives are the following: to develop the spiritual, moral and physical
capabilities of the child, provide experience in the democratic way of life and inculcate ideas and attitudes necessary for
enlightened patriotic, upright and useful citizenship (Article III,. Act, 1982). Since formal education was established in
our country, these objectives are carried out of the elementary education curriculum-preparing young people to become
worthy citizens.

The subject areas of each particular elementary education curriculum from pioneer to the most recent have their own
characteristic content, time allotment and credit units. All of these curricula are similar in a manner of developing a
more comprehensive, standard, quality education, for our elementary pupils. Although, differences exist in subject
nomenclature, the content of the different curricula is the same, and more updated concerns to the present times are
included accordingly.

I think that the use of English or Filipino as medium of instruction for particular subject is just appropriate for
nationalism and international level preparation. The use of mother-tongue, bilingual, as the case maybe can be
employed for better communication.

The delivery of the elementary education curriculum develops progressively with its corresponding reforms. Introduction
of ICT as early as pre-elementary brought about tremendous change to pupils’ performance, skills and values. This, I
think should be guided strictly by adult/parents to ensure its worthwhile use. Grading system also changes as reforms
are introduced, together with new guidelines in pupils’ promotion and retention which challenges teachers’ adaptability
and professionalism.

Like the elementary educational curriculum, the secondary education curriculum is continuously progressing with its
reforms and revisions. From the implementation of the first curriculum in 1950 series of reforms followed: Revised
Secondary Education Program-RSEP (1974-1989), New Secondary Educational Curriculum-NSEC (1989-2002), Basic
Education Curriculum-BEC (2002-2010) Secondary Education Curriculum-SEC (2010-2014).

Under RSEP eight subjects were included: English, Mathematics, Science, Filipino, Social Studies, Home Economics,
Physical Education (with PMT/CAT in year four) and Character Education. English is the medium of instruction for almost
all subjects except in Filipino subject. In its later years of implementation more time were spent in technology-related
subjects like Science & Technology and Technology & Home Economics (THE). With the implementation of NSEC &BEC,
again, more time were used in teaching technology-related subjects; Science and Technology & Livelihood Education
(TLE) where ICT is incorporated. Lately, subjects were classified into 5 learning areas, English, Filipino, Mathematics,
Science, and Makabayan- which consist of Araling Panlipunan, TLE, Music Arts Physical Education Health (MAPEH) and
Values Education (VE). Lesser time is given in teaching V.E. wherein, the result is very obvious with the present time
conduct-condition of the greater populace of our youth.

Special Programs are also implemented in some selected schools such as: Special Program in Sports (SPS) \, Special
Program in Journalism (SJP), Special Program in Foreign Language (SPFL), Special Science/Mathematics and
Engineering and Science Education (ESEP), and Technical Vocational Program (TVP). All of these were offered to give
chances for students of multiple intelligences. Then, this school year 2012-2013, K to12 Basic Education Program
implementation with the proposed 6-4-2 model Kindergarten, 6 years in elementary education, 4 years in junior high
school and 2 years to be spent in senior high school, with a total of 12 years in the basic education; Philippine education
experts strongly believed that this will suffice for the best education of Filipinos.

Although, reforms were made in the implementation of each curriculum regarding its design, subject areas, time
allotment and unit credits, mode of delivery, grading system and on promotion and retention; I think all of these
revisions were made to develop fully the secondary education curriculum suited to our present needs for the
consumption of our country and to be level-up internationally.

For every implementation of new curriculum in basic education, elementary and secondary, learners, parents, teachers,
 and administrators are affected positively & negatively. We must adapt and adjust with the pressing needs of our
present time. Such as the need of being computer literate, responsible use of modern information and communication
technology are only some important things to consider as our basic education moves on.

In the long run, joining hands for better cause is righteous. And for me, whatever contributions I can share for the
continuous betterment of our Philippine Education System will be rendered, primarily for the glory of our Creator.

ELEMENTARY DEPARTMENT
Historically, the Silliman University School of Basic Education Elementary Department was opened primarily “to furnish superior
instructions for children of the faculty and the local constituency.” The school continues to provide quality instructions to its
clientele. It also serves as a laboratory for the College of Education.
As a school, it is committed to the total development of the child and the conservation of his environment. It continuously
endeavors to actualize its vision by offering an enriched curriculum; providing a wholesome environment which is conducive to
teaching and learning; supplementing its academic program with varied and rich co-curricular activities; providing adequate
facilities to enhance teaching and learning; providing strong support services; establishing good relationship with top
administration and other departments in the University and linkage with government and non-government organizations and the
community.
The SUES was fully accredited in 1974 and reaccredited in 1977, 1984, 1990, 1995 and 2000 by the Elementary Division of the
Philippine Association of Accredited Schools, Colleges and Universities (PAASCU).

SILLIMAN UNIVERSITY HIGH SCHOOL

The Silliman University High School adopted the New Secondary Education Curriculum (NSEC) which is under the 1989
Secondary Development Program (SEDP). The legal bases of this New Secondary Education Curriculum are Article II, Section
13 and 17, and Article XIV, Section 1, of the 1987 Constitution. The philosophy and objectives of Silliman University as a
Christian university are incorporated with the national goals. Educational aims, and the present objectives of the Philippine
secondary education.
The Silliman University High School believes that our cultural and national heritage is communicated most effectively through
one's behavior; hence, the school teaches by precept and example a humane philosophy in all aspects of its endeavors. It
accepts the challenge to provide training for leadership and a strong foundation in the fundamental processes in the sciences
and humanities to prepare the student for college education and at the same time equip him with the skills for gainful
employment. It emphasizes a profound respect for humanity in all its diversity with a concern for individual rights and
responsibilities.

https://books.google.com.ph/books?id=ybtcV-
VHEBwC&pg=PA146&lpg=PA146&dq=nsec+curriculum&source=bl&ots=d9QJzyqlCX&sig=JK3Lf_rrE9EkgvWgpW2Y2zZO
opo&hl=fil&sa=X&ei=URa9VKreA8v48QW364LgCw&ved=0CCgQ6AEwAjgU#v=onepage&q=nsec%20curriculum&f=false

https://books.google.com.ph/books?id=rSbP9UZfewoC&pg=PA414&lpg=PA414&dq=nsec+curriculum&source=bl&ots=
mV3M9Ou8jo&sig=tJmuICC6sGaPk51vwEHIQq4KEUQ&hl=fil&sa=X&ei=URa9VKreA8v48QW364LgCw&ved=0CC0Q6AEw
AzgU#v=onepage&q=nsec%20curriculum&f=false

CURRICULUM DEVELOPMENT IN THE SECONDARY SCHOOLS IN THE

PHILIPPINES

Cooperative Work Curriculum – it was introduced during martial law when Secretary Juan Manuel was the DECS
Secretary. It is a work oriented curriculum.
- it was intended for high school students in urban areas to undergo on the job training in factories, shops, offices
and in rural areas to undertake farm works.
- It aims to equip high school students with more practical skills needed in industry and agriculture to enable them
to get employment even before graduation.
- The essential trait of this is the more practical arts and vocational courses were offered to students from first year
to fourth year.

SEDP – Secondary Education Development Program

- it developed a new high school curriculum to upgrade secondary education which had been considered the
weakest link in the school system.
- It aims to strengthen the students’ preparation for work or for tertiary education.
- This program was implemented nationwide beginning SY 1989-1990 with the NEW SECONDARY EDUCATION
CURRICULUM (NSEC) as a major component.

FOCUS OF SEDP
1. Curriculum Reform
2. Quality Textbooks and Teachers manual on 1:1 ratio
3. Science and Work Education Equipment
4. Staff Development
5. Assistance to Private Secondary Education

NSEC – New Secondary Education Curriculum

- it is the major component of SEDP.
- It was characterized as cognitive-affective-manipulative-based consisting of eight subject areas – English, Filipino,
Social Studies, Physical Education/Health/Music (PEHM), Technology and Home Economics, Values Education,
Science and Mathematics are programmed in a 40-minute daily schedule instead of the current one hour thrice
weekly schedule.

Objectives of the NESC

1. Develop and enlightened commitment to the national ideals.
2. Obtain knowledge and form desirable attitudes for understanding the nature and purpose of man.
3. Develop skills in higher intellectual operations and more complex comprehension and expression activities.
4. Broaden and heighten one’s abilities in and appreciation for the arts and science and technology as a means for
self-fulfillment and for promoting the welfare of others.

Curriculum Features
1. Student-centered and community-oriented
2. Cognitive affective – manipulative based
3. Values education offered as a separate subject aside from being integrated in the teaching of the other subject
areas.
4. Desired learning competencies identified in each subject area.
5. Every subject has a 40-minute time frame, except for Technology which have 60-minute daily periods.
6. Work experience concepts integrated with Values Education and Technology and Home Economics.
7. Emphasis on critical thinking to promote creativity and productivity at all levels.

The DECS Bilingual Education Policy

- it is designed to develop competence in both Filipino and English.
- The SEDP curriculum follows the constitutional mandate as stated in Section 6 , Article 14, to wit
 The national language of the Philippines is Filipino. As it evolves, it shall be further developed and enriched on the
basis of existing Philippine and other languages.

Source: Bauzon, Prisciliano. Foundations of Curriculum Development and

 Management. Manila: National Book Store Inc. 2001.

http://www.academia.edu/3239320/The_New_Senior_Secondary_School_Curricula_Prospects_and_challenges_for_achi
eving_the_Millennium_Development_Goals