Republic of the Philippines

Commission on Higher Education

DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY
Bacolor,Pampanga

GRADUATE SCHOOL
2ND Trimester 2015-2016

ELECTIVE 102 – CURRICULUM DEVELOPMENT

________________________________________________________________________
Uji D. Sazon Alegria C. Rivera Ph. D.
November 7, 2015 Professor

Curriculum Development in the Philippines

What does curriculum development mean?

Curriculum Development means a process of selecting, organizing, executing and

evaluating learning experiences on the basis of the needs, abilities and interests of the

learners and the nature of the society or community.

As a standard practice, the curriculum developer has to determine the design by carefully;

 Choosing the general aims of schooling as well as the more specific objectives of

instruction;

 Selecting the subject matters to be included as well as their scope and coverage;

 Determining the suitable learning experiences based on the specific objectives;

 Deciding on how to evaluate what students are learning.

Along with the curriculum design, an implementation scheme has to be planned which

normally includes other variables such as human and physical resources, schedule, and
monitoring strategy. It is also necessary to plan carefully the manner by which the

effectiveness, efficiency and impact of the curriculum will be assessed.

Levels of Decision-Making

Decision making is done at various levels involving different individuals or

groups of individuals. Decision on what subjects to include in the curriculum are results

of state legislation or national policies. Decisions are made at different levels in an

organization’s hierarchy.

Strategic Decision Principals

Tactical Decision Teachers

Operational Decision Students

The bases for each type and level of decisions used by curriculum developers are

the same pattern as those in other country. The development of national curricula for

basic education such as the Program for Decentralized Educational Development (

PRODED) for elementary, and the Secondary Education Development Program ( SEDP )

took place in the stages and encompassed many dimensions. Multi-sectoral national

committees took part in designing the curricula. Each curriculum development project

comprised several components.

Program for Decentralized Educational Development ( PRODED)

 Development of the New Elementary School Curriculum ( NESC );

 Physical facilities development and staff development;

 Instructional materials development ;

 Technical assistance;

 Research/special studies

Secondary Education Development Program( SEDP )

 The New Secondary Education Curriculum ( NSEC );

 Upgrading of physical facilities and equipment;

 Instructional materials development;

 In-service training; and

 Assistance for quality improvement and sector management, and evaluation.

For both PRODED and SEDP, the development of textbooks, course guides, syllabi,

learning packages and lesson plans also involved the participation of different sectors and

different levels in the educational system such as schools, departments, curriculum

committees and teachers.