Topic: Secondary Education Improvement and Development Program

(SEDP)

I. INTRODUCTION
The 1989 Secondary Education Development Program (SEDP) is a response
to the following needs: Continue the pupil development started by the Program for
Decentralized Educational Development (PRODED); Improve the quality of high
school graduates and internal efficiency of the System; and Expand access to quality
secondary education

II. CONTENT
SECONDARY EDUCATION DEVELOPMENT PROGRAM
(SEDP)

 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 students’ preparation for work and for tertiary education.

 This program was implemented nationwide beginning SY 1989 – 1990 with

the New Secondary Education Curriculum (NSEC) as a major component.

RATIONALE FOR SEDP

As mentioned in the paper of Director Esperanza A. Gonzales of the Bureau

of Secondary Education,Department of Education, Culture and Sports, entitled “THE
1989 SECONDARY EDUCATION CURRICULUM”, when the first graduates of the
New Elementary School Curriculum (NESC) come to high school in 1989.

Why there’s a need to change the 1973 Revised Secondary Education?

 The multi-disciplinary and interdisciplinary approaches which were good

features of the 1973 revised curriculum were not reflected in the instructional
materials or in the classroom processes.
 The desire to develop among students good work attitudes fell short of
expectations. The conceptual approach to problem solving in the social
 sciences proved ineffective for learning the content of social science subjects,
etc.

Legal and Other Bases of 1989 SEDP

The 1987 Constitution in Article XIV Sec. 1 states that

“The State shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all.”

Sec. 3 (1), (2), Sections 14, 19 and Art. XV Sec.1 which were cited in the previous
chapters expressly stated education-related constitutional requirements serving as
the primary legal bases of the 1989 SEDP.

Decree No. 6-A and Batas Pambansa Blg. 232 otherwise known as Education
Act of 1982 clearly spells the need for the kind of the education that will continue
general education stared in the elementary grades; prepare learners for college and
prepare learners for the world of work.

This curriculum is supportive of the Medium Term Development Plan targets and the
values development thrusts in accordance with the Values Education Framework of
the DECS.

Main Components of Secondary Education Development Program

Provision of
Students’
Textbooks and
Teacher’s
Manual in
ratio 1:1
Staff
Curriculum Development
Reform (Short and
Long Term)
Main
Components
of SEDP
Research Studies Provision
on NCEE, of Science
barangay high and Work
 guidance, etc. Equipment
Assistance
to Private
Education

To effect efficiency in the system, the SEDP will also focus on:

 Research studies on school location and distribution, financing schemes,

teachers 'salaries and benefits, etc.

 Training of administrators

 Strengthening of management and evaluation system

In addition to this, SEDP will also undertake or expand the school building
program, service contracting scheme and other alternative delivery system.

 Develop an enlightened commitment to the national ideals by cherishing,

preserving, and developing moral, spiritual and socio-cultural values, as well
as other desirable aspect of the Filipino heritage.

 Obtain knowledge and form desirable attitudes for understanding the nature
and purpose of man and therefore, of one’s self, one’ s own people, and other
races, places and times, thereby, promoting a keen sense of self, of family
and of national and international communities.

 Develop skills in higher intellectual operations and more complex

comprehension and expression activities and in thinking, intelligently and
critically and creatively in life situation.

 Acquiring works skills, knowledge and information and work ethic essential for
making an intelligent choice of an occupation or career, and for specialized
training in specific occupation.
  Broaden and heighten their abilities in and appreciation for the arts, science
and technology as a means for maximizing their potentials for self fulfillment
and for promoting the welfare of others.

Scope and Sequence of the Curriculum

There are eight subjects from first year to fourth year. These are:

1. English
2. Pilipino
3. Mathematics
4. Science and Technology
5. Araling Panlipunan
6. Edukasyon, Pangkatawan, Kalusugan at Musika
7. Technology and Home Economics
8. Education sa Pagpapahalaga (Values Education)

Subject Area Description

The subject areas Filipino and English shall place a strong emphasis on the
development of critical thinking skills and communication competence.

Araling Panlipunan (Social Studies) shall be taught from the Philippines

perspective. The area of study for the first year is Philippine History, Asian History in
the second year. Economics in the third year and World History in the fourth year.

Mathematics will include higher level of competencies in preparation for technology

course introduced at the tertiary level.

In Science, the focus in the first year shall be General Science, Biology in the
second year, Chemistry in the third year and Physics in the fourth year.

Arts will be added in the third and fourth years to Physical Education, Health and
Music.

The implementation of Technology and Home Economics as a new subject area

will be deferred. The teaching of Practical Arts as currently practice will continue
except in the try-out and leader schools.
 Subject Area Units Number of Minutes

English 1 40

Pilipino 1 40

Mathematics 1 40

Science and Technology 1.5 60

Araling Panlipunan 1 40

Edukasyon Pangkatawan, 1 40

Kalusugan, Musika

at Sining (III, IV) 1 40

Technology ( I, II) and

Home Economics (III-IV) 2 60

Practical Arts for SY (1989)

Edukasyon sa Pagpapahalaga 1 40

Curriculum, Validity, Relevance and Effectiveness

This new curriculum was tried out in 80 pilot schools representing seven (7) types of
secondary schools, namely:

 Barangay

 Municipal

 Provincial

 City-Vocational

 Private secretary
  Private non-sectarian

Studies to determine the effectiveness of teaching and learning were

conducted.

 These studies included surveys of students’, teachers’, and administrators

perceptions on the new textbooks, medium of instruction, time allotment and
new subject areas.

To be prepared for the effective implementation of the New Curriculum

 Staff development programs were undertaken, including the training by

selected centers of public and private school regional trainers; leadership
training for secondary school principals/administrators for both public and
private schools; and there will be mass training of first year teachers for both
public and private schools in April and May, 1989.

Among the Centrex's are the Philippine Normal College for English, Filipino and
Values education; UP College of Education for Social Studies, Health and
Music; UP ISMED for Science and Mathematics; TUP for Technology and Home
Economics and Work Experience; UP SPEAR FOR Physical Education; and
Maryknoll College for Values Education

III. CONCLUSION
The advantages of New Secondary Education Curriculum (NSEC) are:
more time for mastery of skills and strengthens student preparation for
work or for tertiary education. On the other hand, the disadvantages are:
overcrowding of subjects, no mastery of subject matters and deficiency in
reading ability.

IV. REFERENCES
https://www.slideshare.net/TeacherAdora/curriculum-models-
phillipines-curriculum-models
 htttps://www.translate.com/English/sedp-secondary-education-
development-program