CURRI

CULU
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DEVEL
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WITH
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ASIS IN
TM I
AND
TM II

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 Table of Contents
Module 1 Nature, Concept, and Purpose of Curriculum
Curriculum from different points of view 1
Major Concept and Types of curriculum 12
Major foundations of curriculum 20

Module 2 Global Labor Market

Labor market information 21
TVET sector knowledge 70
- Legislations and regulations that impact on the TVET sector 86

Module 3Training Needs Analysis

Identify Problem and Needs 92
Determine Design of Needs Assessment 98
Collect and Analyze Data and Giving Feedback 105

Module 3Training Curriculum

Curriculum Requirements 110
Delivery Strategies 112
Curriculum Design 115

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 Module 1

Nature of the Curriculum

“Education is the most powerful weapon which you can
use to change the world” – Nelson Mandela

In this Module

 Definition of the Curriculum

 Major Conceptions (Types, Components, and
Purpose)
 Major Foundations of Curriculum

Knowing the curriculum’s nature is an essential requirement for a future educator. This
module captures the concepts, types, components, and purpose of a curriculum. These lessons
would help learners build their understanding of what is the reality of the curriculum. Moreover,
this provides critical concepts to fully understand scholars' different perspectives and how their
views affect education today. Meanwhile, on the discussion about types and components,
mnemonics were provided so that you could remember it with ease. This module has also given
relevant samples for this topic to have comprehensive learning as you go with self-directed
instruction.

At the completion of this module, you should be able to;

 Define the significant concepts of the curriculum

 Analyze the nature of the curriculum

Are you all set and ready, then explore and learn the lesson now!

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Lesson
1 Definition of the Curriculum

At the end of the session, you are expected to:

1. Define the major conceptions of curriculum.

INTRODUCTION

Hi, students! The lesson I tackles about the definition of the curriculum, and this would
allow you 60 minutes to complete the activities and tasks. Before we start, I would like to share
some rules as a guide during the process of learning and teaching;
1. Read the given information carefully for you to be able to answer the prepared tasks correctly.
2. Make sure to finish the tasks and activities based on the time allotted.
3. Erasures are discouraged, especially on the assessment part.
4. Answer honestly your assessment. Kindly, make use of the information provided, if the
instruction tells you to answer it based on your understanding; please do so.
5. Do not attempt to copy and paste answers coming from the internet. Your honesty will matter,
and surely your teacher will be able to know it.
6. The Point system for your tasks is provided on every given instruction.

Sentence Completion

1. For me curriculum is important because

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 Analysis

a. As a future teacher, do you now see the importance of a curriculum? How?

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b. Now kindly read the situation below and have some moment to analyze its differences
and similarities.

The tell-tale of Pia and Catriona

By Princess Fe Caballes Deliva

Catriona said to Pia, I wanted to go to school because surely it will prepare me for the
future I have been dreaming. Pia then asked, don’t you think schooling is life itself? Like
schooling is a way of life. Catriona just laughed at her friend and said, you go to school. You
absorb the information given by the teacher; they give a lecture, and then your graded. When you
are given good grades, surely your smart, and that’s an edge in the future. Pia thought deeper and
said, my friend, let us agree to disagree. For me, schooling does not only measure what you have
in your brains that could have a quantitative description of how intelligent one could be. I believe
schooling means we learn out from what we had known, what we will learn, and how we
assimilate these lessons to real-life situations. Catriona then said, no matter what perspective we
have, let’s us agree, we will finish schooling, and we would be professionals soon.

Guide Questions:
1. Who is to be considered as traditional and who’s progressive?
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2. Do you think the ideas of Pia were realistic than that of Catriona’s?
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3. Do you also think that Catriona’s point is valuable in real life situations?

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 ________________________________________________________________________
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Abstraction: Let Us Build On!

Students, as you have observed you have been given activities above about curriculum.
To have an idea on its definition, points, and types. Please see below for the essential
information.

A. TRADITIONAL AND PROGRESSIVE POINTS OF CURRICULUM

This table gives you information about the difference in points of curriculum based on the
traditional and progressive perspective.

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B. PRESCRIPTIVE AND DESCRIPTIVE DEFINITIONS OF CURRICULUM

Curriculum, however, can be defined as prescriptive, descriptive, or both. Prescriptive

[curriculum] definitions provide us with what “ought” to happen, and they more often than not
take the form of a plan, an intended program, or some kind of expert opinion about what needs to
take place in the course of study. (Ellis,2004, p. 4)
Moreover, to deepen your knowledge about the curriculum and its definition, please refer
to the matrix for the different perspectives, understanding, and definition of the scholars
regarding curriculum.

Author Definition

John Dewey A continuous reconstruction, moving from the child’s present

experience out into that represented by the organized bodies of truth
that we call studies . . . the various studies . . . are themselves
experience— they are that of the race. (pp. 11–12)

Franklin The entire range of experiences, both directed and undirected,

Bobbit concerned in unfolding the abilities of the individual. (p. 43)

Harold O. A succession of experiences and enterprises having a maximum

Rugg lifelikeness for the learner . . . giving the learner that development most
helpful in meeting and controlling life situations. (p. 8)

Hollis Composed of all the experiences children have under the guidance of
Caswell in teachers. . . . Thus, curriculum considered as a field of study represents
no strictly limited body of content, but rather a process or procedure.
Caswell & (pp. 66, 70)
Campbell

Ralph Tyler All the learning experiences planned and directed by the school to
attain its educational goals. (p. 79)

Robert A sequence of content units arranged in such a way that the learning of
Gagne each unit may be accomplished as a single act, provided the
capabilities described by specified prior units (in the sequence) have
already been mastered by the learner. (p. 23)

James All planned learning outcomes for which the school is responsible.

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 Popham & Curriculum refers to the desired consequences of instruction. (p. 48)

Eva Baker

J. L. A written plan outlining what students will be taught (a course of

McBrien & study). Curriculum may refer to all the courses offered at a given
school, or all the courses offered at a school in a particular area of
R. Brandt study.

Meanwhile, descriptive curriculum is experience. The experienced curriculum provides

“glimpses” of the curriculum in action. The descriptive definitions of curriculum go beyond the
prescriptive terms as they force thought about the curriculum “not merely in terms of how things
ought to be but how things are in real classrooms” (Ellis, 2004, p. 5)
Author Definition

Hollis All the experiences children have under the guidance of teachers.
Caswell &

Doak
Campbell

Thomas Those learnings each child selects, accepts, and incorporates into
Hopkins himself to act with, on, and upon, in subsequent experiences.

W. B. Ragan All experiences of the child for which the school accepts responsibility.

Glen Hass The set of actual experiences and perceptions of the experiences that
each

individual learner has of his or her program of education.

Daniel The reconstruction of knowledge and experience that enables the learner
Tanner &
to grow in exercising intelligent control of subsequent knowledge and
Laurel
Tanner experience.

D. F. Brown All student school experiences relating to the improvement of skills and

strategies in thinking critically and creatively, solving problems,

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 working

collaboratively with others, communicating well, writing more

effectively,

reading more analytically, and conducting research to solve problems

E. Silva An emphasis on what students can do with knowledge, rather than what
units

of knowledge they have, is the essence of 21st-century skills

Application: Let’s Apply

You are given 30 minutes to answer this assessment.

1. In the courses that you are currently taking, identify (3) practices that can be considered
as (3) traditional and (3) progressive (5 points each).

Points of View of Curriculum Practices

Traditional Curricular Practices

Progressive Curricular Practices

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 Points of View of Curriculum Practices

In your opinion, which definition is appropriate today? Why? Relate your answer on the
illustration given to you.

Today I learned that

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______________________________________________________________________________
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CLOSURE

CONGRATULATIONS!!!!!
If you have reached this part my congratulations. I am
hoping that the concepts given to you will equip you on
your journey in leaning. May the important information
be part of how you understand of the vitality of the
curriculum’s existence. Next lesson, you will know the
curriculum’s types, components and purpose. Please turn
into the next page if you are already ready.

Lesson
2 Major Conceptions of Curriculum

At the end of the session, you are expected to:

1. Analyze the nature of the curriculum.

INTRODUCTION

The previous discussion had given you a different definition and perspective towards the
curriculum. Our lesson for this part would give you important information about the types of
curriculum, its components, and what is its purpose in the teaching-learning process. This
module is good for 60 minutes, and all activities should be successfully accomplished.
Furthermore, the same module-rules apply here the same as the ones indicated on Lesson I. I
hope you are ready so that we could start.

Poem Analysis
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 The Curriculum Types
By Princess Fe Caballes-Deliva

I am the curriculum, and I have different types.

One is recommended, and other is supported.
I am written and taught by your teacher
I am learned and assessed by the learner
But hey, don’t forget I could be everything
Can be seen, heard, experienced and even hidden.

1. Based on the information above, do you think the curriculum has one sole purpose?
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2. If you say no, what do you think is its types? And how these types contribute to the
curriculum components?
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Analysis

A. Matching type. Match the terms on the images below. This activity is related to the types of
curriculum operating in the school. Write your answer on the space provided in each item.

__________1. Recommended Curriculum __________5. Assessed Curriculum

__________2. Written Curriculum __________6. Learned Curriculum
__________3. Taught Curriculum __________7. Hidden Curriculum
__________4. Supported Curriculum

A.
D
G
.

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 B.
E

C.

F
.

B. Matching type. Match the questions to the components in the box presented, make sure that
the answer addressed each other correctly. Write the letter of the correct answer on the space
provided.
A. aims, goals and objectives B. subject matter/content

C. learning experience D. evaluation approaches

1. What is to be done?
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2. What is the subject matter to be included?
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3. What are the instructional strategies, resources, and activities that will be employed?
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4. What methods and instruments will be used to assess the results of the curriculum?
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 ________________________________________________________________________
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Abstraction: Let Us Build On!

This section will provide you a thorough discussion on the components, types, and
purpose of the curriculum. You will be provided with a mnemonic as a guide to remember the
key important terms with ease. Moreover, an exhibit will be given to you so that the pertinent
ideas would be organized and comprehensive.

A. COMPONENTS OF THE CURRICULUM. Students, for the components of the

curriculum, let us have the mnemonics “ASLE”, this stands for A (aims, goals, and objectives),
S (subject matter), L (learning experiences), and E (evaluation and approaches). Moreover,
below you are given samples and elaborations for you to have a good grasp of this topic.

AIMS, GOALS, AND

OBJECTIVES – Ex.
Educational Act of 1982, SUBJECT MATTER
Aims of Secondary – Information
Education and Tertiary learned in school.
Education

CURRICULUM

LEARNING EVALUATION AND

EXPERIENCES – heart APPROACHES –
of the curriculum, the Formal
teacher and learner 14
determination of
takes action to the quality and
facilitate learning effectiveness of the
curriculum
B. TYPES OF CURRICULUM. The mnemonics for the types of curriculum, is RW-TSA-LC.
Moreover, the exhibit below gives you the different types of the curriculum and
situations/examples where it is observed.

Curriculum operating in Situations and Examples

Schools

Recommended Curriculum Proposed by scholars and professional organizations.

Ex. CHED has recommended the learning outcomes for “The

teacher and the curriculum.

Written Curriculum Appears in school, district, division, or country documents.

Ex. The teacher made a lesson plan with 4 A’s format for the
lesson “Curriculum from Different Point of Views”.

Taught Curriculum What teachers implement or deliver in the classrooms and

schools.

Ex. The teacher used a constructivist approach so that the

learners will share what they had known already about
definitions of curriculum.

Supported Curriculum Resources-textbooks, computers, audio-visual materials which

support and help in the implementation of the curriculum.

Ex. Due to the CoViD19 pandemic, the teacher made use of

the facebook messenger as a platform to extend the lessons
to the learners even without face to face interactions.

Assessed Curriculum What is tested and evaluated.

Ex. Princess created a paper and pen assessment for her quiz
on the topic curriculum definitions.

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 Learned Curriculum What the students actually learn and what is measured.

Ex. Joanne got a 1.0 grade on her subject “The teacher and
the school curriculum”.

Hidden Curriculum Unintended curriculum. (peer influence, school environment,

physical conditions, teacher-learner interaction, mood of the
teacher and etc.,)

Ex. Joemer chose BSED-English because her friends chose it

too.

Application: Let’s Apply

Students, I hope you have learned well the ideas given to you. This time we will be
assessing your knowledge. Please answer these items with the learning you had from this
module. I am discouraging you to search the answers in the internet for this assessment is a test
of what you had learned.

I. Get a copy of one of the lesson plans you had already written on your past subjects. Read
every detail of the lesson plan and specifically look in the following;
1. What are the objectives of the lesson plan?
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2. What is the subject matter content?
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3. What strategies or method of teaching is utilized?
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4. What evaluation procedure is used?

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 _____________________________________________________________________
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5. Do the four components fit or match with one another? Explain
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6. Can you consider a lesson plan as a curriculum? Why?
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II. Write specific examples (one per curriculum) of what you have observed on your
school. These examples should be those of the existing different curricula in the operation
of schools.

Curriculum operating in Examples from observation

Schools

Recommended Curriculum

Written Curriculum

Taught Curriculum

Supported Curriculum

Assessed Curriculum

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 Learned Curriculum

Hidden Curriculum

Today I learned that

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CLOSURE:

That’s it for Lesson II, I hope you will continue your enthusiasm as you proceed to the
next lessons. You are now equipped with the essential knowledge of learning the basic of
curriculum.

CONGRATULATIONS!!!!!
You may now proceed to the next
lesson

Module Summary

The module was design to provide basic information on the major concepts of curriculum
as well as its nature. The activities, analysis, abstraction and application in the module were

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provided to deepen your understanding of what curriculum is all about and as well as its
importance in education.

Lesson Foundations of
3 Curriculum
“Education is what remains after one has forgotten
what was learned in school.” – Albert Einstein
Introduction

Curriculum development is anchored on a very solid foundation. Although considered to

be a new discipline, its significance in the light of global developments has now been
acknowledged. The foundations of the curriculum set the external boundaries of the knowledge
of the curriculum and define what constitutes valid sources from which to derive the field’s
theories, principles, and ideas. Curriculums commonly accepted foundations are philosophical,
historical, psychological, and social—areas that will each be expanded upon in subsequent
chapters. (Hunkins, F., Ornstien, A, 2016)

At the completion of this module, you should be able to:

 describe the foundations of the curriculum;
 demonstrate an understanding of how each foundation influence the development
of the curriculum;

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  discuss how concepts of learning curriculum foundations enable curriculum
workers (teachers, supervisors, curriculum developers) to perform educational
responsibilities;
 explain how education evolved to meet the needs of the society;
 apply the learning of concepts in the foundation of the curriculum in developing a
curriculum.

Are you ready? Then start the lesson now.

Philosophical Foundations of Curriculum

At the end of the session, you are expected to:

1. Describe how philosophy influences curriculum workers.

2. Identify and differentiate the four major philosophies that influenced Philippine
education.
3. Discuss how the four philosophies of education—perennialism, essentialism,
progressivism, and reconstructionism—differ from each other and influenced education
over time.

Introduction
Hello Students! I hope that you’ve done all your tasks in your Module 1 and enjoyed it as
well. This time we will have our Module 2 Lesson 1 which is about the Philosophical

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Foundations of the Curriculum and will discuss what their influences are in the current
curriculum.

Modified Post parade

1. Using the topic, you are going to write on post its or pieces of papers with a word
modifying or that would tell us something about the education in the Philippines. One
word for each paper.
2. Consolidate and paste the post its in one bond paper.
3. Out of the words in the post its, make one idea that would best describe the education
system in the Philippines.
4. Take a picture of the consolidated post its and also with the general idea that you have
made.

Analysis

You may answer the following reflective questions:

1. What are the guiding principles of the curriculum?

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2. How does curriculum differ from each other?

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 ________________________________________________________________________
___________________________________________________

Abstraction: Let Us Build On!

Philosophy deals with the larger aspects of life and the way we organize our thoughts and
interpret facts. It is an effort to understand life—its problems and issues in full perspective. It
involves questions and our own point of view as well as the views of others; it involves
searching for defined values and clarifying our beliefs.

Philosophy provides educators, especially curriculum workers, with a framework or frameworks

for organizing schools and classrooms. It helps them determine what schools are for, what sub-
jects have value, how students learn, and what methods and materials to use. It clarifies
education’s goals, suitable content, teaching and learning processes, and the experiences and
activities that schools should emphasize. Philosophy also provides a basis for deciding which
textbooks to use, how to use them, and how much homework to assign, how to test students and
use the test results, and what courses or subject matter to emphasize.

MAJOR PHILOSOPHIES

Four major philosophies have influenced U.S. education: idealism, realism, pragmatism, and
existentialism. The first two philosophies are traditional; the last two are contemporary.

Idealism

Plato is often credited with formulating idealist philosophy, one of the oldest that exists. The
German philosopher Hegel presented a comprehensive view of the historical world based on
idealism.

To idealists, learning is a primarily intellectual process that involves recalling and working with
ideas; education is properly concerned with conceptual matters. The idealist educator prefers a
curriculum that relates ideas and concepts to one another. The curriculum is hierarchical; it
constitutes humankind’s cultural heritage and is based on learned disciplines, as exemplified by
the liberal arts curriculum. At the top of the hierarchy are the most abstract subjects: philosophy
and theology. Mathematics, too, is important because it cultivates abstract thinking. History and
literature rank high because they offer moral and cultural models. Language is also important

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because it enables communication and conceptual thought. Lower on the curricular ladder are the
sciences, which deal with particular cause-and-effect relationships.

Realism

Aristotle is often linked to the development of realism, another traditional school of thought.
Thomas Aquinas’s philosophy, which combined realism with Christian doctrine, developed an
offshoot of realism called Thomism, in which much of contemporary Catholic education is
rooted. Johann Pestalozzi’s instructional principles, which began with concrete objects and
ended with abstract concepts, were based on realism. Such modern educators as Harry Broudy
and John Wild are leading realists.11

Realists view the world in terms of objects and matter. People can come to know the world
through their senses and their reason. Everything is derived from nature and is subject to its laws.
Human behavior is rational when it conforms to nature’s laws and when it is governed by
physical and social laws.

Like idealists, realists stress a curriculum comprising separate content areas, such as his- tory and
zoology. Also like idealists, realists rank the most general and abstract subjects at the top of the
curricular hierarchy. Lessons that cultivate logic and abstract thought are stressed. The three R’s
are basic to education.12 Whereas idealists consider the classics ideal subject matter because
they convey enduring moral truths, realists value the sciences as much as the arts.

Pragmatism

In contrast to the traditional philosophies, pragmatism (also referred to as experimentalism) is

based on change, process, and relativity. Whereas idealism and realism emphasize subject
matter, pragmatism construes knowledge as a process in which reality is constantly changing.
Learning occurs as the person engages in problem solving, which is transferable to a wide variety
of subjects and situations. Both the learner and the learner’s environment are constantly
changing. Pragmatists reject the idea of unchanging and universal truths. The only guides that
people have when they interact with their social world or environment are established
generalizations, assertions subject to further research and verification.

To pragmatists, teaching should focus on critical thinking. Teaching is more exploratory than
explanatory. The method is more important than the subject matter. The ideal teaching method is
concerned not so much with teaching the learner what to think as with teaching the learner to
critically think. Questions such as “Why?” “How come?” and “What if?” are much more
important than “What?” “Who?” or “When?”

The great educational pragmatist was Dewey, who viewed education as a process for improving
the human condition. Dewey saw schools as specialized environments within the larger social
environment. Ideally, curriculum was based on a child’s experiences and interests and pre- pared

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the child for life’s affairs.14 The subject matter was interdisciplinary. Dewey emphasized
problem solving and the scientific method.

Existentialism

Whereas pragmatism is mainly a U.S. philosophy that evolved just prior to 1900, existentialism
is mainly a European philosophy that originated earlier but became popular after World War II.
In U.S. education, Maxine Greene, George Kneller, and Van Cleve Morris are well-known
existentialists who stress individualism and personal self-fulfillment.15

According to existentialist philosophy, people continually make choices and thereby define
themselves. We are what we choose to be; in doing so, we make our own essence, or self-
identity. Hence, the essence we create is a product of our choices; this varies, of course, among
individuals. Existentialists advocate that students be free to choose how and what they study.
Critics argue that such free choice would be too unsystematic and laissez-faire, especially at the
elementary school level. Existentialists believe that the most important knowledge is knowledge
of the human condition. Education should develop consciousness of choices and their
significance.16 Existentialists reject the imposition of group norms, authority, and established
order. They recognize few standards, customs, or opinions as indisputable.

An existentialist curriculum consists of experiences and subjects that lend themselves to

individual freedom and choice. For example, the arts are stressed because they cultivate self-
expression and portray the human condition and situations involving choices. Teachers and
students discuss their lives and choices.17 In particular, literature, drama, filmmaking, music,
and art reflect self-expressive activities and illustrate emotions, feelings, and insights—all
conducive to existentialist thinking.

EDUCATIONAL PHILOSOPHIES

Four agreed-on philosophies of education have emerged: perennialism, essentialism,

progressivism, and reconstructionism. Each of these philosophies has roots in one or more of the
four major philosophical traditions. For example, perennialism draws heavily on realism,
essentialism is rooted in idealism and realism, and progressivism and reconstructionism stem
from pragmatism. Some reconstructionism has links to existentialist views.

Perennialism 
As a philosophy of education, perennialism relies on the past and stresses traditional values. It
emphasizes knowledge that has stood the test of time and cherished values of society. It is a plea
for the permanency of knowledge and values that have stood the test of time—an unchanging
view of human nature, truth, and virtue. Robert Hutchins, a longtime advocate of perennialism,
has noted that a person’s function is “the same in every society. . . . The aim of the educational
system is the same in every age and in every society where such a system can exist. That aim is
to improve people.”18 

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For perennialists, human nature is constant. Humans have the ability to reason and to understand
nature’s universal truths. The goal of education is to develop a rational person and uncover
universal truths by developing students’ intellect and moral character. 

The perennialist’s curriculum is subject-centered; it relies heavily on defined disciplines or

logically organized bodies of content, emphasizing language, literature, mathematics, and
sciences. Teachers are viewed as authorities in their fields. They stimulate discussion and
students’ rational powers. Teaching is based primarily on the Socratic method: oral exposition,
lecture, and explication. Here is one curriculum for all students, with little room for elective
subjects or vocational or technical subject matter. Character training is also important as a means
of developing a student’s moral and spiritual being.

Essentialism: Reaffirming the best and brightest

Essentialism forms the basis of the subject matter. Hyman Rickover writes, “For all children, the
educational process must be one of collecting factual knowledge to the limit of their absorptive
capacity.”26 A curriculum that takes students’ interests or social issues into account is regarded
as wasteful, as are teaching methods that rely on psychological theories. Arthur Bestor declares,
“Concern with the personal problems of adolescents has grown so excessive as to push into the
background what should be the schools’ central concern, the intellectual development of its
students.”27 The school is viewed as sidetracked when it focuses on students’ social and
psychological problems rather than on cognition. (Most current task force reports on academic
excellence, incidentally, agree with this assessment.) Discipline, training, homework, and serious
study are emphasized. According to Rickover, “The student must be made to work hard, and
nothing can really make it fun.”28

The role of the essentialist teacher follows perennialist philosophy. The teacher is considered a
master of a particular subject and a model worthy of emulation. The teacher is responsible for the
class and decides on the curriculum with minimal student input. The teacher is respected as an
authority, exhibits high standards, and expects the same from students.

Progressivism

Progressivism developed from pragmatic philosophy, as a backlash against perennialist thinking

in education. The progressive movement in education was part of the larger social and political
reform movement that characterized U.S. society around 1900. It grew out of the political
thought of progressives such as Robert LaFollette, Theodore Roosevelt, and Woodrow Wilson,
and out of the muckraker movement of the 1910s and 1920s. Progressivism is considered a con-
temporary reform movement in educational, social, and political affairs.

According to progressivist thought, these skills include problem-solving and scientific methods.
Schools should nurture cooperation and self-discipline and transmit the society’s culture.
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Because the reality is constantly changing, Dewey saw little need to focus on a fixed body of
knowledge. Progressivism emphasized how to think, not what to think. Traditional education,
with its “method of imposition from the side of the teacher and reception [and] absorption from
the side of the pupil,” Dewey wrote, “maybe compared to inscribing records upon a passive
phonographic disc to result in giving back what has been inscribed when the proper button is
pressed in recitation or examination.”42

Progressivists were united in opposing (1) authoritarian teaching, (2) overreliance on textbook
methods, (3) memorization of factual data by constant drill, (4) static aims and materials that fail
to take account of a changing world, (5) intimidation or corporal punishment as a form of
discipline, and (6) attempts to separate education from individual experiences and social reality.
However, according to Lawrence Cremin, the movement’s inability to reach a consensus on the
purpose of schooling, or even establish a set of pedagogical principles, led to its downfall.46

Progressivists rejected rote learning, lesson recitations, and textbook authority. They also
criticized conventional subject matter and experimented with other approaches to the curriculum.
Progressive education focused on the learner rather than the subject, emphasized activities and
experiences rather than verbal or mathematical skills, and encouraged cooperative group-
learning activities rather than competitive individual learning. Progressivism also cultivated a
cultural relativism that often clashed with traditional philosophy and values.

Reconstructionism

Reconstructionist philosophy is based on socialistic and utopian ideas of the late 19th and early
20th centuries, yet the Great Depression gave it new life. The progressive educational movement
was at the height of its popularity then, but a small group of progressive educators became
disillusioned with U.S. society and impatient for reform. Members of this group argued that
progressivism overemphasized child-centered education and mainly served the middle and upper
classes with its play theories and private schools. They advocated greater emphasis on society-
centered education that addressed the needs of all social classes.

Application: Let’s Apply

A. Draw Like You Mean It!

1. In a short bond paper, write your name, section and course in the upper left corner of the
paper.

26
 2. From the 8 Philosophies, choose four (4) and draw an illustration that would best describe the
philosophy. You may use colored pens, pencils, crayons, and oil pastel.
3. In a separate bond paper, elaborate your drawing by using real life scenarios as examples of
the influences of the philosophies in the curriculum.

B. Today I learned that

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____

Closure

Well done! You have successfully finished the Lesson,

you have already gained insights on how do these
philosophies influence the curriculum. You are now
ready to proceed to the next lesson.

Psychological Foundations of Curriculum

At the end of the session, you are expected to:

1. Discuss the three major theoretical schools of learning—behaviorism, cognitive

psychology, and phenomenology and humanistic psychology,
2. Elaborate the learning theories and principles under each school of thought that make
up the foundation of curriculum, and
3. Explain how these concepts of learning influence the thinking of those responsible for
curriculum development and delivery.

27
Introduction

Welcome to Lesson 2 of Module 2, where you will learn more about the curriculum by
exploring its psychological foundations. You will dissect concepts on some relevant schools of
thought that you may have encountered previously in some of your subjects and discuss how
they contribute to the design, development, and delivery of the curriculum. You are expected to
do some activities that will help you organize ideas on the nature of the curriculum from a
psychological perspective. At the end of this lesson, have a glance at the learning outcomes and
evaluate if such are attained and mastered. So, without farther ado, let’s quench our thirst on this
discovery.

Word Plus Sentence Factory

It’s time to reactivate what you have already known with this topic so far. So, let’s do a
word plus sentence factory. List 5 words that come to your mind when you hear the words
below. Write your responses in the corresponding boxes and use these words to make one
complete sentence. Don’t mind about the thought of the sentence as long as these words are
present in it. Game!

BEHAVIORISM COGNITIVISM HUMANISM

Behaviorism: _________________________________________________________

Cognitivism: __________________________________________________________

Humanism: ___________________________________________________________

Analysis

28
Guide Questions:

1. How did you come up with your list?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________
2. What sentence have you formed?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________
3. What law, theory or principle of learning has helped you come up with this answer?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________
4. How do this law, theory or principle of learning relate to the development of curriculum?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________
5. In what ways do you think psychological foundations enable curriculum workers
(teachers, supervisors, and curriculum developers) to perform their educational
responsibilities?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________

Abstraction: Let Us Build On!

Psychology is concerned with the question of how people learn, and curriculum
specialists ask how psychology can contribute to the design and delivery of curriculum. It is the
unifying element of the learning process; it forms the basis for the methods, materials, and
activities of learning, and it provides the impetus for many curriculum decisions.

29
These are three classifications of major learning theories throughout history:

1. behaviorist or association theories - the oldest group, which deals with various aspects of
stimulus-response (S-R) and reinforcers;

2. cognitive information-processing theories - which view the learner in relation to the total
environment and consider the way the learner applies information; and

3. phenomenological and humanistic theories - which consider the whole child, including
their social, psychological, and cognitive development.

Under each group are specific learning theories that help lay foundation on understanding
curriculum.

Psychological Foundation

Behaviorist or Cognitive Phenomenologist

Association Information- and Humanistic
Theories Processing Theories
Theories
Connectionism Maslow’s Hierarchy
Montessori of Needs
Classical Method
Conditioning Roger’s Nondirective
Jean Piaget’s and Therapeutic
Operant Theories Learning
Conditioning
Developmental
Observational Theories Social and Emotional
Learning and Intelligence Theories
Modeling Lev Vygotsky’s
Theories
Hierarchical Gestalt Theory
Learning Constructivism

30
 Each learning theory is a cluster of fundamental concepts and principles developed by the
following proponents. Let’s review and discuss it in detail.

ASSOCIATION AND BEHAVIORISM

Person Contribution

 Championed the Connectionism Theory

 Father of modern educational psychology & founder of
behavioral psychology
 Proposed the three laws of learning
 Law of Readiness - If nervous system is ready,
conduction is satisfying and lack of conduction is
annoying.
Edward Thorndike  Law of Exercise - Justifies drill, repetition and review.
 Law of Effect - Justifies use of rewards and
(1874-1949) punishments, especially Skinner’s operant mode
 Specific Stimulus has specific responses

 Father of Classical Conditioning Theory and S-R Theory

 He is best known for his experiment with salivating dogs.
 It involves - Eliciting an unconditioned response by using
previously neutral stimuli.
 Unconditioned stimuli create reflexes that are not
“learned,” but are instinctual.
 The key to learning is early years of life is to train them
what you want them to become.
Ivan Pavlov  S-R Theory is a foundation of learning practice called
indoctrination.
(1849-1936)

John Watson  Watson took Pavlov’s findings to another level.

 Emphasized that learning was observable or measurable,
(1878-1958) not cognitive.
 Believed the key to learning was in conditioning a child
from an early age based on Pavlov’s methods.
 Nurture vs. Nature
 Watson’s theories strengthened the argument for the
influence of experiences as opposed to genetics.

31
  His work was on the development of the Theory of
Operant Conditioning.
 The idea that behavior is determined or influenced by its
consequence.
 Respondent vs. Operant behavior
– Respondent behavior is the elicited response tied to a
definite stimulus.
B.F. Skinner – Operant behavior emphasized the use of positive and
negative reinforcement
(1904-1990)

 Proponed the theory of Observational Learning or

Modelling, otherwise known as Social learning Theory
 His theory is the bridge/transition between Behaviorism
and Cognitivism
 learning is social by observation, modelling, imitation
 He showed that aggressive behavior can be learned from
watching adults fighting, violent cartoons or even violent
Albert Bandura video games. Passive behavior can also be learned from
watching adults with subdued actions
(1925 - present)

 Proposed the Hierarchical Learning Theory – also a

transition from behaviorism to cognitive psychology
 Learning follows a hierarchy which is an arrangement of
8 behaviors ranging from simple to complex.
 He also describes 5 observable and measurable learning
outcomes.
 Introduced tasking in the formulation of objectives.
Robert Gagné  Mental operations needed for each outcome differ.
(1916 - 2002)

What is the implication of association and behaviorism learning theories on the

curriculum?
 Increase learning activities that are relevant and enjoyable.
 Connections should be built on student’s positive experiences.
 Negative feelings should be identified and modified to positive results.
What is its influence on the curriculum?
 Curriculum is organized to master the subject matter.
 Curriculum is:

32
 – highly prescriptive and diagnostic,
– step by step,
– geared on structured learning methods.
 Critics: too mechanical – over reliance on classical conditioning

COGNITIVE INFORMATION PROCESSING THEORY

Person Contribution

 Psychiatric Clinic at the University of Rome- taught

“difficult” children to read at a normal level
 Focus on how sensory stimulation from the environment
shapes thinking
 Focused progressive child- centered approaches which
involved freedom within structure
 Opposed behaviorist focus on only “doing” but focused
Maria Montessori also on looking and listening • Focus on how sensory
stimulation from the environment shapes thinking
(1870-1952)

 Authored Cognitive Development Theory

 Described cognitive development in terms of terms of
stages from birth to maturity: sensorimotor stage (0-2),
preoperational stage (2-7), concrete operational stage (7-
11) and formal operations (11-onwards)
 Key to learning:
 Assimilation (incorporating new experiences)
 Accommodation (learning modifications and
adaptation)
Jean Piaget  Equilibration (balance between previous and later
learning)
(1874-1949)

33
  Proponent of Social Constructivism/Development
 Cultural transmission and development
 Children could, as a result of their interaction with
society, actually perform certain cognitive actions prior
to arriving at developmental stage.
 Learning precedes development.
 Key to learning:
 Pedagogy creates learning processes that lead to
Lev Vygotsky development.
 Child is an active agent in his or her educational
(1896-1980) processes

 Some include this as a separate theory, other include it

inside of cognitive theories
 Individual must construct own knowledge - make
meaning
 Learner must reshape words - mimicking is not enough.
 Learners must make knowledge personally relevant
 Learning occurs when new information is linked to prior
knowledge, so mental representations are subjective for
each learner
 Learning is optimal when there is awareness of the
Constructivism process – metacognition

 Gardner’s Multiple Intelligence

 Humans have several different ways of processing
information and these ways are relatively independent of
one another
 Eight intelligences are: linguistic, logico-mathematical,
musical, spatial, bodily/kinesthetic, interpersonal, and
naturalistic

Howard Gardener

(1943-present)

PHENOMENOLOGICAL AND HUMANISTIC THEORIES

Person Contribution

34
  Advanced the Self Actualization Theory and classic
theory of human needs.
 he put importance to human emotions based on love and
trust.
 Keys to Learning
 Produce a healthy and happy learner who can
accomplish, grow, and actualize his or her human self.
 Observed humans are striving to control behavior and
gratify themselves.
Abraham Maslow  When lower needs are satisfied, they will be more
motivated to go higher level.
(1908-1970)

 Nondirective and Therapeutic Learning

 He established counselling procedures and methods for
facilitating learning.
 Children’s perception, which are highly individualistic,
influence their learning and behavior in class.
 Keys to Learning
Carl Rogers  Curriculum is concerned with process, not product;
personal needs, not subject matter, psychological
(1902-1987) meaning, not cognitive scores.

 Proponent of Emotional Quotient

 Emotion contains the power to affect action
 people possess a personal-social intelligence and spoke
of inter-and intrapersonal intelligence
 Interpersonal intelligence refers to the ability to
understand other people
 Intrapersonal intelligence is a correlative ability.
Daniel Goleman Individuals with this ability possess or develop an
accurate sense of self and can use that understanding to
(1946-present) operate effectively in life

35
  Gestalt Theory
 Learning is explained in terms of “wholeness” of the
problem
 Human beings do not respond to isolated stimuli but to
an organization or pattern of stimuli
 Learning is complex and abstract.
Gestalt  Learners analyze the problem, discriminate between
essential and nonessential data, and perceive
relationships.
 Learners will perceive something in relation to the whole.
What/how they perceive is related to their previous
experiences.

Application: Let’s Apply

A. Fill Me

Now that you already know about the three major classifications of learning theories
that make up the psychological foundation of curriculum, list the proponents with their
respective learning theories and cite their influence in designing, developing or implementing
the curriculum. You may use characters on situations/scenarios that demonstrate such
influence. Write your responses inside the box. The first item is already given to you as an
example.

ASSOCIATION AND BEHAVIORISM

Proponent Situation/Scenario

36
 Teacher Anna makes sure to include ample drills, worksheets
Edward Thorndike and exercises in her lesson plan for she believes that transfer
“Law of Exercise” of learning is effective if there is an opportunity for repetition
and review of facts, concepts and principles.

COGNITIVE INFORMATION PROCESSING THEORY

Person Contribution

PHENOMENOLOGICAL AND HUMANISTIC THEORIES

Person Contribution

B. Today I learned that

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

37
 ________________________________________________________________________
________________________________________________________________________
______________________________________________________

Closure

Congratulations for such a job well done journey on

this lesson! Have you achieved the learning targets?
Before you delve to the next lesson, let’s have a
review.

Always note that, in general, learning can be examined in terms of three major theories:
behaviorism, cognitive development, and phenomenology/humanism. We believe that change is occurring
within the three major camps in psychology. In behaviorism, learning tends to focus on conditioning or
modifying behavior through reinforcement and rewards. In cognitive psychology, the learning process
focuses on student’s developmental stages, multiple forms of intelligence, problem solving, critical
thinking, and creativity. In phenomenology and humanism, learning deals with the learner’s needs,
attitudes, and feelings. These are the building blocks that shape and influence the thinking of those
responsible for curriculum development and delivery.

Historical-Social Foundations of Curriculum

At the end of the session you are expected to:

1. Illustrate the chronological development of curriculum along a timeline,

2. Describe the enduring contributions made by 19th century educators, and
3. Explain how social factors such as school and society influence the
curriculum and vice versa.
Introduction

38
 Welcome to Lesson 3 of Module 2, which will tour you around on the historical
foundations of curriculum and how various social factors influence its development, design, and
implementation. You are expected to list persons who contributed greatly to curriculum
development and explain how education evolved to meet the needs of the society. It’s nice for
you to begin the lesson by reactivating your prior understanding of this topic. Enjoy the activities
that are designed for you to organize your thought on this lesson. As a rule of thumb, have a
review on the objectives at the end of the lesson and self-assess if these targets are met.

Unscramble Me in a
Crossword Puzzle

Fill the vertical and horizontal blocks of the puzzle with list of words that you will see
below. Unscramble the letters before filling it in the boxes. These will serve as your hints and
clues to unravel the words. Let’s go

ACROSS DOWN
1. Csolho 2. Horytis
4. Ienepecerx 3. Edsne
7. Scyieto 5. Ipylophhso
8. Stinructoin
10. Lopeved 6. Ieresntt
11. Tilineme 9. Cuirumculr
Analysis 12. Rleconefti

Guide Questions:

1. Have you unscrambled all the words in the crossword puzzle?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
2. How do you think these words relate to this lesson, the historical and social foundation of
curriculum?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
3. Where do you think curriculum development is coming from?
________________________________________________________________________
________________________________________________________________________

39
 ________________________________________________________________________
________________________________________________________________________
___________________________
4. How important is it to be acquainted with the historical background of curriculum?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________
5. How will it influence decision-making of stakeholders on the curriculum?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________

Abstraction: Let Us Build On!

Curriculum specialists also seek to answer where the curriculum is coming from. The
table below will show us its chronological development. It is believed that curriculum
development started when Franklin Bobbit (1876-1956) wrote the book “The Curriculum”. Here
are the theorists among the many that have made a great contribution to its development.
HISTORICAL FOUNDATION OF CURRICULUM

Person Contribution

Purpose:
 Started the curriculum development movement
 Curriculum as a science
 Curriculum focuses on student’s needs
 Curriculum prepare students for adult life
 Clarify objectives

Principles:
Franklin Bobbit  Grouping and sequencing objectives with corresponding
activities
(1876-1956)  Clarifying instructional specifications and tasks

40
 Purpose
 Like Bobbit, curriculum as a science and emphasis on
students’ needs (and needs assessments)
 Bringing theory and practice in curriculum

Principles:
 Curriculum process, described as job analysis
Werret Charters  Listing objectives and corresponding activities
 Verification of objectives through evaluation.
(1875-1952)

Purpose
 School as a social and community experience
 Curriculum is child centered purposeful activities
 Child-centered curriculum, child development/growth

Principles
 Project method, a blend of behaviorism & progressivism
 Teacher and student planning, and emphasis on student
planning
 Emphasis on pedagogy or instructional activities: creative
William Kilpatrick projects, social relationships, and small-group instruction
(1871-1965)

Purpose
 Education in context with society
 Child-centered curriculum that focuses on whole child
 Curriculum specialist as an engineer

Principles
 Statement of objectives, related learning experiences, and
outcomes
 Teachers coordinate instructional activities to implement
Harold Rugg curriculum
(1886-1960)

41
 Purpose
 Relationship of three major components: curriculum,
instruction, and learning
 Focus on student needs and interests and organized
around social functions (themes), organized knowledge,
and learner’s interests

Principles
 Curriculum as a set of experiences
 Curriculum guides as a source of teacher planning
Hollis Caswell  Teachers coordinate instructional activities to implement
curriculum
(1901-1989)

Purpose
 Curriculum as a science and extension of school’s
philosophy
 Clarify purposes (objectives) by studies of learners
 Student needs and interests
 Relationship between curriculum and instruction

Principles
 Curriculum as a rational process
Ralph W. Tyler  Using objectives to select and organize learning
experiences
(1902-1994)  Using evaluation to determine outcomes (whether
objectives have been achieved)
 Vertical and horizontal relationship of curriculum

Hilda Taba Purpose

 Contributed to the theoretical and pedagogical
(1947-present) foundations of concepts development and critical
thinking in social studies curriculum
 Helped lay the foundation for diverse student population

42
 Purpose
 Curriculum organized around needs of society and
students
 Wide range of purposes, including cognitive, social,
civic, vocational, aesthetic, and moral
 Realistic reform policies and programs

Principles
John Goodlad  Reduce student conformity in classroom
 Constant need for school improvement
(1920-2014)  School reforms frequently come and go and add costs to
the system; teacher input is preferred.
 Standards and high-stakes tests currently drive school
reform.
Purpose
 Education as a means of shaping the person and society
through critical reflection and “conscientization”

Principles
 Teachers use questioning and problem-posing approach
to raise students’ consciousness; understanding the
Paulo Friere
hidden curriculum to raise awareness of social justice.
(1921-1997)

William Pinar Purpose

(1947-present)  Broaden the conception of curriculum to enrich the
practice Understand the nature of the educational

Principles
 Curriculum as a conversation that involves multiple
disciplines.

 Described how curriculum change is cooperative

endeavor
 Teachers and curriculum specialist constitute the
professional core of planners
 Significant improvement through group activity
Peter Oliva

(1947-present)

43
Social Foundations
It is also indispensable to consider the social background of curriculum. The relationship
of social factors such as schools and society influences curriculum decisions. Hence, curriculum
workers must consider and use social foundations to plan and develop curricula.

Schools and Society

- Society as a source of change
- Schools as agents of change
- Knowledge as an agent of change

SOCIAL FOUNDATIONS OF CURRICULUM

Person Contribution

John Dewey  Considered two fundamental elements—schools and civil

society – to be major topics needing attention and
(1859-1952) reconstruction to encourage experimental intelligence and
plurality.

 Wrote the book Future Shock

 Believed that knowledge should prepare students for the
future
 Suggested that in the future, might have the resources to
teach prescribed curriculum form home as a result of
technology, not in spite of it. (Home Schooling)
Alvin Toffler  Foresaw schools and students worked creatively,
collaboratively, and independent of their age
(1928-2016)

Application: Let’s Apply

A. Story Telling

44
 Make a short story and timeline on how the curriculum developed from a historical and
social point of view. Use the theorists you have learned in this lesson as the characters and
their contributions as the flesh of the story. It needs not to be lengthy, but just a summary of
what you have known so far with this lesson. You’re free to decide on its title and style.
Write also a brief reflection on its importance to you as a curriculum worker. Happy writing!
B. Today I learned that
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________

Closure

Well done! That’s it for the historical and social foundations of curriculum. It is expected
that you gained insights and ideas on this lesson. Remember that from the beginning, the
curriculum has been a dynamic and evolving subject matter. Many theorists have
contributed to this educational area. Its movement was started by Franklin Bobbit when
he first wrote the book “The Curriculum.” Social factors have also shaped how it is now
and influence curriculum decisions. You are now ready for the next topic. But before
that, self-evaluate if the objectives have been met.

CONGRATULATIONS!!!!!
You may now proceed to the next
lesson.

45
 Legal Foundations of Curriculum

At the end of the session, you are expected to:

1. Demonstrate understanding on the legal bases of the Philippine

Curriculum;
2. Discuss the legal bases of the Philippine Curriculum;

Introduction
You are now in lesson 4 of module 2! This last lesson will introduce to you what are the
legal bases of the curriculum in the Philippines. Some parts of the provisions will also be
discussed. At the end of the day, you will identify the significant changes in the legal bases of the
curriculum. Enjoy and keep reading!

Breaking the News

Direction:

Discuss briefly the latest news on education that you have heard in the television and radio by
answering the questions in the analysis.

46
 Analysis

Guide Questions:

1. What are the laws/resolutions mentioned?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
2. What are your opinions about the news?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________
3. How will it affect/contribute to the education system in the Philippines?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________

Abstraction: Let Us Build On!

Legality would mean deriving from or founded on law. The following are the
major laws in which the Philippines is basing its education system and Philippine
educational practices and other legal bases of education

MAJOR LAWS WHICH STIPULATE THE CURRENT PHILIPPINE

EDUCATIONAL SYSTEM

1. 1987 CONSTITUTION
ARTICLE XIV: Education, Science and Technology, Arts, Culture and Sports

47
  Quality education accessible to all. (Section 1)
 Complete, adequate, and integrated relevant education. (2.1.)
 Free public education in the elementary and high school level. (2.2.)
 Scholarship grants, loans, subsidies and other incentives to deserving students in both
private and public schools. (2.3.)
 Non-formal, formal, and indigenous learning systems. (2.4)
 Vocational training to adults, disabled and out of school youth. (2.5)
 Study of the constitution. (3.1)
 Study of values. (3.2.)
e.g. patriotism, nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values, etc.
 Optional religious instruction in public schools. (3.3.)
 Supervision and regulation of all schools. (3.4.)
 Control and administration of schools by Filipinos. (3.5)
 Exemption from taxes and duties. (3.6.)
 Academic freedom in institutions in higher learning. (5.2,3,4.)
 Assigning highest budget priority to education. (5.5.)
 National language is Filipino. (6.1.)

2. PRESIDENTIAL DECREE NO. 6 – A EDUCATIONAL DEVELOPMENT DECREE OF

1972

 Goals of the Educational system. (2, a – c)

1. To achieve and maintain an accelerating rate of economic development and social
progress.
2. To assure of maximum participation of all the people in the attainment and
enjoyment of the benefits of such growth.
3. To strengthen national consciousness and promote desirable cultural values in a
changing world.

 Objectives of the Educational system. (3, a – d)

 Ten – year program to attain the objectives. (4, a –
 Educational projects to attain objectives. (5, a – g)
a. Management studies by the DEC.
b. Improvement of secondary schools which include services, facilities,
equipments and curriculum.
c. Upgrading and improvement of technical institutions, skill – training centers
and other non-training programs for the out of school youth and the
unemployed.
d. Curriculum and staff development including mathematics and science teaching.
e. Expansion of agricultural secondary and higher education programs.
f. Textbooks and instructional materials.

48
 g. Assistance and incentives.
 Working arrangements.
 Financing the whole educational system.

3. BATAS PAMBANSA BLG 232 – “EDUCATION ACT OF 1982”

Goals
1. Achieve and maintain an accelerating rate of economic development and social
progress;
2. Assure the m a x i m u m participation of all people in the attainment
and employment of such growth, and
3. Achieve and strengthen national unity and consciousness and preserve, develop and
promote desirable culture, moral, and spiritual values in a changing world.
Aims
1. Provide for a broad general education that will assist each individual in the peculiar
ecology of his own society, to:
1.1. attain his potentials as human beings;
1.2. enhance the range and quality of individual and group participation in the basic
functions of society, and
1.3. acquire essential educational foundations of his development into a productive
and versatile citizen.

2. Train the nation’s manpower in the middle – level skills required for national
development.
3. Develop the profession that will provide leadership for the nation in the advancement
of knowledge for improving the quality of human life, and
4. Respond effectively to changing needs and conditions of the nations through a system
educational planning and evaluation.

49
 Module 2

Global Labor Markets

“A good education is a foundation for a better future”
- Elizabeth Warren

In this Module

 Labor Market information

 Labor Market Paradigm
 TVET sector knowledge

As future educator we should know about labor market information. This module will
help learners understand what is labor market information and its paradigm and will also include
the TVET sector knowledge. These lessons would assist learners build their own understanding
of how does Labor Market Information affects their lives in the near future as teachers.
Moreover, this provides key concepts to fully understand scholars' different perspectives and
how their views affect Labor Market Information today. Meanwhile, on the discussion about
types and components, mnemonics were provided so that you would be able to remember it with
ease. This module also has given relevant samples for this topic so you could have

50
comprehensive learning as you go with self-directed instruction. Lastly, this module has been
arranged from activity, analysis, abstraction, and application.

At the completion of this module, you should be able to;

 Identify relevant and reliable sources of labor-market information

 Analyze the global and local relevance of labor market

Are you all set and ready, then explore and learn the lesson now!

Lesson
1 Labor Market Information

At the end of the session, you are expected to:

1. Identify relevant and reliable sources of labor-market information.

INTRODUCTION

Hi, students! The lesson I tackles about the definition of the labor-market information,
and this would allow you 60 minutes to complete the activities and tasks. Before we start, I
would like to share some rules as a guide during the process of learning and teaching;
1. Read the given information carefully for you to be able to answer the prepared tasks correctly.
2. Make sure to finish the tasks and activities based on the time allotted.
3. Erasures are discouraged, especially on the assessment part.
4. Answer honestly your assessment. Kindly, make use of the information provided, if the
instruction tells you to answer it based on your understanding; please do so.
5. Do not attempt to copy and paste answers coming from the internet. Your honesty will matter,
and surely your teacher will be able to know it.
6. The Point system for your tasks is provided on every given instruction.

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 Four Word Splash

In your own understanding write four words that best describes labor-market information for you.

LABOR MARKET
INFORMATION

Analysis

c.
a. How did you choose the words in describing labor market information?
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b. Do you agree that as future educator we should learn Labor-market Information?

Why?
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c. What is your opinion about this famous photo from social media? Why is this making
impact to the society?
__________________________

_ _________________________

__________________________

__________________________

__________________________

__________________________

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 __________________________

Abstraction: Let Us Build On!

Students, as you have observed you have been given activities above about labor-market
information. To have an idea on its definition, points, and types. Please see below for the
essential information.

A. Labor Market Information Explained

Now let’s acquaint ourselves what is Labor Market Information and how does it affects
us as future educators as well as its impact to the development of a society.
Data about employment by location and occupation, labor supply and demand, earnings,
unemployment, and demographics of the labor force make up what is known as Labor Market
Information
(LMI).

The LMI is very helpful for people who are looking at getting a job that is sustainable. A worker
who looks at the LMI enjoys a higher chance of getting recruited because he or she knows what
industries or jobs are exactly looking for.

In summary, LMI helps a worker identify the demands of the labor market and helps him be
equipped with the right qualifications.

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Linking technical and vocational education with industry is an important innovation that must be
undertaken in order to bring about a proper match between technical and vocational education
and the needs of the industry.

Crucial to TESDA's role as the TVET authority in the country is its capacity to steer and provide
guidance to the sector. Through the DOLE, POEA, BLE and the Industry Chambers, TESDA is
in the best position to provide information on local and global labor market demands as signals
for the TVET sector.

I. Relevant and Reliable Source of Labor Market Information (LMI)

which is the major statistical agency responsible

Philippine Statistic Authority (PSA)
Department of Labor and Employment (DOLE
in collecting, compiling, classifying, producing,
publishing, and disseminating general-purpose
statistics in the country.
provides information on manpower demand
and supply both local and overseas as
compiled from various sources. It provides
information on wages, working conditions,
occupational safety, labor standards and even
union activities.

provides TVET-related information and

statistics like enrollment/ graduates, registry
Technical Education and Skills Development
of workers assessed and certified, institutions
Authority (TESDA);
with registered programs and even
scholarships and student assistance programs.

Department of Education (DepEd); is the source of information about basic

education (elementary and high school).
Information on enrollment/ graduates, schools
data, participation rate, drop-out rate are but
some of the LMI data that are gathered by the
agency.

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Commission on Higher Education (CHED);
Department of Trade and Industry (DTI);
Department of Agriculture (DA);
Bangko Sentral ng Pilipinas (BSP);
Professional Regulation Commission (PRC);
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takes care of tertiary education statistics.
These include data on higher education
institutions, enrolment/ graduates in various
courses and even available scholarships.
is charged with creating a business-friendly
environment conducive to the growth of
enterprises and supportive of fair and robust
trade in goods and services, both within and
outside the Philippines. DTI is the
coordinating agency for all government
activities related to trade, industry, and
investments; promotional machinery for
further trade and investments; and a
regulatory body to ensure that fair
competition prevails.
takes charge of the production of statistics on
agricultural crops, livestock and poultry,
fishery and related fields.
monitors and compiles various statistical
series on monetary, financial and external
variables useful for the formulation and
analysis of monetary, banking, credit and
exchange policies. It maintains a compilation
of latest series covering exchange rates,
balance of payments, external trade and other
external sector accounts, monetary and
financial system accounts, domestic interest
rates, foreign interest rates, prices, fiscal
accounts and national income accounts.
Supervises the practice of Filipino
professionals who constitute the highly skilled
manpower of the country. As the agency-in-
charge of the professional sector, the PRC
plays a strategic role in developing the corps
of professionals for industry, commerce,
 governance, and the economy. It maintains
the stock of Filipino licensed professionals in
various fields of endeavor.

is the policy-making and coordinating agency

on statistical matters in the Philippines. The
NSCB is tasked primarily at developing an
National Statistical Coordination Board orderly Philippine Statistical System capable
(NSCB); of providing timely, accurate, relevant, and
useful data for the government and the public
for planning and decision-making.

Takes care of data banking and estimating the

Commission on Filipino Overseas (CFO);
annual stock of Filipinos overseas consisting
of immigrants or permanent residents abroad,
Filipinos overseas who became residents of
other countries, Filipino spouses of foreign
nationals, and exchange visitor program
participants.

It is the central personnel agency of the

Philippine government. It is mandated to
conduct the recruitment, building,
Civil Service Commission (CSC) maintenance and retention of a competent,
professional and highly motivated
government workforce truly responsive to the
needs of the government's client - the public.

II.LABOR MARKET PROGRAMS IN THE PHILIPPINES

a. Employment Programs. Employment programs provide or promote employment opportunities for its
clients. The main employment programs in the Philippines are the following:

1.The Special Programs for Employment of Students (SPES) administered by the Department of Labor
and Employment (DOLE) provides poor students with financial assistance through internships with
LGUs and private sector employers with the aim of keeping them in high school or college. Both the
LGU and employer contribute funding to the program in the ratio of 40:60. Initially, financial
assistance was provided through a voucher that contributed to payment of tuition. Administrative
problems with the voucher system led to amendments to the SPE9S law in 2015, replacing the voucher
with a wage subsidy to the beneficiary. From 2010 to 2013, the SPES had assisted 493,742 poor
students, of which 42.5% were women. ADB impact evaluation shows that the SPES program provides

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a net economic benefit at a program retention rate of 60.0%, meaning if at least 60% of benificiaries
complete school.

2.Government Internship Program (GIP) administered by various government departments and

agencies provides college students with 3 month internships in national government agencies with the
aim of providing public service work experience and a platform for a career in government. DOLE is
one of the largest participants in the program taking on a total of 34,625 interns from 2012 to 2015. In
2015, DOLE accepted 11,779 college students into the program.

JobStart Philippines Program (JSP) administered by DOLE through the LGUs (PESOs) provides a full
set of remedial services to out-of-school youth to assist them become job ready. These services include
career guidance, 10-day life skills training, technical training up to 3 months and internships with pre-
qualified private sector employers, also up to 3 months. The program provides grants to employers to
cover the cost of technical training and administrative costs. Employers pay at least 75% of the
minimum wage during the 3 month internship. JSP was institutionalized through legislation enacted in
June 2016 and DOLE is currently rolling out the program nationally. DOLE targets over 50,000 youth
going through the program from 2016 to 2020, and thereafter 30,000 youth going through the program
annually

Job-Bridging Internship Program (JBIP) administered by the Technical Education and Skills
Development Authority (TESDA) aims to provide assistance to both overseas and locally displaced
workers, their dependents and other job seekers for skills training and employment through internships.
Approximately 50,000 persons have gone through the program of which about 20,000 found
employment since the program began in 2009.

Job-Bridging Internship Program (JBIP) administered by the Technical Education and Skills
Development Authority (TESDA) aims to provide assistance to both overseas and locally displaced
workers, their dependents and other job seekers for skills training and employment through internships.
Approximately 50,000 persons have gone through the program of which about 20,000 found
employment since the program began in 2009.

d. Job Search Assistance Programs. Three main services and programs are provided to jobseekers
with access to information on career development and vacancies.

Job Search Assistance Programs. Three main services and programs are provided to
jobseekers with access to information on career development and vacancies. DOLE’s labor
market information (LMI) program provides jobseekers with access to a national database on
job vacancies known as PhilJobsNet. In 2015, over x million views of PhilJobNets were made.
Other LMI programs include: (i) Career Guidance Advocacy Program (CGAP), also facilitated
through DOLE, where a network of career guidance advocates provide career guidance to
students in schools and colleges, and (ii) Labor and Employment Education Services (LEES) /
Labor Education for Graduating Students (LEGS), and the Proactive Skills Matching (SeekFind-Train)
system administered through TESDA. The TESDA programs provide labor market
information and career guidance to TVET graduates. A total of 33,000 college graduates were
provided with career guidance under the Proactive Skills Matching Program since it was
introduced in 1995. In 2015, budget allocations to these programs are estimated at P26.8

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million.

Skills Training Programs. Several agencies provide assistance to unemployed persons, displaced
workers, and disadvantaged groups for upgrading skills though scholarships from TESDA and CHED,
or placement in skills training programs operated by TESDA and other line ministries (Department of
Science and Technology and Department of Agriculture). The Social Security System (SSS) also
provides financial assistance to members and their children for skills training. TESDA administers the
Training for Work Scholarship Program (TWSP) which provides scholarships to out-of-school youth,
unemployed adults, and disadvantaged groups. A 3 total of 29,000 clients have been provided with
financial assistance under this prog

An important skills training program is the apprenticeship program, which provides a mix of
curriculum-based training and on-the-job training for the apprentice. Through the on-the-job training
component, apprentices are tightly linked to the labor market. Another similar program is the Dual
Training System (DTS) implemented by TESDA in partnership with enterprises mainly in the
manufacturing sector. The take up of apprenticeships have declined over time and in 2015 there were
only 28,000 new apprenticeships insufficient to meet needs of industry. Restrictions on apprenticeships
contributed to this decline. Restrictions include apprenticeship duration limited to six months,
inadequate off site technical training, lack of certification of apprenticeships, and limited involvement
of industry in the design of apprenticeship programs.

Livelihood programs. DOLE, the Department of Social Welfare and Development (DSWD), TESDA
and other agencies also provide funding for several livelihood programs focused on building skills for
self-employment and entrepreneurship for youth, unemployed adults, displaced families, and
disadvantaged groups with the aim of helping clients with skills to create income earning activities in
the informal sector. These programs include DOLE’s Integrated Livelihood and Emergency
Employment Program (DILEEP), DSWD’s Sustainable Livelihood Program (SLP), and National
Housing Authority (NHA) Livelihood and Affordability Enhancement Program (LEAP). DSWD’s SLP
is the largest benefiting 723,000 families from 2011 to 2015. Its 2016 budget allocation was P6.0
billion. In 2015, these programs are estimated to have benefited 1.0 million beneficiaries

C. Current initiatives in the provision of labor market information include:

This facility serves as a free electronic

information portal on livelihood and
employment opportunities to the public. It
Greater Modular Access (GMA) Kiosks
contains vital information on available job
vacancies both domestic and overseas on the
demand side and registry of certified workers
and training opportunities on the supply side.

PHIL-Jobnet is an automated job and applicant matching

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 system which aims to fast-track jobseekers
search for jobs and employers search for
manpower. The clients of the system include:

the SFT paradigm is the conduct of the Youth

Profiling for Starring Careers (YP4SC). The
YP4SC Program is a complete guidance
delivery system to help young Filipinos make
SEEK-FIND-TRAIN Paradigm right career choices, based on an objective
assessment of their strengths and interests. It
is designed to help young Filipinos identify
the careers that will place them in “starring
roles.”

Application: Let’s Apply

You are given 60 minutes to answer this assessment. Your work will be graded base on the
rubric provided below. (15 points)
2. Identify the relevant labor market information and assessed based on needs by making a
collage.

Criteria Exemplar (5) Developed (4) Limited (3)

The text and the illustrations are The text and the illustrations are clear and The text and the illustrations are
Appearance/
visually appealing, clear, and colorful. colorful. The collage is somehow adequate and clear. Organization needs
Neatness The collage is organized well. organized. improvement.

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 Exceptional idea development with
Content Satisfactory idea development with some Unclear, incorrect, or limited idea
supporting details or correctly credited
Knowledge supporting details. development with lack of details.
if quoted.

Image Images are highly engaging for content Images are appropriate to content and Images detract from or are inappropriate
Communication and audience. audience. for content and audience.

All information are represented with All information are represented with minor Information s are missing from the book,
Factual
accurate information, interesting errors in information, undeveloped or information is largely incorrect, or
Information information, and relevant illustrations. information, or irrelevant illustrations. illustrations are not accurate.

Today I learned that

______________________________________________________________________________
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CLOSURE

CONGRATULATIONS!!!!!
If you have reached this part my congratulations. I am
hoping that the concepts given to you will equip you on
your journey in leaning. May the important information
be part of how you understand of the vitality of the
curriculum’s existence. Next lesson, you will know the
curriculum’s types, components and purpose. Please turn
into the next page if you are already ready.

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 Lesson
2 Labor –Market Paradigm

At the end of the session, you are expected to:

2. Explain what are the different paradigms of Labor-Market

3. Describe their position in the future in the Labor Market.

INTRODUCTION

The previous discussion had given you a different definition and perspective towards
Labor Market Information. Our lesson for this part would give you important information about
the Labor-Market Paradigm, its components, and what is its purpose in the teaching-learning
process. This module is good for 60 minutes, and all activities should be successfully
accomplished.
Furthermore, the same module-rules apply here the same as the ones indicated on Lesson I. I
hope you are ready so that we could start.

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This is Melissa, a 2nd year BTLEd student, she wants to know what she needs to accomplish in
the future in order to be in demand in the labor market as a teacher. Help her write the things she
needs to do. Write your answer in the box provided.

Analysis

A. Pie Chart.
Distinguish the 6 most common jobs/works available in your society. List it down by
using the pie chart, answer it from labor that has the most number of workers to the least

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Abstraction: Let Us Build On!

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 This section will provide you a thorough discussion on the paradigms of Labor-Market.
You will be provided with a information as a guide to remember the key important terms with
ease. Moreover, an exhibit will be given to you so that the pertinent ideas would be organized
and comprehensive.

A. What is Labor Market

There is no universally accepted opinion regarding the use of one of the two phrases;
however let us look at what the renowned curricularist said:

who state that the labour market is the place

Derek Bosworth, Peter Dawkins and Thorsten where supply and demand meet, working to
Stromback (1996) determine the price and quantity of the work
performed.

defines the market as a means of communication

Michel Didier (1997)
Boeri, Van Ours, (2013)
Beligrădeanu and Stefanescu (1997)
Will Kenton (2020)
through which sellers and buyers will inform each
other about what they have, what they need and
the prices that they ask or propose, before
closing the transaction.
The labour market is the market in which the
amount of services that correspond to tasks well
established in the job description, are offered for
a price or remuneration
define the labour market as "the confrontation
between the supply and demand of labour in a
given time frame and a geographic area that is
usually completed through employment (with an
individual employment contract).
The labor market, also known as the job market,
refers to the supply of and demand for labor, in
which employees provide the supply and
employers provide the demand. It is a major
component of any economy and is intricately
linked to markets for capital, goods, and services.

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From all the definition that have been stated above, we can conclude that Labor Market is the
place where the supply and the demand for jobs meet, with the workers or labor providing the
services that employers demand. The worker may be anyone who wishes to offer his services for
compensation while the employer may be a single entity or an organization that is in need of an
individual to do a specific job or to complete a task. The worker is then comparable to a seller
while the employer is the buyer

B. Components of Labor market

Labor Force Applicant Applicant pool Individuals

Population Population Selected
The labor force refers to the people  the actual number of the individual or
population or labor who are applying for a people who initially individuals who’ve
force participation particular job that suits signified their interest made it through the
refers to the number of their expertise and to apply for a screening process and
individuals who are skills. Recruiters take particular job by have been hired for the
available to work in a a look first at the labor sending in their job. Of course, this is
labor market. It market and then look resume. It may very judged based on a
considers all workers next for individuals well be considered the number of factors, and
who are offering their who meet the skills first part of the the person is screened
skills and services for and qualifications that selection process against a carefully
employment are set for a particular where the recruitment determined set of
regardless of the job. For example, the department of a qualifications
industry they are in. people who are specific organization
looking for IT, receives applications
graphics design, and and screens them to
similar jobs belong to determine who
the same applicant advances to the next
population which is round of screening.
targeted by recruiters
who are looking for
this type of
professional.

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 C. The Labor Market in Macroeconomic and Microeconomic Theory 
Before going deep what is labor market in Macroeconomic and Microeconomic Theory, let us
first define what is Macroeconomic and Microeconomic. How these two factors relate and how
they differs.

I. Macroeconomics VS Microeconomics
Economics is divided into two categories: microeconomics and macroeconomics.
Though these two branches of economics appear different, they are actually interdependent
and complement one another. Many overlapping issues exist between the two fields.

Macroeconomics looks
Microeconomics is the
at the decisions of
study of individuals
countries and
and business decisions
governments

II. The Labor Market in Macroeconomic Theory

According to macroeconomic theory, the fact that wage growth lags productivity growth
indicates that supply of labor has outpaced demand. When that happens, there is downward
pressure on wages, as workers compete for a scarce number of jobs and employers have their pick
of the labor force. Conversely, if demand outpaces supply, there is upward pressure on wages, as
workers have more bargaining power and are more likely to be able to switch to a higher paying job,
while employers must compete for scarce labor.

III. The Labor Market in Microeconomic Theory

Microeconomic theory analyzes labor supply and demand at the level of the individual firm
and worker. Supply—or the hours an employee is willing to work—initially increases as

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 wages increase. No workers will work voluntarily for nothing (unpaid interns are, in theory,
working to gain experience and increase their desirability to other employers), and more
people are willing to work for 20,000php per month than 7,000php per month..

Microeconomics involves several key principles, including (but not limited to):

Demand, Supply and Equilibrium: Prices are determined by the law of supply and demand. In
a perfectly competitive market, suppliers offer the same price demanded by consumers. This
creates economic equilibrium.
Production Theory: This principle is the study of how goods and services are created or
manufactured.
Costs of Production: According to this theory, the price of goods or services is determined by
the cost of the resources used during production.
Labor Economics: This principle looks at workers and employers, and tries to understand
patterns of wages, employment and income.
The rules in microeconomics flow from a set of compatible laws and theorems, rather than
beginning with empirical study.
D. Understanding Labor Market Analysis
Labor market analysis is an integral part of an organization’s recruitment process because it
not only helps it find the most qualified workers for the jobs that it offers but also ensures
that it provides a competitive compensation package to its workers. This is important in order
for an organization to be able to keep its competent workers and, thus, continue its
productivity.

Generally speaking, labor market analysis involves the following processes:

Identifying the various labor markets for a given type of position. It involves looking at the
appropriate labor market based on a specific position.

Checking the market for salaries for a common position. The process involves checking similar
positions in the labor market in order to determine if an organization’s salary rates are at about
the same level

Determining market trends. This step answers questions as to how other organizations are
compensating their workers, including their pay practices.

Adjusting salary packages or structure of positions. After checking the salary rates of other
organizations and finding out if there is any need for adjustments, the department then makes
recommendations for such adjustments and restructuring of positions in the company.
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 Making consultations with management. This process involves sitting down with management to
determine their workforce needs.

Application: Let’s Apply

Students, I hope you have learned well the ideas given to you. This time we will be
assessing your knowledge. Please watch the link given below.

https://www.youtube.com/watch?v=jSDd6re92TY

I. After watching the video that has been given to you. Formulate a summary of what you
have understand in Labor Market Paradigm and state what is your answer to the question
what is the best way in order to have a successful Labor Market?

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II. Construct a modelling front page just like the example photo below. See yourself as you
after 5 years. In addition, also create a modelling front page of any member of your family
featuring their job.

( Send your output to your class group chat on Messenger)

A. Today I learned that

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CLOSURE:

That’s it for Lesson II, I hope you will continue your enthusiasm as you proceed to the
next lessons. You are now equipped with the essential knowledge of learning the basic of
curriculum.

CONGRATULATIONS!!!!!
You may now proceed to the next
lesson

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Module Summary

The module is designed to provide basic information on the paradigm of the labor market
and its components and elements. The activities, analysis, abstraction, and application in the
module provide to deepen your understanding of what curriculum is all about and its importance
in education.

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