1.
Differentiate Basic Education Curriculum, Revised Basic Education Curriculum, and K-12
Curriculum using a table form for their features.
RBEC
 provides a broad and sequential
curriculum.
 there were not enough practical
applications.
 spoon feeding.
 aims to development child spiritual,
moral and mental capabilities with
experience in democratic way of life.
 Inculcate ideas and attitudes.
K-12
 aims to provide them with enough
time to master skills and acquire basic
competencies in order to be
competitive.
 will be prepared for employment,
entrepreneurship, and the
development of middle-level skills.
 allows students to choose between
three tracks: academic, technical-
vocational-lifestyle, and sports and
arts.
 can better prepare students to enter
the labor force.
 will assist each student in taking the
next step in improving their
competence, skills, and professional
characteristics.
 2. Make a timeline of the Technical-Vocational Education history in bullet form.
 1927
- Technical and Vocational Education was first introduced here in the Philippines education
system through Commonwealth Act No.337.
 1939
- TVE was extended to post-secondary education through the Commonwealth Act No.313.
 1963
- The Bureau of Vocational Education (BVE) was created through Republic Act No.3742.
 1969
- Manpower Development Council (MDC) was created.
- MDC evolved into the National Manpower and Youth Council (NMYC). After that, NMYC build
Regional and Provincial Training Centers.
 1972
- Presidential Decree No. 6-A, The Educational Development Decree of 1972.
 1975
- The Bureau of Secondary Education absorbed the secondary vocational courses and the Bureau
of Higher Education took the post-secondary courses after the recognition of the Department of
Education Culture and Sports.
 1979
- The Presidential Commission to Survey Philippine Education. The Commission recommended
the revival of the Bureau of Vocational Education (BVE).
 1982
- Education Act of 1982 created the Bureau of Technical and Vocational Education (BTVE).
 1985
- BTVE started operations.
 1994
- Technical Education and Skills Development Authority (TESDA) was created and absorbed
BTVE, NMYC and the apprenticeship program of the Department of Labor and Employment
(DOLE).

3. Describe the history of the Department of Education beginning from the Japanese Era to the present
and state a short description of their roles and responsibilities for each iteration.

In 1942, Military Order No. 2 codified Japanese educational policies. In June 1942, the Philippine
Executive Commission established the Commission of Education, Health, and Public Welfare, and
schools reopened. The Japanese-sponsored Republic established the Ministry of Education on October
14, 1943. Tagalog, Philippine history, and character education were only taught to Filipinos during the
Japanese occupation. The importance of work love and labor dignity was emphasized. The Department
of Instruction was absorbed into the Department of Public Instruction on February 27, 1945.

The Department of Instruction was renamed the Department of Education in 1947 as a result of
Executive Order No. 94. During this time, the Bureau of Public and Private Schools was in charge of
regulating and supervising public and private schools.

The Education Act of 1982 established the Ministry of Education, Culture, and Sports, which was later
renamed the Department of Education, Culture, and Sports by Executive Order No. 117 in 1987. The
structure of DECS, as embodied in EO No. 117, remained largely unchanged until 1994, when the
Commission on Higher Education (CHED) was established, and 1995, when the Technical Education and
Skills Development Authority (TESDA) was established to oversee tertiary degree programs and non-
degree technical-vocational programs, respectively.

The report of the Congressional Commission on Education (EDCOM) provided impetus for Congress to
pass R.A 7722 and RA 7796 in 1994, respectively, establishing the Commission on Higher Education
(CHED) and the Technical Education and Skills Development Authority (TESDA).

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed
transforming the name of the Department of Education, Culture and Sports (DECS) to the Department of
Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices
and schools). RA 9155 provides the overall framework for (i) school head empowerment by
strengthening their leadership roles and (ii) school-based management within the context of
transparency and local accountability. The goal of basic education is to provide the school age
population and young adults with skills, knowledge, and values to become caring, self-reliant, productive
and patriotic citizens.