21 Se Bilingual Education And The Use Of The Vernacular As Medium Of Instruction The question of what language to use in the classroom has been one of the most persistent problems in Philippine education. At the introduction of the American school system in the country, the first question that the educators had to tackle was the medium of instruction. After long debates, English was adopted as the language of the schools and the Philippines launched a bold experiment on human under- standing. With regard to teaching in'the vernaculars, the Monroe Commission recommended experimentation in the use of the vernacular but it was only in 1948 that such experiment was undertaken in Iloilo. Favorable results revealed that the local dialects could be used to a greater advantage by children in the early stages of their education. With this result the i ider use of the 8 dents of schools approved a wider | ; ae e the schools. This change in traditional policy was primarily aimed for the wider benefit of the children and Tamale Teidro, Trends and Issues in Philippine Education (Quezon City: "Antonio Isidro, 199 Alemar-Phoenix Publishing House, 1968), pp. 19 185the nation that even the private schools and the press showed interest in this emerging educational practice. With the use of the vernaculars the influence schools can easily penetrate the life at home and the acti in the communities. ‘The Board of National Education also presented a policy recommendation on the language of instruction, namely: 1. That Pilipino be the main language of instruction at the elementary level with provision for the use of vernacular languages in the first two grades, 2, That Pilipino and English be the languages of in- struction at the secondary and higher levels. To insure the success of the program, the recommenda. tion also provides “that intensive teacher education programs be introduced, both pre-service and in-service to train teach- cers in the use of Pilipino and the vernacular languages as media of instruction”. ‘The Bilingual Program of Instruction Upon the recommendation of the National Board of Education and in consonance with the constitution of 1973, the Bilingual Education Policy was enunciated officially in Department Order No. 25, series 1974, on June 19, 1974 by the Secrotary of Education and Culture, in order to develop a bilingual nation competent in the use of English and no. Bilingualism in the schools is defined operationally as the separate use of English and Pilipino as media of instruction in certain subject areas from Grade I to 4th year High School. The subject areas are divided into Pilipino Domain and English Domain or the English Block and Pil- ipino Block. PILIPINO DOMAIN: s Social Studies, Social Science, Character Education, Work Education, Health Education and Physical Educa- tion. 1086 ENGLISH BLo oy, Science and May Art and Music” English and Pitip;, subjects, 8° will stil be taught as language ‘ated and relevant to elementary by the beginning of ae ne years from thence, with - 'ransition earlier if feasible. ‘The shift i ‘ ee 's mandatory in the following grades: +1979 Grades 1, 11, i : LT, TH, LV (Prim: nae Grades V, Vi diermediate 30 as to prevent a bottlen it i adopt either one of the following iinet scdsabie te MODEL A 1975-1976 Grade I ! 1976-1977 Grades I, IL 1977-1978 Grades I, II, I 1978-1979 Grades I, Il, Il, IV 1979-1980 Grades I, Il, III, 1V, V, VI MODEL B Grades I and II Grades I, II, I Grades I, II, III, 1V Grades I, II, II, IV, V 1979-1980 Grades I, II, Ill, IV, V, VI Since there is no definite ruling on Grade VII, we would ea Education and Culture. ‘The historical ba fs follows: The 1973 Constituts .ch delivered on Mi iy. Inaspeech delivered on May a ofthe oA and Trades fr Pilipino 1973, at the Mariking or, the President enunciated a Supervisors ofthe theo 7F rged the group to develop Policy of bilingualism H¢ of this bilingual policy is as Pilipino and English as 187jn tho use of both English ang a bilingual natin competent ne sf the ereation of the Fino and hi ec ey on bilingual in the National Board of Eivenissioned the Director of Public schools. The Board ¢ to form a committee intes Soriano, to schol, Dr. Loera ara muidelines for implementation, In to study the formulatio to study oe nme appointed a sub-committee to do turn, this committee Is resources {, , irvey of manpower and material s to nationwide survey acyetem to undertake this important fauge the readiness of the syst er tare Eine, he sures i ed the instrament ‘Committee on Bilingual Education) drat ments, ‘end with the help of the Research Guidance and Evaluation Division of the Department of Education, Bureau of Public Schools, administered the survey during the months of March to May of 1974, On the basis of this survey results, as well as the ree- ions of the Soriano Committee, the National Board of Education gave some guidelines, which have become incorporated into Department Order No. 25. ‘The call for new materials under the bilingual education program is call for materials in Pilipino for the content areas of social studies! social sciences, character education, work ‘education, health education and physical education. Under the-DEC ruling, approval of future books in the above areas will be given only ifthey are written in Pilipino. In fact, there are already materials available, mostly translations, and of varying quality. ‘The hardest of all in the implementation of the program will be the hiring of competent teachers to teach in Pilipino or Lo teach content subjects using Pilipino as the medium of instruction, This problem becomes all the more acute in non- ‘Tagalog speaking areas, ‘The principal of the school will have to hire competent Lalpine. Unfortunately we have no standardized tests as yet e wally an fe communica ive competence of our teachers ance daag ceatvation, interviews, and perhaps perform * demonstrations. We should likewise seri- 188 ously think of impor, to implement the wattle from Tagalog spoaking areas lic, In addition enn” St St for the tine being uri campaign for Acceptana % M0difieation, a public relations a sr in er cn f current, faculty, we must build 2 systema : monitor our results, 2 *t°™Atie program of evaluation to In organizing a bit school, in compliance with gua) Program for the elementary the following will be none PEC Order No, 25, series 1974, a modified time-table a suggested blocking of ti i a sug ting of time according to language a Public relations campaign for acceptance on the part, of parents-materials in Pilipino for the stipulated areas and teachers able to teach in Pilipino in the stipulated subject areas continuous formative and summative evaluation program a time-table of implementation with a tim ing from 1975-1976 to 1979-1980 a good coordinator to oversee the program -seale extend- Hopefully, our schools will then be educating the bi gual Pilipino of the future “competent in the use of both English and Pilipino”, for he will need both to function in our society and our world in the future. He will need English as a language of wider communication and to gain access to the accumulated wealth of reading materials in science and technology which he will need to develop himself and our country, he will need Pilipino not only to Cie his native identity but because in today’s Pilippine society, to make contact with all strata of society, one Net Peallin survival - in labor relations in polities, in assembles | caning forthe enanifestationofell-idntiy, in internalizing the fait 169 ik " rdof salvation, in concepty. 9 the my serie his own culture, d elements of ‘the present Constitution (which held in 1987) as regards to our ipino. It is worthy to note the is gi ‘he framers of this constitution for the phasis Ben rchment of oo national AMEE fr aero ction as a medium of communication in all government aires, White Englishisstill adopted as a means of instruction ca reermmunication, the use of Filipino, which is now adopted and implemented by the Department of Education and Gulture and Sports, is expected to benefit the great majority of Filipinos in terms of better understanding and greater involvement in the affairs of government. Articlo XIV Section 6 of the 1987 Constitution has the following text on Language. Section 6. ‘The national language of the Philippines is Filipino, As it evolves, it shall be further developed and ‘on the basis of existing Philippine and other lan- and the acceptance of alizing the values an Following is the text 0! seas approved in a plebiscite national language which is Fi emi guages. Subject to provisions of law and as the Congress may deem appropriate, the Government shall take steps to initiate and sustain the use of Filipino as a medium of official communication and as language of instruction in the educa- tional system, Section 7. For purposes of communication and in- struction, the official languages of the Philippines are Fili- pino and, until otherwise provided by law, English. The regional languages are the auxiliary official 1an- guages in the regions and shall serve as auxiliary media of instruction therein, ‘Spanish and Arabic shall be promoted on a voluntary and optional basis. Section 8, The Constitution shall be i din Filipino and English and shall be. promulgated regional languages, Arabic, sed Srangamslated into major 190 Section 9,1 ‘he language commission coma hall establish a national u ‘of representatives of various promote researcher th shall undertake, coordinate and for the de ; preservation of Filipiny ang cnet, propagation, and r languages. GUIDE FOR REVIEW 1. Discuss the bilingual Bdewation ext otal Program of the Department of 1122 Individualized Education here exist various systems of individualized instruc- tion. When the school selects both the learning objectives and the media for attainment, the category is termed Individually Diagnosed and Prescribed Learning, When the school deter- mines what is to be learned but allows the learner freedom to determine how he will attain the objectives, the category is termed Self-Directed Learning. In situations where the learner selects the objective but the media are determined by the school, the category is termed Personalized Learning. If the student selects both wat is to be learned and how to learn it, the category is termed Independent Study. These are the four approaches to individualized instruction.’ Let us discuss further the several systems or modes of individualized education. Individually Prescribed Instruction In Individually Prescribed Instruction, the learning objectives and the media for attaining those objectives are carefully programmed and a sequenced and detailed listing of behaviorally stated instructional objectives is prescribed for the child? These objectives are determined as the child _ 1 Instruction: A Manual for Adminis Wack V. Bdling, Individuc ized Instruc eet ec ruinistrators, (Corvallis: Teaching Research Division, Oregon State System Division, Oregon State Syster sher Education, 1971), p. 2. | | " Teauisiaaliy svscribed Instruction. (Philadelphia: Research for Better Schools, Inc., 1971). 193 i i queE_ i i by taking te: ‘on the learning continuum t sts in be ito the objectives and are ‘such that pupils can procec cl Sime oS er ‘There is @ requirement, however, that each pupil's work written prescriptions prepared to meet his te eal ye and interests. Individually Prescribed Instruction hinges on a wealth of materials, sequentially aosered for systematic progress toward behavioral goals, The progress of the pupil is then evaluated daily through the use of curriculum-embedded tests. In this system the teacher spends little time teaching a group, and much of his time is spent evaluating pupil per- fyrmnce, diagnosing pupil needs, and preparing learning prescriptions for each child. In other words, most of the time ‘spent helping individual pupils. To ensure that each child's prescriptions are effective in moving him toward fulfillment bf his behavioral objectives frequent staff conferences are held. ‘This system may be implemented in a self-contained classroom structure, or children may move from one learning area (o another, ‘The main objectives of the system are to enable each pupil to work at his own rate through units of study in a learning ‘sequence, to develop in each pupil a demonstrable degree of mastery, to develop self-initiation and self-direction of learn- ing, lo foster the development of problem-solving thought processes, and to encourage self-evaluation and motivation for learning, In the United States IPI program materials are available in mathematics, reading, spelling, science, and social educa- tion. IPI mathematics features a variety of instructional rene and diagnostic instruments for both teacher and Mudent — including placement tests, selfinstructional ‘aterials, multi-media modes of instruction, and a suppor ‘eer. Scanton, Schone, Ine, May, 1974), 8" Report (Philadelphia: Rescarch for BeteT 194 system for staft ‘The most recent lopment in the use of the IPI program.‘ for Individualized 12" IPI science, Science Curriculum nea arn tional modes titleg Exploration ences ‘three instru Invention, and Discovery. student intorest invent for placing the student 2*¥Hes the teacher with the basis Applies what be ent B¥ention lessons. The student then pliog what he has le management system requ, which lead to pres teenie a student to make choices nutcomes, eae Sicial education program is termed Social RED Tey eseate Curiculum for Humanization aerate uains five psycho-social functional domains: self-realization, governing, produsing and consuming goods and services, utlizing environments, and interpreting and senerating ideas and events, Its gal is to help the student understand reality well enough to develop a healthy self image, constructive interpersonal relationships, competence and creativity in the five areas of human function, and independence in dealing with his environment. IPI also features computer-assisted instruction, a field operation which is responsible for developing and field testing materials and strategies for administrators, teachers, and teacher aides; a nationwide network of individualized schools; and a program of individualized learning for adults. ‘The findings of the IPI evaluations were that parents perceived that IPI learners were more highly motivated, self Girected, and independent than non-IPI pupils, and that IPI had a positive effect on middle-level pupils’ self-concept, creative tendencies, and attitudes toward school.* With respect to the cognitive domain both formative and summa- tive studies show that IPI students achieve as well asor better cet cose ata noe Paste oer ar higher achievement than non-IPI students on sts. —Thetiog An prac Todiuaed Eset” PI ‘A Study of Individually Presribed J for Better Schools, Inc, October, ra sa ea So Data Karp et Aa Ae a Instruction and the Affectioe in oa rota ‘Jack V. Eating ose sack V. Es iinaividually Guided Education sidually Guided Education features the multinun ee a motel of instructional Progtan: seer individual learner. 0 model for measurement nj uatnation, a program of homelschool communications, ang cintnauing research and development.’ IGE demands the festrueturing of the school organization. Instruction of pool, ofdifforent aged children becomes the responsibility of units of teams of teachers. Multi-unit combities theory and practiog regarding instructional programming for individual leaner horizontal and vertical organization for instruction, role differentiation, shared decision-making by groups, and open communication. ‘The multi-unit program requires the principal to assume greater and more direct responsibility for developing im. proved educational practices, managing the pre-service and in-serviee teacher education activities in his building, and administering research and development activities. There must be a unit leader or lead teacher, a career teacher who chairs unit meetings and performs a liaison function between the team and the principal, consultants, and parents f The IGE system attends to differences in a child’s rate 7 style vf learning, level of motivation, and unique educa- tonal ee Carrie materials are geared to the instruc as they are s¢ il bse on hie enh ae selected by the staff foreach chil, istics as a learner. It also provides a communication: to s are atte order ogeerinheacrae ens ‘rents and other adults. ie Individually Guided B ‘or Implementation (i Cognitive Lesainy MK ui ta ws 1971), ss EE in the Wisconsin py sign for Developing Mathematier Reading Skill Development,’ the Guided Motivation» Precesses," and the Individually Inasmuch as IGE, sig sen hee acini to whth at pepe Program for Learning in Accordance with Needs ‘Program for Learningin Accordance with Needs or PLAN, ‘is a computer-managed educational system," since in order to develop a suitable educational program for each learner, a great deal of information must be processed efficiently and each learner must plan an educational program suited to his values, interests, and potential abilities. In this system the overall educational program is broken down into sets of behavioral objectives which can be assigned as learning tasks to the individual learner. Barly in the year, the teacher confers with each learner about his general program for the year. About five objectives are grouped together in a module, and each objective requires approximately two or three hours to achieve, thus making the module about a two-week seg- ment of instruction. The teacher, on the basis of his knowledge of the main curriculum demanded, indicates which objectives fare required and which are recommended: while the ‘earner. relying on his own knowledge of his titues, sk eran abilities, and his long-range goals and int . optional objectives. Nataly eloping Mathematical Deepen oe rand Mary E. Montgomery, Developing tr a ei oe gaan Caer Cah< system adapts itself to materials the ., ee Ean “The learner uses the Teaching-Les eal aad a his. own learning tse to achioy We particdar abjective in the module. storing and evaluating pupil POBTESS is dong mite tnt questions related to the objectives? wai Sar modue, When the desired mastery Tevel has kag’ reread. learner moves to the next Teaching-Learning (eet Jatit test results indicate more work is needed, the legen foes back and reviews or dows further work before retain the test Data from an evaluation done by D. Lipu and M. Steen! revealed that PLAN learners spent more time in individwat, ized activity than did control learners ‘The Open Classroom ‘The Open Classroom Approach is more free and unstrue- tured than any of the systems presented above. Its primary objectives are to help the learner how to think, to form Judyments, and ta discriminate. Its objectives are develop- mental in nature and center around the quality of human interaction, which in turn leads to achievement in conven- tional and humanistic terms In the Open Classroom Curriculun a , lots of informal verbal each ner's interests and st interaction among the learners, an abundance of fascinating naterials, and w teacher as a stimulator. TI no real difference between one subject in the curriculum and oF even between work and play. A few learners may Aiils” groups of children of various ages and in all dint Sill each have a wide choice of materials and they can da ot Commercial, many homemade — to whiel Wish, ‘These ete their attention where and for as long as the ited aectaat’ Seherally no required subjects and no Fe uired assignmes ‘nts that learners must, at some time, €%° “Dewey Lipe anc rocket Dastopment Pre 0d Margaret T. Stcen, Assessment of the PLAN Teach! ‘orig ig, "“* (New York: Westinghouse Learning Corp, final 7% 198 : a centrate upon ceards as stich, Ray’ ati Rate tt pi oat wht era ai en taro eat to find more appnogs 8turbance, the escherdne ekg than deny the privtege grut2tals and approaches rather il may need it most. *° ° independence to the learner who most, There evideng or tings do have different e222 lets in open classroom set tional classrooms ett €*Petienees from leamers tn tra si 3 & 4 School-determined | 2] Pupit-selected learning objectives Z| learning objectives and means for 3 = jeans for attaining objectives FIL=!®&/ ©) attaining objectives FIGURE E. CONTINUUM OF INDIVIDUALIZATION PROCEDURES GUIDE FOR REVIEW . Define individualized instruction, 2. Discuss the following approaches to-individualized in- struction. a. Open classroom approach. b. Individually guided education ¢. Individually preseribed instruction. d.. Learning program based on needs. uation: Toward 3 Pa Or ec inewtos, Mas SELJ, Walberg and) 49n Operational Definition id. 1923 Non-Graded Curriculum The Non-Graded School is one that denies the limitation of grade structures and is organized so that the individual learner may develop his academic and creative talents as rapidly or as slowly as his abilities permit. Adequate provision for individual pupil differences is at the heart of the non- graded school concept. ; Learners would spend two, three or four years in each school, three being the average. Progress in each academic areas\ would be continuous. The program for various schools can overlap since, a learner may very well be considerably ahead in one area and not in another. This should not create a problem if the content program is set up on a continuum. Each teacher would simply continue the program of instruction for each learner at the point where the pupil discontinued work in the previous school. The learnet who is able to move ahead rapidly in all areas and whose overall maturity seems to indicate his readiness may move on to the next school block. He is the learner who could complete the average three-year program in only two years. In the case 1 but who shows other indic of a learner who is advanced academically ations that his needs would be met 201re accelerated move to th ie peer group, the acce he next better within Bye not wise. Here again, the Nexibe level would probably ig allow the learner to pursue ad. curricular Prod a yok while remaining with his chronologca] vane ae leaner, to, benefits from the Nexibiity Te ee a He might spend four years in primary Oe orig ins added year and a somewhat lexg 1 ah ahisearly learning, find every ensuing year vee rather than a hurdle. The older, st ane mature primary learner still academically Foc Le moved onto the next level so that he remain i ieora, bu every attention would be given to keeping aaeanictam ata level consistent with his abilities. withi son-#ra school, ant intense api ‘4 welcome expe ‘The Philosophy of a Non-graded Program ‘Anon-graded school organization is a vertical one which provides for the continuous progression of all learners with the recognition of their variability in all aspect development It uses a philosophy of educati the adjusting of teaching and ad meet differing social, mental and phys children, It uses an organizational grade levels, promote Mexibili progress and permits the utiliza alized instruction, uch learner is uniquely different. Meeting individual differences is not a technique; it is a way of living, It is imperative that each learner be able to live with himself, Bach ‘must understand his assets and use them constructively. He tual discover his shortcomings. He must develop a sensed sifomtection suficient to keep him functioning at an effi: ————— cong Lat Sth Teaching Company, ne. 1970), yp. 3037 Goals ani . . And Objectives of a Non-Graded Program Some of the following: |” P'"Pses for adopting this program are the r: progr © To provi ? Provide an opportunity for every individual to learn according to his own growth pattern, To establish fore i school ere ash leammer a pattern of sucess in © To liminate artificial grade barriers so that the faster-moving learner will not have to mark time © To permit the slo 1 © permi ywer-moving learner to progress with satisfaction and suecess at his own Fate © To permit cach learner to be taught at his best earning level © To provide for each learner a curriculum adapted to his growth pattern ‘These purposes lead to the establishment of the following specific goals of a non-graded school: 0 To help each learner find satisfaction in learning 0 To help each learner realize that subject matter skills are tools he should use in meeting and solving probloms ‘To help each learner develop self-confidence ‘To help each learner think imaginatively and openly ‘explore his ideas hholp each learner fee himself to explore the ro ° eee ‘of the school, both human beings and soaternls, as well as his own Tesources mo holp each learner assume responsibility for his own learning 4 ‘Tohelp each learner become sel disciplined \e-directed and self- 203on-Graded Curriculum The Ne i graded school assumes that Te coelon nt Fh iplanmed oe anny particular gr0¥P broad and flexible to meet the challenge the program mus bat ofall ofthe TearnerS aS human aA id self-discor is seacceptance and self-discovery is th nr ateiculum real and meaningful, Th planning the curriculum to focus on the individual learner, {he following concepts should be kept in mind: There are differences, as well as similarities, among individuals. © Loarningis evidenced through a change in behavior. The most meaningful learning takes place through the process of discovery. Individuals draw relationships from their back- ground of experiences. 0 Individuals react to stimulus and initiate action at their own rate and depth, © Learning takes place best when the individual has the freedom of choice. © Bachlearner isin the continual process of individual growth, Each learner has rights and aaa mer f a grou responsibilities as Raa is a direct relationship between meaningful ing and amount of intra-personal involvement. Learning situations uations may be ina vanly of penmanybe Provided at many lovels ©The school environ: ages a feeling of bel tent must be one which encour ‘longing, © Each lez Work a8 an gust have opportunities to think and group. vidual, as well as a member of a Les arning takes place best when an individual assumes respensia ¥ en eponstility for kis own program of ‘The curriculum, then, be ; ‘ , then, becomes an organized series of experiences which have been decided ‘upon in terms of the eds of the learner and which provides for his continuous Growth and development toward desirable goals or behavioral objectives. The purpose of these learning activities is to enable the learner under the direction of the sehool to acquire and develop skills, abilities, understandings and attitudes which will help him live effectively and happily in his environment. Evaluation in a Non-Graded Program Evaluation forms a crucial part of the operation of any non-graded school program. Evaluation must be a continuous process, and the only way it can be accomplished with objec- tivity is for the teacher to have a file on each learner and to use a series of checklists and inventories in addition to the usual kinds of achievement tests that the teacher constructs or buys from a publisher. In addition to the daily observation, certain milestones should be established so that the teacher and the learner can set their sights for a more formal kind of evaluation. The final ‘activity for each level should be such Gimilestone. For most learners, however, the major subgoals of each level should likewise have milestone evaluations, In any evaluation of the learner's performance, his capacity for achievement guides the teacher's expectancy. is often measured through 1.Q. tests or Academic capac) Tn schools, Thus the teacher will not rovious pes ipa! hy informing a eomer witha firlypar with the other learners ison soap tute sponding at aspeed and at alent asi native capac od the hgh tat at he vith Upto the learning task? a be personally involved in evaly ent should be Peomee on himself. He should te his achievement (0B nin of his performance. Did he dy a a at representative of what he via there some way that he can improve or stimulate cen ep eaponse? In group work, the learner's classmates will reer evaluation if given an opportunity, but the teacher ots a vide the group with some criteria on which to judge the performance of the members. Ropurts to the parents and to the school are likewise a neovssary part of the evaluation. They should indicate the ttchievement the child has made along the sequence of objec- tives, as well as qualitative remarks about the learner's works, If the parents and the school know what tasks the Ieamer has performed, then they can provide continuing direction and assistance without boring the learner with ‘unnecessary repetition or without skipping important steps. ‘The home report could contain suggestions about books that may help the learner or about his interests and ways of relating those interests to his reading. Checklists similar to those used in the classroom could form part of the home report to indicate what learning is taking place.” GUIDE FOR REVIEW ; P Describe a non-graded school in terms of its curriculus operation, promotion and evaluation. ee Past R Mon, The Dai we usiza, hua! ew Yar vine Bonk Compass 18 206 24 Work-Value-Oriented Curriculum Department Order No. 6, s. 1; Bee { et No. 6, s. 1972 entitled “Adoption of a Work-Orientd Curriculum in Philippine Schools has a5 its objective the maximization of the school’s contribution to the attainment of national developmental goals and educational objectives. The national developmental goals are the follow- ing? 1. To achieve and maintain an accelerating rate of ‘economic development and social progress 2, To assure the maximum participation of all the people in the attainment and enjoyment of such growth; 3. To strengthen national consciousness and provide desirable cultural values in a changing world In a work-value-oriented curriculum, the content of the subject is modified to relate it to the dominant economic tivities or products ofthe community.” It suggests activities Which will enable learners to apply and test classroom Tearing in real life setting* These activities must have (heir impact on an espectaf ether economic or socal devon eo “ sity” in a first year ‘Take for example the concept “commun} ‘Tale fom opis concep, an activity such as beautification of a Department Order No.6 ieee a Sa et suntan teen oor ee 1g ~ Youth Civie Action Program. ae Jone 18, 1973 ~ “Tositating ‘More Development Oriented 207per for a work. relevant and prop ori. ue mira Pe surroundings ou Mocs is important for the deve ented curriculum inves in which Be pment of his commun Von jas atonal ofthe work-oriented curriculum ity The b in ascent on work experiences and skills with “ith atte the development of desirable attitudes f labor.* enrich the objects towards the dignity o! Work ina value not yet internalized by Filipino learnery een arpreted as menial, when in reality work mean It is often interpreted as menial, 3 ny exertion or effort directed to produce or accomplish soothing productive or operative activity.” Thus, the cur. Ticulum must also be value-ori re tobe internalized by the learners, such that 4 be able to individu ed curriculum is one Ifvalue they are co ally conceptualize them, A value-oF5 where values are acquired thro valuing.’ This means the devel during the process of valuing GUIDE FOR REVIEW 1. Discuss the work-oriented curriculum, aA cele dit il vo a Sa Feces tcar a co et aa dete Soin eee 208 25 Secondary Education Development Program (SEDP) Rationale for the SEDP As mentioned in ‘the paper of Director Esperanza A. Gonzales of the Bureau of Secondary Education, Department of Education, Culture and Sports, entitled’ “THE 1989 SECONDARY EDUCATION CURRICULUM’, when the first graduates of the New Elementary School Curriculura (NESC) ‘come to the high schools in 1989, they will have “pasic intellectual skills and learning tools to continue learning and the values for successfully living lives in the society”. ‘This new secondary education curriculum in effect is designed to continue pupil development started by PRODED. ‘The same paper revealed research findings indicating a need to improve student performance in science, mathematics and communication arts and that ineffective teaching, inadequate fhellities and instructional materials contribute to unsatisfac- tory student performance and finally the need to improve also policy-making and increase the internal efficiency of the system. 208 —_—_—_—_—_—_———— etcontinue what w school to improve th bility to quality seco the allocation of resources, broaden accessi- ality of graduates, cess « Gory education and promote equity in ‘especially at the local level. Why the need to change the 1973 Revised Secondary Education Program he findings revealed by a series of On the basis of t institutional surveys, a number of problems cropped up among which were’ 1. ‘The multi-disciplinay and inter-disciplinary ap- roaches which were good features of the 1973 vevvaed curriculum were not reflected in the instruc- Gonal materials or in the classroom processes; desire to develop among students good work tudes fell short of expectations; and approach to problem solving in the effective for learning the 2. 3, The conceptual social sciences proved in content of social science subjects, ete Legal and Other Bases of the 1989 SEDP ‘The 1987 Constitution in Article XIV Sec. 1 states that “The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.” Sec. 3 (1), (2 Sections 14, 19 and Art. XV Sec. 1 which were cited in the previous chapters expressly stated education-related consti. tutional requirements serving as the primary legal bases 0! the 1989 SEDP. a D No. 6-Aand Batas Pambansa Bg. 232 otherwise knowD ‘as Education Act of 1982 clearly spells the need for the kind of education that will continue general education started in the elementary grades; prepare learners for college and prepare learners for the world of work. 210 OY This curri A iculum is supportive of the Medium Term Devel . ‘thruste in mesons tatgets and the values. development of the DECS. Me ance with the Values Edueation framework: ee ’in Components and Goals of the SEDP. and covers cot oy, cms to improve the quality of education physical facilities iu development, staff development, and Perret aati development, SEDP wil focus on the fl 1. Curriculum reform 2. Provision of quality textbooks/teachers’ manuals on a 1:1 basis Provision of science and work education equipment Assistance to private education Research studies on NCEE, barangay high schools, career guidance, ete. ‘Toctfect efficiency in the system, the SEDP will also focus on: 3. 4, Staff development (short and long term) 5, 6 1. research studies on schoo! location and distribution, financing schemes, teachers’ salaries and benefits, ete. 2. training of administrators 3, strengthening of management and evaluation sys- tem In addition to this, SEDP will also undertake or expand the school building program, service contracting scheme and other alternative delivery systems. Objectives of the New Secondary Curriculum ‘After going through the new secondary curriculum, the students shall: ‘an enlightened commitment to the national vel 1 deve by cherisbing, preserving, and developing anwell as jo-cultural values, a8 well seg the Filipino heritages sirable attitudes for moral, spiritual and other desirable asPe 2 ain knowled: and form des F es 2 Ee ce Ne ople, and other anding vy eelf, one’s ow People therefore, of 68 heey. promoting skeen cae Fr elt, of family and Of Pe. Pnal and interna- tional communi 3. develop skills in high more complex compre ties and in thinking. in ively in life situations: + work skils, knowledge and information and 1 for making an intelligent choice ‘and for specialized operations and pression activi- i critically and er intellectual pension and ex HHigently an cre 4. equ work ethic essential Of an occupation or career. ining in specific oocapa Jon and heighten thei fr abilities in and appre- ce and technology as a their potentials for self-ful- (ind for promoting the welfare of others 6. Scope and sequence of the curriculum ht subjects from first year to fourth year. ‘There are 6 These an 1, English 2. Pilipino 3. Mathematics jence and Technology + 5, Araling Panlipunan 6 Bdukasyon, Pangkatawan, Kalusugan at Musika 7. Technology and Home Economics 8, Edukasyon sa Pagpapahalaga (Values Education) 22 Ee Se Work experie schools for thren nt 88 the 9th subject was tried in the pilot years. Th the “work ethic” cary Be ly-0ut experience showed that integrated with Values component with Home Bi Values Educatio and shall " Ponent of work experience could be Education, while its “technology” ‘conomies and Technology. ‘ducation will be taught as a separate subj bo integrated in all the other subject area Technologies will be made a visible component of the different subject areas, espe -ially Science and Technology and Home Economies and’ Technology. Subject Area Description 1. ‘The subject areas of Filipino and English shall place a strong emphasis on the development of critical thinking skills and communication competence. Araling Panlipunan (Social Studies) shall be tau puns ent from the Philippine perspective. The area of study for the first year is Philippine History, Asian History in the second year. Economics in the third year and World History in the fourth year. Mathematics will include higher level of competen- cies in preparation for technology courses intro- duced at the tertiary level. In Science, the focusiin the first year shall be General Science, Biology in the Second Year, Chemistry in the third year and Physics in the fourth year. Arts will be added in the third and fourth years to Physical Education, Health and Music. ‘The implementation of ‘Technology and Home Eco- nomics as a new subject area will be deferred. The teaching of Practical Arts as currently practice will Continue except in the try-out and leader schools. 213|r ee P OO —————— | epIT NO. OF MINUTES cRl ‘To be prey SUBJECT AREA UNIT 3 A ea ai the efective implementation of the inglis! taken, including | 7 ‘velopment programs were under- English 40 rinata ne the training by selected centrores of pubic 1 and private school regional trainors; leadership training for | t Filipino | 40 secondary sehoo! ye | Mathematies 1 = and private sens eadaintators for both public and there will be mase training of firs | Science and Technology 1.5 3580 hers for both public and private schools in April-May, | Araling Panlipunan , 1 for English Pen oe aaa re tho Phitipine Normal College , Filipino and Values education; UP College of, dukasyon Pangkatawan, fication for Social Studies, Health and Music; UP ISMED Kalusugan at Musika, a for Science and Mathematics; TUP for Technology and Home Sining (M, IV) Beonomies and Work Experience; UP SPEAR for Physical , ‘Technology (1, I) and ee a and Maryknoll College for Values Education. | Home Economics With all the other areas of concern and operation well | (ILIV) Practical taken care of, the Filipino youth is looking forward to this Arts for SY (1989) 2 60 now Secondary Education Curriculum. It should however be : borne in mind that some slacks and weak links may show Edukasyon sa 40 { up in the process that must be attended to promptly by all concerned. Having been tried out and tested with good results, Pagpapahalaga 1 let us all hope that this will enable us to effect the much needed change in the quality of education and our graduates. ' Curriculum, Validity, Relevance and Effectiveness ‘This new curriculum was tried out in 80 pilot schools, representing seven (7) types of secondary schools, namely: | - barangay = vocational | = municipal — . private secretary = provincial private non-sectarian = city ~ Try-out classes were regularly monitored apd evaluated twice. — Studies to determine the effectiveness of teaching and learning were conducted. ~ These studies included surveys of students’, teachers’, and administrators’ perceptions on the new textbooks, medium of instruction, time allotment and new subject areas. 215 24 —_—_—— etf Philippines. Aldana, Benigno. 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Romulo, Carlos P. “Overhaul of our Educational System: The New Board of Education,” Educational Quarterly, June, 1968, 5-15. Rugg, H. Culture and Education in USA. London: William Ltd., 1972. pp. 364-370. Ernesto Y. “Return This Country to the Filipinos ‘Through Our Schools”. Smith, B.O. Stanley W., Shores, J. Fundamentals of Currieu- ‘lum Development. New York: World Book Company, 1957. Stanley, William O. et al. Social Foundations of Education. New York: The Dryden Press, Inc., 1956. Smith, Lee L. A Practical Approach to the Non-graded Ele- ‘mentary School. New York: Parker Publishing Company, Tnc., 1968, fk ing, An Overview for ‘Travers, Robert M. Essentials of Learning, 2 ‘Sredante of Education, 2nd ed. New york. Memillan, 1967. 7 Tupas, Rodolfo G. "The Crippled ‘Magazine. Feb. 5, 1967. 7 Society’. Sunday Timeslum Developments. Wash- Moa for Supervision and Curriculum ] Education Association, June, Unruch, Glenys, ington, D.C. Associ Development. National 1962. Weaver, Donald C. “A Case fo ‘Community Education.” Pht ber, 1972), pp. 154-157. for Theory Development in ‘Delta Kappa, 54 3 (Novem- Wilds, Elmer H. and Kenneth V. Lottich. The Foundations of Modern Education. 3rd ed. New York: Holt Rinehart and Winston, 1965. | Achievement standards as criteria, 156 Index ‘Aims and Objectives as an evaluative criteria, 155 Bilingual Program Constitutional bases, 185 DECS policy, 186-190 Board of National Education Policy, 186 Community School Education education and schools, 179 nature, 177 philosophy, 180 strategies for establishing, 181 Conceptual Approach cognitive and effective side, 172 experimental method in, 173 nature of, 171 strategy of, 172 Continuous Progression ‘adaptability to Philippine Schools, 206 defined, 206 evaluation, oe goals and objectives, philosophy, 202 the way of, 208 203, . ,