CURRICULUM

DEVELOPMENT
REFORMS AND
ENHANCEMENT
MODULE 6
GEARING UP FOR THE The Enhanced Basic Education
FUTURE: CURRICULUM Act of 2013 (K-12)

REFORMS
 Mastery of the basic
competencies is
insufficient due to The Philippines is the only remaining
congested curriculum country in Asia with a 10-year education
program.

Why K-
12?
THE PHILIPPINES IS THE ONLY
REMAINING COUNTRY IN ASIA WITH A
10-YEAR EDUCATION PROGRAM.
 Short duration of basic education program puts millions of
overseas Filipino workers, especially the professionals, and those
who intend to study abroad at a disadvantage
 Graduates of Philippine schools are not automatically
recognized as professionals outside the country
 Bologna and Washington Accord requires 12 years of basic
education
 With K-12, Filipino professionals would have the same
competitive edge with other countries
RESEARCHES ON THE PHILIPPINE
BASIC EDUCATION CURRICULUM AND
THEIR RECOMMENDATIONS
Year Source Recommendation
1925 Monroe Survey Training graduate student in agriculture,
commerce and industry because secondary
education did not prepare students for life
1949 UNESCO Mission Restoration of Grade VII in primary Education
Survey
1950 Swanson Survey  
1953 Education Act Revising the primary school system by adding
one year (Grade VII)
1960 Swanson Survey Restoring Grade VII in primary education
1970 PCSPE Extending secondary education by one year to
better students who have no plans to take up
university education
RESEARCHES ON THE PHILIPPINE
BASIC EDUCATION CURRICULUM
AND THEIR RECOMMENDATIONS
Year Source Recommendation
1998 Philippines Education Prioritizing student learning through curricular reforms,
Sector Study (World the provision of textbooks, the use of the vernacular in
Bank and ADB) lower Primary grades, and the institution of longer basic
education cycle
2000 PCER Implementing a compulsory one-year pre-baccalaureate
stage as prerequisite for students interested in enrolling
in higher education degree programs
2006 Philippine EFA 2015 Lengthening the education cycle by adding two years to
National Action Plan formal basic education (one each for primary and high
school)
2008 Presidential Task Force Extending pre-university education to a total of 12
on Education years, benchmarking the content of the eleventh and
twelfth years with international programs
EMPLOYABILITY OF FILIPINO
HIGH SCHOOL GRADUATES
 K to 12 Curriculum prepares the students for the world of work,
middle level skills development, entrepreneurship and college
education.
 In Grades 7 and 8, student is made to explore at least 8 subjects in
the 4 areas of Technology and Livelihood Education namely: Home
Economics, ICT, Industrial Arts and Fishery Arts.
 In Grades 10 and 12, the student is supposed to have a National
Certificate (NC) Level 1 and NC Level II from TESDA.
 Short duration of basic education:15 year old graduates who are
not legally employable; K to 12: 18-year old senior high graduates who
are legally employable
THE K TO
12
CURRICUL
UM
THE K TO 12 CURRICULUM: SECTION 5
OF ENHANCED BASIC EDUCATION ACT
OF 2013
a. The curriculum shall be learner-centered, inclusive and
developmentally appropriate;
b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be culture-sensitive;
d. The curriculum shall be contextualized and global;
e. The curriculum shall use pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative, and
integrative; The curriculum shall be
THE K TO 12 CURRICULUM: SECTION 5
OF ENHANCED BASIC EDUCATION ACT
OF 2013
f. The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE) which starts from
where the learners are and from what they already knew proceeding from the
known to the unknown; instructional materials and capable teachers to
implement the MTB-MLE curriculum shall be available;
g. The curriculum shall use the spiral progression approach to ensure
mastery of knowledge and skills after each level; and
h. The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize, and enhance the same based on their respective
educational and social contexts. The production and development of locally
produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education units.