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MODULE 5
Introduction
The Department of Education (DepEd), created by virtue of RA
9155 or Basic Education Act of 2001, has been mandated to protect and
promote the right of all citizens to quality education and to take
appropriate steps to make such education accessible to all. In this
regard, the DepEd has to establish maintain and support a complete,
adequate and integrated system of free and compulsory public education
in the elementary level; and free and public education in the high school.
The DepEd will likewise take cognizance of the regional and sectoral
needs and conditions and will encourage local planning in crafting
education policies and programs.
This module lesson focuses its attention in the articulation of the
basic education programs and strategies useful to attain its goal. This
articulation will revolve around these objectives hereto stated as follows;
Objectives:
Vision
The DepEd envisions that every learner to be functionally literate,
shall be equipped with life-long skills, the appreciations of the arts and
sports and imbued with the desirable values of a person who is
“Makabayan, Makatao, Makakalikasan at MakaDiyos”.
Mission
In line with the vision, the DepEd mission is to provide quality
basic education that is equitably accessible to all and to lay the
foundations for life-long learning and service for the common goals.
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Objectives
The objectives of the basic education can be gleaned from the
Education Act (BP232) are as follows:
Elementary Education. The objectives of elementary education can
be stated as:
i. acquire knowledge and develop skills and attitudes, and
values essential for personal development, productive life,
constructive engagement with a changing social milieu;
ii. provide learning experiences that increase the child
awareness of and the responsiveness to the just demand of
the society; and
iii. promote and intensify awareness of identification with and
love for our own nation and the community to which the
learners belong
take the NCEE qualify for college, specifically, test scores in science,
mathematics and English.
Overall drop-out rate from public high school is 5.83 percent;
participation rate, 68 percent; and graduation rate/completion rate, 72
percent.
In order to fill in these inadequacies, Sutaria (1989) proposed the
“what should be” which must focus on four goals, namely; i) equity or
calling for raising participation and retention rates by broadening the
access to secondary education; ii) quality or calling for higher standards
and achievement level; iii) values education as mandated by
Constitutional provisions; and iv) greater efficiency of the system in order
that the first three goals are achieved.
Sutaria (1989) further cited requirements to achieve the “what
should be” in terms of:
i) Full implementation of the mandate of RA 6655 or Free
Public Education Act of 1988;
ii) Full implementation of the Secondary Education
Development Plan (SEDP) covering or period of 10 years.
Secondary Education Development Program (SEDP)
was actually a preparation for the entry of the graduates of
the New Elementary School Curriculum (NESC) under the
program for decentralized education (PRODED); who were
expected to be in the high school in 1989.
iii) SEDP goals were intended to a) continue the full
development of pupils; b) strengthen the learners
preparation for life, work and college; and c) provide quality
education to all high school-age population. SEDP was
likewise focused to learners a) desirable cultural and moral
values development; b) of critical thinking; c) greater
productivity; and d) the required capability building in
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Issues that could be gleaned from the SEDP. It appears that the
government during decade of 1980’s, has been addressing the problems
raised in the PCSPE, the SOUTELE and the 1987 constitutional
mandates of improving the secondary education program. The
implementation of the NESC in the elementary level prompted the
initiation of the SEDP under the PRODED, which curriculum was to i)
develop among students an enlightened commitment to national ideas in
terms of moral, spiritual and socio-cultural values and desirable Filipino
heritage; ii) gain knowledge and form desirable attitude for
understanding nature and of man, self understanding and showing their
sense of individuality and family ties; iii) develop skills in higher
intellectual operations in terms of comprehension and expressions
activities and creatively for life situations; iv) acquire work skills,
knowledge and information and work ethics, intelligent choice of career;
and v) broaden and heighten their abilities to appreciate the arts, science
and technology for self-fulfillment and for promoting the welfare of
others.
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addiction, peace and order problems and become a heavy burden in the
nation’s movement toward economic development as they are not
contributing any to the country’s wealth but rather consumers of nations
scarce resources and services.
This situation can be ably addressed by the implementation of NFE
program learning packages in terms of i) agricultural extension and
farmer’s training program, ii) literacy program; iii) occupational training;
iv) youth club with educational purposes; and v) community programs of
instruction in health, nutrition, family planning and cooperatives.
Learning Areas
The Tool subjects are indispensable learning areas and are basic
tools to learning how to learn. The tool subject areas are the following: i)
Filipino; ii) English, iii) Science (Science and Health for Elementary and
Science and Technology for Secondary)… e.g. 1st year, Integrated Science;
2nd Year, Biology; 3rd Year, Chemistry and 4th Year, Track A – Advanced
Chemistry and Track B, – Physics; and Mathematics… e.g., 1 st Year,
Elementary Algebra; 2nd Year, Intermediate Algebra; 3 rd Year, Geometry;
and 4th Year, Trigonometry.
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60 60 60
60
Social Studies (Philippin (Asian (World
(Economics
e History) Studies) History)
60 mins./day for 4 days Teknolohiya at
TEPP formerly THE Edukasyong Pantahanan at Pangkabuhayan
(TEPP)
Musika, Sining at
60 mins/day for 4 days
Edukasyong Pantahanan
Pangkatawan (MSEP) Music, Arts, PE & Health
Edukasyon sa 60 mins./week as a separate subject & within
Pagpapahalaga (EP) every learning area everyday
Total Minutes Daily 300 – 480 minutes per day
Lifted from the 2002 Restructured Basic Education Curriculum (RBEC)
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Self Activity 4
1. Prepare a brief historical account of our educational development
spanning from the pre-hispanic period up to the present and note
down the important contribution of each era to the Philippine
development in terms of:
1.1 literacy rate of the Filipino
1.2 manpower development
1.3 rate of employment; and
1.4 economic development
2. Examine the DepEd vision, mission and goals. Determine how these
are reflected in the curricular program of the basic education.
3. Scrutinize closely the 2002 Restructured Basic Education curriculum.
List down your observation regarding the important features of the
curriculum that will show graduates readiness either to proceed to
further schooling or enter the world of work.
4. If you were a principal in any level of the DepEd basic education
program, how will you operationalize the integrated teaching
requirements of the 2002 Restructured Basic Education Curriculum
so that teachers can properly employ it in teaching their respective
disciplines/subject areas. The integrative teaching approaches
referred to in this case are thematic teaching, content-based
instruction focusing inquiry and generic competency model
5. What implications can you deduce from the 2002 Restructured
Curriculum with regards to:
5.1 improving the teachers preparation (both pre-service and in-
service education);
5.2 learner’s education and skills development;
5.3 graduates possible employment; and
5.4 societal concerns.
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Summary
This lesson module would explain the delivery system of the DepEd
basic education program. As an entry point, discussion started with the
Basic Education Act of 2001 or RA 9155. This Act mandates the
protection and promotion of the rights of all citizens to quality education
and taking appropriate steps to make education accessible to all.
RA 9155 further spelled out the vision, mission, goals and
objectives of DepEd that would set clearly the direction and strategies to
pursue in making the learners acquire knowledge and competencies and
strengthen their character in search for better life.
In compliance with the mandates of RA 9155, DepEd has come up
with a delivery system that provides a complete, adequate and integrated
system of free elementary education, free secondary education and non-
formal education system that would serve the OSY and adult who cannot
fit in the formal system of education.
The module also divulged that the learning activities have been
concretized in the 2002 Restructured Basic Education Curriculum
(RBEC). The RBEC identifies the main focus of Filipino, English,
Mathematics and Science as the tool subjects; and Makabayan, the
experiential subjects.
Integrative teaching has been linkpin for the meaningful delivery of
the learning activities of the RBEC. As educational movements, it shifts
the focus of instruction from discrete subjects towards issues in the real
world. This integrated teaching mode suggested four models… thematic
teaching contents-based instruction, focusing inquiry and generic
competency model.
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References Used