The Structure of the 2002 BEC

The objective of elementary and secondary education serve as

the official learning goals of basic education as stated for a
particular population of learners; that is, the elementary and
secondary education learners. The Bureau of Alternative
Learning System (formerly Non-Formal Education) likewise has
a set of official learning goals for its particular set of target
learners the out-of-school youth and adults.
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The Features of the BEC
1. Greater emphasis on helping every learner to become
more successful reader.
2. Emphasis on interactive/collaborative learning approaches.
Between teachers and students
Between students and self-instructional materials
Between students (collaborative learning)
Between students and multimedia assisted instruction
3. Emphasis on use of integrative learning approaches.
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4. Greater focus on values formation in all the subject
areas. Every teacher is a values education teacher.
5. Emphasis on the development of self-reliant and
patriotic citizens.
6. Emphasis on the use of effective strategies for the
development of critical and creative thinking skills.
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The Curriculum Structure of the
2002 BEC
The CORE SUBJECTS: Filipino; English; Math; Science
(Science and Health for Elem.); Science and Technology
for Secondary
The Experiential Area:
Makabayan: Araling Panlipunan; MAPEH (Music, Arts, PE
and health); TLE; Edukasyon sa Pagpapahalaga (the
practice environment for holistic learning to develop a
healthy personal and national self-identity.
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Medium of Instruction: Pursuant to the DepEd Bilingual
Policy (Dep.Ed Order No. 52, s,1987), the media of instruction shall be as
follows:

For Elementary Education:
Filipino shall be used in the following areas: Filipino; Makabayan
English shall be used in the following learning areas: English; Science;
Mathematics
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For Secondary Education:

English: Mathematics, Science and Technology, English, Technology and
Livelihood Education, Music, Arts, Physical Education and Health/CAT

Filipino: Edukasyon sa Pagpapahalaga (Values Education), Araling
Panlipunan, Filipino
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Philosophy of Basic Education
Curriculum
The ideal Filipino learners are empowered learners;
who are competent in learning how to learn and have
life skills so that they become self developed persons
who are makabayan (patriotic), makatao (mindfu of
humanity), Makakalikasan (respect of nature), and
Maka-Diyos (Godly).
Functional literacy is the essential ability for lifelong
learning in our dynamically changing world.
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The ideal teacher of the curriculum is not the authoritarian
instructor but the trustworthy facilitator or manager of the
learning process. She enables the learners to become active
constructors of meaning and not passive recipients of
information
The ideal teaching learning process is interactive where the
learners, the teachers, instructional materials and
information technology interact with one another
reciprocally.
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Looking at the Reformed
Basic Education
Curriculum of 2002
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What was the aim of the Revised Basic
Education Curriculum of 2002?
The RBEC sought to improve the standard of education in the country.
The RBEC would respond to the needs of Filipino learners with the
following objectives:
1. To provide knowledge and develop skills, attitudes, and values
essential to personal development and necessary for living in and
contributing to a developing and changing society.
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2. Provide learning experiences which increase the child awareness of
and responsiveness to the changes in society;
3. Promote and intensify knowledge, identification with and love for
the nation and the people to which s/he belongs; and
4. Promote work expereinces which develop orientation to the world
of work and prepare the learner to engage in honest and gaiful
work (Cf. Bilbao,et.al., Curriculum Development. Lorimar:QC.
2008)
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The RBEC articulated a Vision
and Mission:
The Department of Education envisions every learner to
be functionally literate, equipped with life skills,
appreciative of arts and sports, and imbued with the
desirable values of a person who is makabayan,
makatao, makakalikasan, at maka-Diyos.
The Vision is in line with DepEds mission to provide
quality basic education that is equitably accessible to
all and lays the foundation for lifelong learning and
service for the common good.
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Among the salient features of RBEC was its desire to overcome an
overcrowded curriculum. The RBEC resulted in the decongestion
of the curriculum with only five learning areas: English,
Filipino, Mathematics, Science and Makabayan, these are tool
learning areas for an adequate development of competencies
for learning how-to-learn.
Makabayan addressess primarily societal needs. This is where the
learner can apply practical knowledge and life skills and
demonstrate deeper appreciation of Filipino culture. Thus, it
emphasizes the development of self-reliant and patriotic
citizens as well as the development of critical and creative
thinking
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Besides functional literacy and life skills, the DepEd envision the
formation of pupils who are makabayan, makatao, makalikasan, at
maka-Diyos patriotic, humane, environmentally sensitive and
God-fearing. This is the crucial foundation of disciplines in
secondary and tertiary education that focus on the development of
human being, and not on merely professional skills.
Consider: Makabayan is the laboratory of life or an experiential area
which consists of civics, culture, geography, history, education to
develop skills for the home, education for livelihood, music, art,
and physical education.

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The desired outcome of our whole educational reform is the
development of the patriotic human being who is
environmentally sensitive and God-fearing - makabayan,
makatao, makakalikasan, at maka-Diyos.

Teach them the difference between right and wrong In
Makabayan, less indeed may be more.
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Values Education in the 2002
RBEC
All the basic education teachers in the five learning
areas: English, Filipino, Mathematics, Science and
Makabayan are designated as values education
Teachers.
The aim is functional literacy-not just an ability to
read, write, calculate, and think scientifically in
themselves but a literacy that empowers the
pupil to functioon appropriately in life, interacting
in healthy manner with society and the world,
equipped with life skills, appreciativve of the arts
and sports and spiritual.
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Values are treated as integral to the five
learning areas. Education in and for
values is geared towards the learners
self-actualization (2002 BEC p.16)
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What is the values and life
skills outcome of the RBEC?
After going through the restructured curriculum from
Grade 1 to Fourth Year, the learner ought to have
developed and internalized a value system that makes
him/her a person of integrity who has the competence
and courage to face contemporary challenges and has
the firm commitment to serve his/her country, respect
of peoples and cultures, care for the environment, and
live with gratitude to the Creator. (2002 BEC pg18)
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The learner ought to have developed his/her value system
and ought to internalized it.
This internalized value system makes one a person of
integrity.
The person of integrity, living from an internalized value
system, has the courage and competency to face
contemporary challenges.
Firm commitment to serve his/her country, respect of
peoples and cultures, care for the environment, and live
with gratitude to the Creator.
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Educational reform must overcome the
hazardness of values formation in the
Revised Basic Education Curriculum
(RBEC)
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