Syllabus

Republic of the Philippines
CENTRAL LUZON STATE UNIVERSITY

Science City of Muoz, Nueva Ecija
Course Syllabus
A. Preliminaries
1. Catalogue No. Ed. 811
2. Course Title: Education and National Development
3. Course Description:
This course delves on the application of social science perspective
and methodologies to education in relation to development
4. Credit Units: 3 units or 3 hours lecture a week
5. Pre-requisite: none
6. Sources of Grades
i. Attendance
ii. Oral and written report
iii. Self-activity output written in
technical paper format
iv. Final examination
10%
25%
25%
40%
7. Enrichment activities
i. Read the CLSU philosophy, vision, mission and objectives, as
well, as that of the Open University
ii. Compare these statement of purposes and direction vis-a-vis your
own school
B. Course Objectives and Contents
Part I
1. Part 1 of this module covers the basic concept of development, dimension
of development and revisiting the Philippine development experience
2. Time allocation
24 hours
3. Instructional goals:
This portion of this module aims to provide learners a better
understandings and clearer ideas concerning the basic concept, dimension
and the stages of development the Philippine has experienced from prehispanic period up to the present. It will likewise point out the interrelation
of development to education and vice versa.
4. Expected learning outcomes

At the end of Part 1, students are expected to:
i. gain a better cognition of the basic concept in terms of
elements, objectives, attributes and determinants of
development;
ii. identify the dimensions like factors, concerns, parameters
and hypothesis of development; and
iii. unfold the stages of development the Philippines has
experienced from the pre-hispanic era up to the present;
and
iv. gain a better outlook of the factors/dynamics that influence
development.
5. Topics offered for study
The first module lesson covers basic concept of development that
can be explained by:
i.
ii.
iii.
iv.
basic elements of development;

objectives of development;
attributes of development; and
determinants of development.
The second module lesson delves with the dimension of

development in terms of:
i.
ii.
iii.
iv.
factors that influence development;

concerns of development;
parameters of development; and
hypothesis of development.
Lastly, the third-module lesson engulfs the stages of the

development the country has experienced and situation-dynamics that
covered those changes in the Philippines, during the:
i. Pre-hispanic era;
ii. Spanish era;
iii. American period;
iv. The period of the Republic;
v. Other development dynamics in terms of labor and employment,
agrarian reform, mass media, family system, housing problem,
drug and vices and population explosion
6. Teaching strategies
i. Group discussion
iii. Brain storming
7. Evaluation techniques
i. Oral questions
ii. Final examination
iii. Self-activity output assessment

Part II
1. Part II of this module covers the perspective of the Philippine education
system in terms of vision, mission and goals; historical account,
challenges and issues in the Philippine education system; the basic and
tertiary educations program thrusts and delivery system; the role of
Technical Education and Skills Development Authority (TESDA) to
Philippine development in terms of conducting training for high quality
Filipino middle level manpower that will match the manpower needs of
the economy
2. Time allotment
30 hours
3. Instructional goals (Perspectives of the Philippine Education System)

This part of the module is intended to articulate the perspectives of
the Philippine education system and the changes to make it attuned and
became responsive to the recent advances in science and technology and
contribute to the attainment of the national development goals
4. Expected learning outcome
At the end of part II, students are expected to:
i. gain an overview of education and the society; philosophy,
vision, mission and mandate of Philippine Education,
education ladder and challenges and issues of the
Philippine education system.
iii. articulate the basic education vision, mission, goals and
objectives; delivery system; basic restructured curriculum;
teaching models; and its implication to development
iv. spell out the state of higher education in the Philippine
philosophy, vision, mission and goals, program thrust,
delivery system, and implication to the countrys
development; and
v. determined the role of technical education and skills
development (TESDA) to Philippine development as a tool
and conduit of training high quality middle level manpower
development
5. Topics
The topics covered in this section of the module can be cited as:
i. the perspectives of the Philippine education system,
specifically:
- The Philippine Education Historical Briefs; and
- Challenge and Issues in the Philippine Education
System as advocated in the PCSPE, PD6-A,
SOUTELE and EDCOM Report
ii.
Basic Education and Development in terms of:

- DepEd vision, mission and objectives;
- DepEd Basic Education Delivery System;
- Legal Basis of 2002 Basic Education Restructured
Curriculum (RBEC)
- Basic Features of the 2002 RBEC and learning
areas; and
- Implication of the 2002 RBEC to Philippine
Development
iii.
Tertiary education and national development

- Concept of higher education
- State of higher education in the Philippine
- Higher educations philosophy, vision, mission,
goals and objective;
- Higher education program thrust;
- Strategies and implementing mechanism; and
- Implication of Higher education to development
iv.
The role of Technical Education and skills Development

(TESDA) to Philippine development as gleaned from its:
- Vision, mission and goals;
- Program thrusts and strategies and functions;
- Key players in TESDA programs and fundings; and
- Role of TESDA in the national development goals
6. Teaching Strategies
i. Group discussion
iii. Brain storming
7. Evaluation Procedure
i. Oral question and answer period
ii. Self- activity output assessment
iii. Final examination
8. Enrichment activities
i. inviting resource speaker to reinforce the oral report of each
students assigned problem(s)
9. References Used
Aquino, G. V. 1985. Educational Administration: Theory and Practice.
Manila: Rex Printing Press.
Aquino, G. V. 1974. Fundamentals of Effective Teaching. Metro Manila:
Navotas Press.
Carpio, E. B. 1989. The Educational Reorientation Program. Philippine

Education: Visions and Perspective. Metro Manila: national Book
Store.
_________ Education Act of 1982 or Batas Pambansa Blg. 232.
Gonzales, E. 1989. Secondary Education Development Program.
Philippine Education: Visions and Perspective. Metro Manila:
National Book Store, Inc.
Guerrero, J. S. 1989. Thrusts and Reform Program in Elementary
Education: Implication to Teacher Education, Philippine
Education: Visions and Perspective. Metro Manila: National Book
Store, Inc.
Manuel, J. L. 1972. Educational Reform: An Imperative for Development,
Daily Express, Sept. 17, 1972.
Muhi, E.T. et al. 1986. Dynamics of Development: The Philippine
Experience, Metro Manila: National Book Store, Inc.
Perfecto, W. S. 1977. Future Direction in Philippine Education, Fookien
Times Yearbook. Manila: MEC Planning Service.
_________ P.D. 6-A. Educational Development Act of 1972.
Pomeroy, W. J. 1974. PCSPE, Education For National Development, New
Patterns, New Direction. An American Made Tragedy. NeoColonialism and Dictatorship in the Philippines. New York:
International Publishers.
Romulo, R. P. 1989. Non-formal Education Thrusts. Philippine Education
Visions and Perspective. Metro Manila: National Book Store, Inc.
Quisumbing, L. R. 1989. Reform, Thrusts and Innovation in Elementary
and Secondary Education. Philippine Education, Vision and
Perspective. Quezon City: National Bookstore, Inc.
Sutaria, M.C. 1989. Secondary Education Reform Program. Philippine
Education: Visions and Perspective. Metro Manila: National
Bookstore, Inc.
Tendero, A. P. 1984. Philippine Development Issues: An Inquiry: Metro
Manila: National Bookstore.
_________ The 2002 Basic Education Curriculum, Department of

Education. DepEd Complex, Meralco Avenue, Pasig City.

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What are the objectives and contents covered in Part I of the module?

What are the expected learning outcomes of Part II of the module?

Republic of the Philippines

CENTRAL LUZON STATE UNIVERSITY

4. Expected learning outcomes

basic elements of development;

The second module lesson delves with the dimension of

factors that influence development;

Lastly, the third-module lesson engulfs the stages of the

iii. Self-activity output assessment

3. Instructional goals (Perspectives of the Philippine Education System)

Basic Education and Development in terms of:

Tertiary education and national development

The role of Technical Education and skills Development

Carpio, E. B. 1989. The Educational Reorientation Program. Philippine

_________ The 2002 Basic Education Curriculum, Department of

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