REPUBLIC OF THE PHILIPPINES

PANGASINAN STATE UNIVERSITY

ALVEAR ST., LINGAYEN, PANGASINAN
2nd SEMESTER
A.Y 2021-2022

GROUP 3

Danica Orate Jericho Lontoc Jasmin Paragas Rushayne Sarzaba

Emma Gabica John Paul Nebrida Jeansent Mae Castillo Melody Roxas

Argemalyn Dizon Madeline Mae Magsano Monic Garciano

Ronalyn Dela Rosa Janine Kyla Gonzales Rhonalyn Mae Nacar

Gemalyn De Vera Durante Rique Tiffany Rose Rabaya

VI. TRENDS AND ISSUES ON CURRICULUM AND CURRICULUM DEVELOPMENT

A. RESEARCHES ON CURRICULUM DEVELOPMENT LOCAL)

Today's education system in the Philippines most closely resembles the American
model. English remains the primary medium of instruction, although bilingual teaching of
maths, science and literature (in English and Tagalog) was introduced under Ferdinand
Marcos in 1974.

The Philippines has a national curriculum developed by the Department of Education.

Schools in the Philippines are divided into Kindergarten, Elementary, Secondary and
Senior High, as also implemented in Abu Dhabi Philippine schools.

Why are we now implementing 13 years of basic education? The Philippines is the last
country in Asia and one of only three countries worldwide with a 10-year pre-university
cycle (Angola and Djibouti are the other two). A 13-year program is found to be the best
period for learning under basic education.
 Curriculum Improvement Plan: A Context of UM Digos College in Information
Technology Program

Author: Noel Sobejana

Davao del Sur State College; Southern Philippines Agri-business and Marine and
Aquatic School of Technology - Information Technology Department

Date Written: March 12, 2017

60 Pages

Posted: 6 Jan 2021

Abstract

This study is a curriculum development plan for the program offered by in the
department specifically the Bachelor of Science in Information Technology program. As
the first ever Center of Development in the city it is the obligation of the institution to be
the pioneering in the change and to adopt to the change which is the promotion of
graduates and their outcomes. The major purpose of this Curriculum Improvement Plan
(CIP) is solution of the author in the three major challenges change in the educational
system in Philippine context. This plan aims to enhance the curriculum of the Bachelor
of Science in Information Technology to ensure community improvement by providing
quality manpower. The specific purposes of this Curriculum Improvement Plan that this
paper sought to provide solutions and processes are; (1) Integrate the new direction of
the CHED on the Outcomes-Based Education based on the philosophy of OBE and the
institutions; (2) Consider the implementation of DepEd on K to 12 graduates in the year
2018 in aligning it to the curriculum. (3) Revisit the general education subjects of the
program adopting the CMO No. 20, s. 2013 on the revised guidelines in the formulation
of the CHED Policies, Standards, and Guidelines of Academic Programs; and (4)
Ensure the integration of the philosophy of the institution and core values in each
course that is reflected in the curriculum

Curriculum Implementation Facilitating and Hindering Factors: The Philippines

Context
 Authors: Randy Palestina, Philippine Normal University, Agripina D Pangan,

Inero V Ancho, De La, Salle Lipa, Lipa City

Project: Curriculum Implementation, December 2020,

International Journal of Education 13(2):91-104

DOI:10.17509/ije.v13i2.25340

Abstract

This study focuses on the perceptions of Filipino teachers and school administrators of
the different facilitating and hindering factors in curriculum implementations based on
their practices and the challenges they have experienced. Using descriptive research
employing quantitative design, 324 respondents were surveyed using self-made
questionnaires anchored on Ecological System Theory (EST) by Bronfenbrenner
(1979). The respondents from the grade school, junior high school, and senior high
school expressed their agreement on the identified factors that facilitate and hinder
curriculum implementation in the microsystem and chronosystem, while respondents
from the college expressed their strong agreement on the two levels under the
mesosystem and exosystem. At the macrosystem level, all of the respondents strongly
agreed on all the items, but the highest level of agreement was evident with the
respondents from the senior high school. A comparison of one-way ANOVA results
revealed the respondents' level of agreement on the facilitating and hindering factors of
curriculum implementation based on the five levels of EST. Scrutiny on the facilitating
and hindering factors in the curriculum implementation processes provides a
springboard for leaders in the education sector to align programs and policies anchored
on experiences and practices in the classroom along with research-based inputs.

Filipino prospective teachers' experiences in teaching in K12

science curriculum: A cross-sectional research

Ace Mark R. Antipolo a, Danilo V. Rogayan Jr.

College of Teacher Education, President Ramon Magsaysay State University,

Zambales 2207, Philippines

Article history:

Received: 4 February 2021

Revised: 8 March 2021

Accepted: 11 March 2021

Published: 29 March 2021

ABSTRACT

The K12 science curriculum in the Philippines uses spiral progression which is a
concept of learning approach where students revisit the same topics throughout their
school career that increases complexity and reinforcement of previous learning. This
cross-sectional study determined the experiences of Filipino prospective science
teachers (PSTs) specializing in biology and physical science in teaching in the K12
science curriculum with emphasis of their challenges. The respondents of this study
were 30 PSTs in five teacher education institutions (TEIs) in Central Luzon, Philippines.

Results revealed that the PSTs rarely experience teaching challenges in the K12
science curriculum in terms of content knowledge and pedagogy, learning environment,
diversity of learners, curriculum and planning, assessment and reporting, community
linkages and professional engagement, and in personal growth and professional
development. No significant differences were noted in the challenges of PSTs when
grouped according to profile variables. A positive significant moderate to high
correlations were noted between and among the challenges variables. The study
suggests that the administration continuously spearhead in-house seminars and equip
prospective teachers with innovative teaching strategies. TEIs may also consider
curriculum review to align the course syllabi in the teacher education curriculum to the
Department of Education curriculum. Schools may further evaluate the policies,
standards, and guidelines of the teacher education curriculum to make the science
education degree programs relevant.

B. RESEARCHES ON CURRICULUM DEVELOPMENT

(FOREIGN/INTERNATIONAL)

International Curriculum

 International curriculum promotes international learning environment and develop

global citizens in an ever-changing global community
 Learners are exploring diversity in cultures, arts, languages, environment studies,
humanities and social sciences, and of course mathematics in global context.
The focus in international curricula is not only on academics but also on making
students 21st-century citizens. Here’s everything you need to know about the
international curriculum.

1. Encourages international mindedness

2. Teaches ‘how to learn’
3. Builds confident communicators
4. Makes the students learn by experience
5. Improves problem-solving

Curriculum development – is the multi-step process of creating and

improving a course taught at a school or university.

The curriculum development process can be categorized into five basic

steps:

1. Needs assessment
2. The planning session
3. Content development
4. Pilot delivery and revision
5. Completed curriculum package.

Step One: Needs Assessment

Needs Assessment

- Helps the Curriculum Design and Development Team (CDDT) to fully

understand the intent of, and expectations for the completed curriculum.

Step Two: Planning Session

Planning Session

- It is the initial phase of the curriculum design process. It is where the

discussions occur about the content that is to be developed and delivered
in the curriculum.

Step Three: Content Development

Content Development
- This is the work that is generated as a result of the Planning Session, and
is the heart of the curriculum development process.

- In this step performance objectives are finalized for each content area,
instructional strategies are developed for each performance objective, and
as a result, lesson plans, participant materials and training aids are
developed by the team to guide participants to successfully meet the
expected program outcomes and module performance objectives.

Step Four: Pilot Delivery and Revision

Pilot Delivery and Revision

- In this step, the curriculum is piloted with a sample of the target audience
to validate the content, instructional strategies, and expected outcomes of
the training program. In essence the pilot delivery is the “test drive” of the
curriculum to determine whether it meets expected outcomes.

Step Five: The Completed Curriculum Package

Completed Curriculum Package

- he validated curriculum package contains all materials necessary in order
to deliver the curriculum to its target audience.

Importance of Research in Curriculum Development

1. Research expands understanding of the fundamental aspects of human

development, learning, teaching, schools, and their environmental
contexts.
2. Research points the way to the discovery of effective elements of
curriculum, instruction, and school organization.
3. Research provides the best basis for distinguishing worthwhile innovations
and policies from fads.
4. Research assesses the status of education systems and their progress
towards various goals.
Abstract

While educators recognize that teaching and learning are complex activities evolving
from social and cultural contexts, pressure is mounting to be internationally competitive.
This research relates a global and responsive discussion of internationalization in
education through comparative analyses of current educational discourse about
mathematics, science, and technology in the United States, Mexico, India, and Taiwan.
Interestingly, changes in education in countries around the globe seem to be leading to
a global curriculum. This research examines that phenomenon in several ways. First,
we examine what has been happening in the United States. Second, we examine what
has been happening in one area of Mexico. Third, we examine what has been
happening in India. Fourth, we examine what has been happening in Taiwan. Fifth, we
discuss what we have learned relative to the possibility of a global curriculum,
specifically related to mathematics, science, and technology, and sixth, we make
recommendations for teacher education

Abstract

When thinking of a “global” curriculum, we think of widening one’s perspective to look

beyond ways in which one teaches (or the ways typical of the particular location/cultural
norms) and tries to understand alternative perspectives on curriculum as “what gets
taught and how.” For us, then, a “global” curriculum is a concept that is symbiotic with a
cosmopolitan community. As we discuss our work (based on our perspectives of what
we learned about mathematics, science, and technology from the various countries, and
seeking commonalities within our experiences), we sought to see global curriculum as
possessing an inclusive ethics, a shared philosophical relationship or structure that
encompassed not just different regions, but nations, and, in our cases, people who
experience education through schooling.

Abstract:

The study is about curriculum development, importance of curriculum development and

guide to Curriculum Development: Purposes, Practices, and Procedures in higher
education. Previous studies have shown that curriculum development today is exposed
to different pressures to respond to demands in labour markets and in society at large.
Less is known about how faculty members engage in curriculum development and how
their ways of engaging are related to their understandings of curriculum, and their
teaching and research experiences. This research investigates how curriculum is
understood in history as a discipline and how the faculty members engage themselves
in its development. It also seeks answer of how faculty members’ understandings of
curriculum, and their teaching and research experience influence their curriculum
development work.

ABSTRACT

A curriculum development team is recommended in order to bring both subject matter

and educational methods expertise to the project. Revisions and rewrites, based on
feedback from these groups, must be completed before editing begins. Professional
editing will assure proper language usage, readability, appropriate flow, and
consistency. Professional design and layout of the curriculum, often with the editor and
designer working together will assure both accuracy and a professional look. Once
designed, the product is printed and/or posted online. When posting online, it is
important to include accessibility features during the design phase. Once the curriculum
is made generally available it should be evaluated from time to time to assure that it is
of value to the users and remains current.

REFERENCES:

[1] Robin Wolven, (2013) "Curriculum development resources for teachers and school
librarians: a selection of resources", Reference Reviews, Vol. 27 Iss: 6, pp.4 – 9 [2]
Bilbao, P. P., Lucido, P. I., Iringan, T. C., and R. B. Javier (2008). Curriculum
development. Philippines: Lorimar Publishing, Inc. [3] Jack C. Richards, Curriculum
Development in Language Teaching (Cambridge Language Education) Kindle Edition

C. CONTEXTUALIZATION OF THE CURRICULUM

OBJECTIVES

 Identify what is curriculum contextualization about and the initiatives of DepEd in

relation to contextualization.
 Explain the step-by-step process of contextualization of the curriculum.
 Give the importance of curriculum contextualization
DEPARTMENT OF EDUCATION’S MISSION

- To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education.
According to Connell, curriculum is no longer a mere compilation of
instrumental aspects developed to transmit knowledge but rather a process that
 also involves the everyday experiences which are lived in schools, all of which
may contribute to students’ personal and educational development.

CONTEXTUALIZATION OF CURRICULUM

The k to 12 curriculum framework highlights the fundamental importance of context and

shaping the curriculum, and consequently, the teaching-learning process.

Initiatives by the Department of Education:

Contextualizing Education at Various Levels
1. K to 12 Framework
a. MTB – Mother Tongue Based
b. SHS – Senior High School
2. Programs (IPEd, Muslim Ed, SPED, Special Interest Programs, ALS)
3. Learning Areas

Flexibility of the k to 12 curriculum allows for curriculum enhancement in relation to

diverse background of learners.

Features of K to 12 curriculum;

• Learner-centered, inclusive, and research based.

• Standard and competence based seamless, decongested.
• Culture-responsive and culture sensitive, integrative, and contextualized, relevant and
responsive.
• Flexible, ICT based and global.

Enhanced Basic Education Act of 2013 (RA 10533), Section 5

The DepEd shall adhere to the following standards and principles in developing the
enhanced basic education curriculum:

(d)... Contextualized and Global

The k to 12 curriculum framework highlights the fundamental importance of context and
shaping the curriculum, and consequently, the teaching-learning process.

h)... 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 there materials shall devolved to the regional and division
education units.

CONTEXTUALIZATION
Contextualization refers to the educational process of relating the curriculum to a
particular setting, situation or area of application to make the competencies relevant,
meaningful, effective, efficient, and useful to all learners. The degree of
contextualization may be described and distinguished into two, Localization and
Indigenization.

Contextualization - is defined as employing the items of the language in a meaningful

and relevant context.

"Mazzeo expanded the definition of Contextualization of teaching and learning as,

diverse family if instructional strategies designed to more seamlessly link the learning of
foundational skills and academic or occupational content by focusing teaching and
learning squarely context that is of interest to the student"

Contextualization of teaching and learning, as currently implemented, is an umbrella

that refers two different forms of instruction: Contextualization instruction and Integrated
instruction.

Contextualization refers to the educational process of relating the curriculum to a

particular setting, situation or areas of application to make the competencies relevant,
meaningful, and useful to all learners.

Contextualization is the process of presenting lesson in meaningful and relevant context

based on previous experiences and real-life situations.

PROCESS OF CONTEXTUALIZATION

1. Establish dialogue and community engagement mechanism with communities for

purposes of contextualized education
2. Situation analysis leading to community vision, mission, and goals for education
3. Education planning with communities
4. Research for contextualization and LR development
5. Curriculum contextualization
6. Quality assurance of contextualized curricula

2 DEGREES OF CONTEXTUALIZATION

1. LOCALIZATION
2. INDIGENIZATION
1. LOCALIZATION

- the process of adapting and relating the content of the curriculum and the process of
teaching and learning to local condition, environment, and resources.
Example

Competency:

Visualizes, represents, and identifies unit of fractions with denominators of

10 and below.

2. INDIGENIZATION

The process of enhancing curriculum competencies, education resources,

and teaching-learning processes in relation to the bio-geographical, historical,
and socio-cultural context of the learners' community

D.

E. CURRICULUM LOCALIZATION WRITTEN REPORT

What is curriculum localization?

Curriculum localization refers to the process of relating learning context specified in the
curriculum to local information and materials in the learners’ community. The
localization of the curriculum can allow learning to become more meaningful and
relevant. Localization will involve the use of local materials both as the subject and
object instruction. Localization will also involve making the local culture an integral part
of the curriculum.

Curriculum Localization. Challenges and Opportunities

Relevance of curriculum content is a crucial dimension of quality education. The

promotion of localized curricula is a way of encouraging such relevance in very different
local, cultural and socio-economic contexts. It is an important component of the
decentralization of education, governance and management.

The localization of the curriculum can allow learning to become more meaningful and
relevant. It supports policy formulation and standard setting for reform of the curriculum
and the impact of this on teacher skills and knowledge. Localization will involve the use
of local materials both as the subject and object of instruction. Localization will also
involve making the local culture an integral part of the curriculum.

However, there are a number of constraints in the devolution of responsibility for

curricula to local levels, including lack of local technical expertise and material
resources, fear of the unknown and resistance to change among teachers and local
educators.

These constraints are often managed through:

 Developing a curriculum framework, including a clear set of curriculum standards, at

the central level;
 Ensuring compliance with these standards in local and school developed curriculum,
either through paper-based accreditation or endorsement processes or through
supervision and monitoring processes (or both);
 Providing training of local and school-based curriculum developers; and
 Ensuring clear and open communication exists between central and localized
authorities.

Examples of global trends in localization of curriculum.

Indonesia Finland

The primary change in the 1994 curriculum In the 1990s, educational policy in Finland
reform is the inclusion of the local shifted to decentralization and the granting
curriculum subject (LCS) as an of more local control to municipalities and
independent subject that takes more than schools, with the intent of encouraging
20 % of the curriculum. However, LCS more active, locally relevant learning.
implementation is problematic. LCS tends Within national guidelines, each school
to alienate learners’ experiences, because can be given substantial latitude for local
local is not singular, rural is plural, and curriculum design, even if it has to be
district has different beliefs, perceptions, confirmed at the municipality level. One
values, norms, and skills. Thus, it is important aspect of the curriculum reform
difficult to decide the LCS as the most has been to enable the shift from a
“local” for all. The new curriculum applies didactic teacher-centered philosophy of
“unity in policy and diversity in practice”. the previous central curriculum to a more
The minimum standard of competency is learner-centered approach to teaching. It
centralized (unity in policy) and the could be said that the development and
curriculum content, methods and implementation of the curriculum
assessment procedure are decentralized influenced teacher views of knowledge,
(diversity in practice). This new curriculum learning, and education in a more
attempts to deal with the overcrowded progressive direction, but this change is
curriculum through integration, reduction of not always reflected in the same way in
instructional time and decentralization of actual teaching practices at each school,
content, methods, and assessment revealing the influence of curriculum
procedures. It can be said that in the new leadership, teacher commitment to the
curriculum – except the competency and curriculum and the evaluation of the
exit performance standard – everything is curriculum in the development of the
localized at school or district levels school-based curriculum.

Namibia Israel

The greatest challenge to the process of The Ministry of Education encourages

localizing Vocational Education and school autonomy, in order to improve the
Training curricula in Namibia is a quality of education provided by the
preference by practitioners and educators school. The basic assumption is that the
for a more scientific, academic, general school staff is capable of developing and
and standardized vocational education and formalizing an educational approach, and
training. The traditional paradigm of can then formulate a school-based
education and training is characterized by curriculum by adapting teaching and
an overemphasis of high general learning methods to local conditions.
academic secondary school requirements Greater school autonomy has had a
for access to training and qualifications positive impact on teachers’ motivation
and instructor-based delivery and and sense of commitment and on schools’
assessment methods and techniques, as achievement orientation, but only 4% of
against a focus on work-related the variance in the effectiveness between
competences that are essentially autonomous and less autonomous schools
contextual and relevant to the local socio- could be explained by school-based
economic and geographical and physical management.
setting. The nature of local industry is
based on the utilization and processing of The pupils themselves should be allowed
locally available resources, and the a great deal of initiative and involvement in
Namibia Qualification Framework pursues planning their studies, while maintaining
the development of a diverse range of dialogue with their peers, teachers,
standards and qualifications as long as parents and experts. The school schedule
they meet all the guidelines and is largely based on allocating units of
requirements of the NQF and the different flexible time, where different pupils will be
NQF level descriptors. However, the occupied with different subjects or fields.
difficulty of determining local skills needs The school is free to structure these units
and distinguishing between local and in accordance with the various
national needs and the complexities characteristics of pupils. The only
involved in the implementation of a more constraint on the school’s autonomy in
flexible NQF results in curriculum organizing class schedule is that for each
centralization and a “one for all” approach. pupil, the time during six school years is
allocated on the basis of disciplines, where
each one has a relative proportion. This
proportion can be expressed by teaching
each discipline separately and/or by
interdisciplinary teaching, which combines
 the methods of different approaches.

Australia Argentina

A wave of school-based curriculum The changes in the secondary curriculum

development started in English-speaking around 1998 allowed each province to
countries during the 1970s encountered produce their curriculum designs. A
problems because of insufficient teacher provision was made in the timetables to
preparation, unchanging school structures, further allow each school to allocate some
and conservative community expectations. 10% of the available teaching hours to an
In parallel with school based curriculum, “Institutional Option” subject, to be defined
and with a similar rationale, school based at school level. The experience has not
assessment was introduced into the increased a lot the relevance of the
education systems in parallel with, or content taught to students, in part because
integrated into, public examination of the small proportion of time allocated for
systems as the numbers of students the institutional option, and also because
accessing and remaining in secondary schools have tried to make use of the
education grew. Since the 1990s most already existing teachers, as there is no
Australian States have resorted to provide freedom to hire teachers at the school
state curriculums with “essential learning” level.
formulations to help reduce variability in
the student’s achievement. It is assumed
that because of equity and quality
considerations, school-based curriculum
cannot deliver the whole curriculum.

Challenges and Opportunities

The process of localizing curricula is challenging on a number of levels. When

embarking on a process of localization, educators at all levels in an education system
are required to adopt additional responsibilities, new roles and to perform familiar tasks
in different ways. The role and definition of “expert” is changed as the system and the
individuals within it become learners to varying extents. It is important to acknowledge in
advance that such a process will be stressful, frustrating, and at times difficult, but one
hopes, ultimately rewarding and positive.

If the education system is seen as a learning organization and the individuals within it as
learners, the role of the policy maker and implementer becomes one of facilitating
change and building capacity throughout the system. Effective localization processes
demand both a clear articulation of policy and a sympathetic understanding of the new
demands on individuals and organizations. Areas where capacity is not adequate to
deal with new demands need to be identified in advance and given the support
necessary to fulfil the expectations of policy makers and of the public.

Four main areas where practical difficulties may arise can be identified:

1. Lack of competent staff

2. Teachers’ attitudes and potential resistance
3. Fear of the unknown
4. Lack of resources

CONTEXTUALIZATION, LOCALIZATION & INDIGENIZATION

Contextualization refers to the educational process of relating the curriculum to a

particular setting, situation or area of application to make the competencies relevant,
meaningful, and useful to all learners.

The degree of contextualization may be described and distinguished into the following:

1. Localization
2. Indigenization

Localization refers to the process of relating learning content specified in the

curriculum to local information and materials in the learners' community.
Examples of Localization
1. Used in lessons start with those in the locality
2. Names, situations, setting needed to give context to test questions or problem-
solving exercises are those of the immediate community.
3. Local materials are used as often as possible in making instructional materials.
4. Local stories are used in the language learning areas
5. Translating a story written in another language to the language of one's learners for
use in MTB-MLE
The degree of contextualization may be described and distinguished into the
following:
1. Localization refers to the process of relating learning content specified in the
curriculum to local information and materials in the learners' community.
2. Indigenization refers to the process of enhancing curriculum competencies,
education resources, and teaching-learning processes in relation to the bio-
geographical, historical, and socio-cultural context of the learners' community.
Indigenization may also involve the enhancement of the curriculum framework,
curriculum design, and learning standards of subject areas, guided by the
standards and principles adhered to by the national curriculum.