MODULE 2: The Curriculum Development in the Philippines

The Pre-Spanish and the Spanish-devised Curriculum

The Curriculum Development in the Philippines

Touched on the religion, economic, political and social influences and events that took place in the country.

The Need for Curriculum Framework

What learning objectives should be included?

What will be the bases for the choice of objectives?

Will the choice be based on the learners’ needs and interests, or rather on the needs of the society?

Will the selection depend on tradition, the nature of knowledge, or the learners’ characteristics?

What philosophical and psychological theories regarding the nature of learners as well as the learning process will underpin the organization of the content?

Will the methodology be in line with accepted teaching-learning principles?

Will the evaluation procedure be able to measure the learning that is taking place?

The Result of the Lack of Framework

Sari-sari (Hodgepodge) Pira-piraso (Piemal) Tagpi-tagpi (Patchwork) Sabog (Lack of Focus) Malabo (Vague) Lakas ng Loob (Gutfeel) Hula-hula (Hunches) Gaya-gaya (Paterned from an Existing

Model) Bahala Na (By Chance) Patama-tama (Non-deliberate)

The Areas of Concern

Cultural Values Knowledge of Learner Knowledge of Teaching-Learning T

heories and Principles Body of Knowledge

Cultural Values

Visible Rules Food Dress Language Music Dance Means of Livelihood Political Behaviour Family Community Norms

Non-Visible Philosophy Beliefs Value System

Knowledge of the Learner

The Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process

Program for Decentralized Educational Development (PRODED) - Content Based (not on the learner and learning process)

Determinants of Learning in Philippines

Educational Development Project Implementing Task Force (EDPITAF) – revealed that community and home variables have greater impact on learning than school factors.

Factors:• Use of electricity• Parental education• Parents’ perception

of academic abilities and interests of the children

• Parents’ attitude • Geography

(Region)• School Type• Socio economic

status of the Family

Knowledge of Teaching-Learning Principles

Behaviorism Cognitive Development Psychology Cognitive Field Psychology

The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) - demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning.

The Pre-Spanish and The Spanish-devised Curriculum

MAED512-GS CURRICULUM AND INSTRUCTIONALDR. Rey S. GuevarraPrepared by: Sarah Joyce Del Mundo

HISTORICAL CONTEXT

Before 1521 – Education before the coming of Spaniards

1521 – 1896 – Education during the Spanish Regime

1896 – 1898 – Education during the Philippine Revolution

1899 – 1935 – Education during the American occupation

1935 – 1941 – Education during the Philippine Commonwealth

1941 – 1944 – Education during the Japanese occupation

1944 – 1946 – Education after the World War II 1946 – Present – Education under the Philippine

Republic

The Pre-Hispanic Education

Pre- Hispanic Education

The Filipino possessed a culture of their own and were civilized people, possessing their systems of writing, laws and moral standards in a well-organized government.

The Jesuit missionary, Father Pedro Chirino wrote in his diary that there was hardly a man or a woman who did not know how to read and write.

Pre- Hispanic Education

They had contacts with other foreign peoples from Arabia, India, China, Indo-China, and Borneo.

Foreign influences was inevitable because of the trade between the Philippines and her neighbours. The Chinese, Indians, Malays, Indonesians and Arabs made the most influences in our language and culture until now.

Pre- Hispanic Education

Education was oral, practical and hands-on and it was not formal.

Due to the lack of formal schools before the coming of Spaniards, the children of school age were taught in their own homes by their mother or father. This includes reading, writing, music, religion, agriculture, irrigation, fishing, mining, ship building, poultry, stock-raising, lumbering and weaving.

Pre- Hispanic Education

As shown in the rule of Barangays, their code of laws –the code of Kalantiao and Maragtas, their belief in Bathala, and the solidarity of the family were obedience and respect had been practiced.

There is a system of justice that was approved by the council of elders and was strictly being followed.

Pre-Spanish Education Map

Pre-Spanish Education

WRITING

• System• Baybayin – For

poetry, personal writings

• Tools• Points of

daggers• Small pieces of

iron• Colored plant

saps• Writes on:

• Tree Barks• Used wood• Bamboo

TEACHERS• Tribal Tutors• Parents• Students learn

in their own home

SYSTEM

• Informal• Vocational

training for kids• Examples –

hunting, cooking, farming, fishing

• Less academics for kids• 3 R’s –

Reading, wRiting, Religion

• Devoid of methods

The Spanish-Devised Curriculum

Magellan Expedition:

March 17, 1521 – Marked the coming of the first Spaniards in the Philippines.

Education was carried out by the religious orders.

Missionaries studied the local languages and the Baybayin to communicate better with the locals and teach the Christian faith easily.

Established Schools:

1565 – Augustinians opened a school in Cebu

1577 – Franciscans immediately took to the task of teaching improving literacy, aside from teaching of new industrial and agricultural techniques.

1581 – Jesuits 1587 – Dominicans started a school

in their first mission in Bataan.

First 342 years…

The Spanish Missionaries aim to control of the Filipinos, both body and soul.

Spain claimed the Philippines by the right of “discovery” and by the right of actual occupation and conquest.

The Spanish – Devised Curriculum

The curriculum then consisted of 3 R’s (reading, writing and religion) to attain goals were the acceptance of Catholicism and the acceptance of Spanish rule.

The friars refused to recognize any other religion but the catholic religion.

The Spanish – Devised Curriculum

The schools were parochial or convent schools and was linked with churches to teach catechism to the natives.

The method of instruction was mainly individual memorization.

The Spanish – Devised Curriculum

Instruction was in the dialect.

The Spanish-Curates did not teach the Spanish Language to the Filipinos but this language was learned by many Filipinos who had contacts with Spaniards. (even the first printed book in the Philippines, Christian Doctrine were in Tagalog and in Chinese)

The Spanish – Devised Curriculum

Education in the country was not uniform.

The Spaniards founded many colleges for men and women but these were exclusively for the Spaniards and the Spanish mestizos. Only the Filipinos with those who had money and talent were given a chance to study.

The Spanish – Devised Curriculum

The system of schooling was not hierarchical and not structured. Thus there were no grade levels.

In the 19th century, primary schools were opened. It was only during the second half of the 19th century that the primary schools were opened to all the Filipino children of school age but these were hated by the Filipino pupils because of method of teaching was crude.

The Spanish – Devised Curriculum

Major Problems:

Lack of trained teachers. Lack of teachers (150 teacher-

missionaries to instruct over half a million inhabitants).

Lack of funds, instructional materials, and in many instances school houses.

EDUCATIONAL DECREE OF 1863

• Created a free public education system in the Philippines, run by the Government.

• The first such education system in Asia.• Mandated the establishment of at least one

primary school for boys and one for girls in each town under the responsibility of the municipal government and establishment of normal school for male teachers under the supervision of the Jesuits.

• Primary education was FREE and available to every Filipino, regardless of race or social classes.

Because of need, higher level schools were established much later by virtue of royal decrees.

Colegios Beaterios

Subjects: Based on the Royal Decree of 1863

Languages (Latin, Spanish grammar and literature, elementary Greek, French and English)

History (Universal, Spanish) Mathematics (Arithmetic, algebra,

trigonometry, geometry) Philosophy (rhetoric, logic, ethics) Geography Psychology

• As a result of the implementation of public education, a new social class of educated Filipinos arose, that came to be known as the Ilustrados.

• It was these educated Filipinos who asked for reforms in the administration of the Philippines. They began to ask embarrassing questions about Spanish misdeeds, incompetence, inefficiency, greed and corruption.

EDUCATIONAL DECREE OF 1863

Philippine Revolution

Ilustrados spearheaded the Propaganda movement

Curriculum reforms1. Secularization of Education2. Instruction of Spanish3. Greater attention to natural

science4. The design of a relevant curriculum5. Improvement of higher centers of

learning6. Improvement of educational

system

Philippine Revolution

Jose Rizal criticized unequivocally the friars’ method of instruction in his two novels Noli me Tangere and El Filibusterismo

1. Disproportionate focus on religion2. Discourage the attempt of Filipino

students to speak in English3. Lack of pedagogical skills4. Irrelevant courses in the

curriculum

Curriculum

To improve the existing curriculum, Rizal considered the ff. subjects as required courses in secondary schools: Science Math History Philosophy Law Language P.E Religion Music Social Sciences

Graciano-Lopez Jaena

“The outstanding cause of the distressed situation of Filipinos today is the anomalous education received by the youth in schools. They learn to read correctly and write gracefully, but they do not learn anything useful because they are not taught any. They are taught how to pray and never go to work”

The Spanish Education Map

Spanish Education

WRITING

• SYSTEM• Spanish

Alphabet• Baybayin

• TOOLS• Ink and Quill• Paper• Books

• PRINTING• Xylography -

Printing Press introduced by the Dominicans

• Typography – improved printing

TEACHERS

• Missionaries• Friar – Curates• Students go to the

Parochial or Convent Schools

SYSTEM

• FORMAL• Primary and

Normal School• ACADEMICS

• Latin and Spanish

• Arithmetic• Philosophy• Theology

and others• METHODS

• Cruel and brutal• Punishments

were inflicted on erring pupils

REFERENCES: THE NATURE AND SCOPE OF CURRICULUM

DEVELOPMENT (PHILIPPINE CONTEXT) by Prof. Ronnie Espergal Pasigui - http://www.slideshare.net/cuterodz042909/curriculum-development-11473935

Historical Foundations of Philippine Education by Michael John Labog - http://www.slideshare.net/mjlabog/historical-foundations-of-philippine-education

http://en.wikipilipinas.org/index.php?title=Education_in_the_Philippines

http://en.wikipedia.org/wiki/Education_in_the _Philippines

REFERENCES:

History of Curriculum in the Philippines by Wreigh - http://wreigh.wordpress.com/2011/05/14/history-of-curriculum-in-the-philippines/

CURRICULUM DEVELOPMENT IN THE PHILIPPINES by Sittiehan B. Mante - http://educatorssquare.blogspot.com/2011/04/educ-106-lesson-3-curriculum.html

http://www.etravelpilipinas.com/about_philippines/philippine_education.htm

Education in the Philippines by Michael Cabatlao http://philedufutureboytech.wordpress.com/history/education-in-the-philippines/

REFERENCES:

Kasaysayan at Pamahalaan ng Pilipinas by Aurora L. Santiago, Eliseo D. Manaay and Jeanette I. Sales

Introduction to Filipino History by Teodoro A. Agoncillo

Thank You for Listening