Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program
October 19, 2011
Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program
Abstract The present report prepared by Dr Carlo Magno1 for SEAMEO INNOTECH and AUSAID, provided the context of moving to the K to 12 Basic Education Curriculum in the Philippines by reviewing the present curriculum as compared to other countries (Brunei Darussalam, Malaysia, Singapore, Thailand, Vietnam, and NSW Australia). The report set forth the idea of attaining economic development in the Philippines through investing in its human resources by making improvements in the educational system. The data presented for the basic education curriculum in the Philippines and other countries are taken from the report by SEAMEO-INNOTECH and the Assessment Research Centre and The University of Melbourne (Care & Griffin, 2011). This present report presented a comparative description of the basic education curriculum in the Philippines as compared to other countries in terms of input areas and the curriculum. The areas of comparison include aims of education, access and progression, teacherpupil ratio, and medium of instruction while the curriculum described structure, framework, design, duration/time allotment, content (English, mathematics, Science, ICT, Social science, TLE/EPP, MAPEH, and Values Education), alignment, and assessment. There are certain weaknesses found in the areas and curriculum in the Philippines that needs to be addressed through the K-12 initiative. The report discussed these specific weaknesses in 12 key areas. Given the reviews of the inputs and curriculum, specific recommendations are made for a better implementation of the K-12 program in the Philippines aligned with the 12 key areas: Beyond functional literacy, K12 extended years, alternative delivery modes, progression of skills, expected graduate attributes, mastery of basic skills, deepening of skills, specialized tracks, new assessment process, ICT program, utility of assessment, and international benchmarking.
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Dr. Carlo Magno is presently a faculty of the College of Education in De La Salle University, Manila. He has published over 60 scientific articles on student learning and teacher performance. He is an active member of several professional organizations in education and psychology in the Philippines. He served as consultant in various educational institutions and has delivered and trained more than 10,000 teachers in the Philippines and in Asia. In 2011 he was awarded by the Republic of the Philippines through DOSTNAST as the Outstanding Young Scientist
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program Introduction The quality of education in a country contributes to a country‟s economic development. The management of human capital is an investment that a country undertakes in order to sustain and improve economic outcomes. By optimizing the human skills, national outcomes are optimized as well (Barro, 2001). This idea necessitates that when investment is geared towards developing further the education of people, a country attains progress. By developing one‟s education means making improvements in the kind of education delivered. The quality of education depends on the clear directions set in the national curriculum, an empowered teaching force manned by excellent teachers that are properly guided by supervisors, and conducive learning environment that fosters learning among students that includes materials, technology, and learning resources. Specific indicators of improving the national curriculum include the outcomes of subject areas (English, Science, Mathematics, etc.) which intend to produce skilled and competent graduates with the right attitude and values. The quality of graduates produced by educational institutions is measured through academic, vocational, and employment outcomes which lead to economic improvements. Given this principle, the basic move to target economic growth is the change and improvement of the national curriculum especially in the foundations years of schooling (from childhood to adolescence).
Figure 1. Curriculum and Outcomes. Taken from Esther Care and Patrick Griffin, Curriculum Comparison Study for the Philippines Basic Education Sector.
In the Philippines, Basic Education spans for about 10 years. Filipino students formally start at the age of 6 for year 1 in basic education until the age of about 12 (year 6) which covers the primary level (termed as elementary in the Philippines). The secondary level proceeds with four years (years 1 to 4: high school) starting from 13 to 16 years old. After finishing 4 years of secondary level, students in the Philippines continue to higher education. The Philippines as compared to all other countries in Asia has the least number of years spent for studying and training for basic education. In other countries such as Brunei Darussalam, Malaysia, Singapore, Australia, Thailand, and Vietnam, to name a few, spends around 13 years to complete the basic education program. The longer years of schooling means more learning, more time spent to master skills and develop competencies, deepening of learning outcomes, and more opportunities to be exposed to the learning environment (Gormley & Gayer, 2005).
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program The 10 year program in the Philippines‟ basic education resulted to consistent low levels of performance in the Trends in International Mathematics and Science Survey (TIMSS) and the National Achievement Test (NAT). The Philippines‟ consistently ranked the lowest in the Trends in International Mathematics and Science Survey (TIMSS) as compared to other countries over the years. Aside from the TIMSS result, the National Achievement Test (NAT) administered to year 6 showed a passing rate of 69.21% which is 5% below the passing rate of 75%. The NAT for the secondary level given to year 4 has a passing rate of 46.38% (SY 2009-2010) which decreased from the previous years (SY 2008-2009). Further comparisons regarding the achievement levels of the Philippines cannot be made because of the absence of international assessments conducted. The present educational system is also faced with increasing dropout rates and graduates having weak chances of getting better jobs because of their lack of occupational skills. This incident is shown in the SEAMEO INNOTECH‟s Policy Notes that out of the 96% of primary students who entered year 1 (elementary), only 60.5% enrolls in the first year in high school. In order to produce better graduates that are skilled and competent imbued by st the 21 century skills, further recommendations support the expanding of the present basic education into 13 years. The 13 years is known as the K to 12 (K–12) which includes a year of kindergarten, six years of primary school (years 1 to 6), and an expanded six years in high school (junior high school: Years 7 to 10, Senior High School: Years 11 to 12). The expanded 13 years of schooling is supported by the recommendations of the 1949 UNESCO Mission Survey, 1953 Education Act, 1960 Swanson Survey, 1970 PCSPE, 1991 EDCOM Report, 1998 Philippine Education Sector Study (sponsored by World Bank and ADB), 2000 PCER, 2006 Philippine EFA 2015 National Action Plan, and the 2008 Presidential Task Force on Education. The present report described the K-12 basic education program by (1) comparing the basic education program of the Philippines to Southeast Asian countries like Brunei Darussalam, Malaysia, Singapore, Thailand, Vietnam, NSW Australia; and (2) analysis of the English, Mathematics, Science, Information and Communications Technology (ICT), and other subjects (Social Studies, TLE/EPP, MAPEH, and Values Education) in the Philippines‟ present curriculum in reference to the countries mentioned. The comparisons, evaluation, and analysis made is based on the “K to 12 Education in Southeast Asia” report conducted by the Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEOINNOTECH) and “Curriculum Comparison Study for the Philippines Basic Education Sector” by the project team of Esther Care and Patrick Griffin from the Assessment Research Centre and The University of Melbourne. Further recommendations and policy implications are drawn from the two studies.
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program
Country Philippines (current)
1
2
3
4
5
6
Preschool
7
8
Age 9 10
11
12
Primary Education
13
14
15
16
High school
Philippines (proposed)
K
Primary Education
High school
Brunei Darrusalam
K
Primary Education
High school
Malaysia
Preschool
Primary Education
High school
Singapore
Preschool
Primary Education
High school
Vietnam Thailand NSW Australia
Pre-primary education Preschool Preschool
Primary Education
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Intermediate
Elementary School Primary Education
Secondary
Secondary School High school
Figure 2. Comparison of countries‟ school systems
Basic Education in the Philippines The basic education program of the Philippines is described in this section consisting of the 2002 Basic Education Curriculum (BEC) and the 2010 Philippine Secondary Curriculum (using the UbD-Understanding by Design). In the SEAMEOINNOTECH report, the Philippines‟ BEC is compared with Brunei Darussalam, Malaysia, and Singapore. The comparison is made on input conditions (aims of education, access and progression, teacher-pupil ratio, and medium of instruction) and curriculum content (structure, curriculum framework, curriculum design, duration/time allotment, alignment, and assessment). On the other hand, the Assessment Research Centre and The University of Melbourne compared the Philippine BEC in the areas of English, Mathematics, and Science across Thailand, Vietnam, and New South Wales (NSW) in Australia. The curriculum for the three subject areas are compared on their content, sequence, and assessment. The studies are integrated in this report by describing the Philippines basic education following the input conditions and curriculum as reported by the SEAMEO-INNOTECH. The findings on English, Mathematics, and Science by the Assessment Research Centre and The University of Melbourne are emphasized in the some parts of the input conditions and curriculum part for the Philippines. Aims of Education The aim of education in the Philippines focuses on functional literacy. The country also aims to strengthen manpower for national development. Brunei Darussalam emphasized in their new educational goal the needs of the industry in providing skills and knowledge without ignoring their values. In Malaysia, education focuses in achieving a national identity. Singapore delivers learning in many aspects that includes literacy, numeracy, bilingualism, sciences, humanities, aesthetics, PE, and CME. Thailand aims to develop individuals in four fundamental principles: Wisdom,
Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program thinking, mind, and morality. Vietnam emphasizes on training individuals to be ready for work. NSW Australia prepares students for civic life and lifelong learning. Philippines
Brunei Darrusalam
Malaysia
Singapore
Thailand
Vietnam
NSW Australia
BEC: Functional literacy Provide a broad general education that will assist each individual in society to attain his/her potential as a human being, and enhance the range and quality of the individual and the group; Help the individual participate in the basic functions of society and acquire the essential educational foundation for his/her development into a productive and versatile citizen; Train the nation‟s manpower in the middle-level skills required for national development; Develop the highlevel professions that will provide leadership for the nation, advance knowledge through research, and apply new knowledge for improving the quality of human life; Respond effectively to changing needs and conditions through a system of educational planning and evaluation. To foster the all-round development of each individual from the physical, mental, spiritual as well as aesthetic point of view in order to develop a Brunei citizen who will uphold the aspirations of the country; fluency in Malay; sense of loyalty to the Monarch; values and cultural norms of Brunei Islamic society; instill a love of peace, harmony and mutual help and unity; instill in each individual the desire for progress; accelerate the development of manpower. To further develop the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens of high moral standards, knowledgeable and competent, and who are responsible and capable of achieving a high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large To help our students to discover their own talents, to make the best of these talents and realize their full potential, and to develop a passion for learning that lasts through life. The Desired Outcomes of Education (DOE) articulates the importance of holistically nurturing students to become well-rounded persons - morally, intellectually, physically, socially and aesthetically through a set of core skills and values. Education shall aim at the full development of the Thai people in all aspects: physical and mental health; intellect; knowledge; morality; integrity; and desirable way of life so as to be able to live happily with other people. The learning process shall aim at inculcating sound awareness of politics; democratic system of government under a constitutional monarchy; ability to protect and promote their rights, responsibilities, freedom, respect of the rule of law, equality, and human dignity; pride in Thai identity; ability to protect public and national interests; promotion of religion, art, national culture, sports, local wisdom, Thai wisdom and universal knowledge; inculcating ability to preserve natural resources and the environment; ability to earn a living; self-reliance; creativity; acquiring thirst for knowledge and capability of self-learning on a continuous basis. To train independent and creative persons who can use their professional skills and knowledge to work hard and meet the needs of national construction and defense, while being sensitive to the genius of Vietnamese culture, fully combining the inheritance of national traditions and the broader human civilization. To provide world class education and support strong, vibrant communities to ensure the economic and social well-being of New South Wales. Learning
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program outcomes include knowledge, skills, and understandings, both generic and subject-specific, basic preparation for civic life, work, and lifelong learning. These are developed through studies that may include academic disciplines, vocational education and training, and community-based learning. Source: http://www.seameo-innotech.org/resources/seameo_country/seameo_country.asp
Progression, Structure, and Organization All countries have a policy on progression. A test is given at the end of lower primary (end of year 3) and at the end of the upper primary (year 6). Brunei, Malaysia, Singapore, Thailand, Vietnam, and NSW Australia have differentiated programs at the start of the upper secondary level (years 11-12) where students are classified according to their interests, and abilities. Moreover, the specialization is streamlined when students go through about year 9. The Philippines is the only country that does not have a differentiation for all four years in secondary level. Malaysia, Thailand, and Vietnam spend the longest training for vocational tracks. The purpose of tracks at the last two years of secondary education is to meet the entry requirements of all universities, readiness for higher education, and maturity on the part of students to select courses appropriate to their ability, interest, and skills. Philippines
Brunei Darussalam
Malaysia
Singapore
Thailand
Students take an end of cycle examination and there is no stake for students when proceeding to secondary level. There is no differentiated secondary education. Plan for the 2010 SEC: Special Program in the Arts, Sports, Journalism, Engineering and Science Education, and Foreign Language. Students take an end of cycle examination to determine if students can proceed to secondary level. Years 7 to 8/9 are general secondary programmes Offers an express path in the secondary education level for students who are highly-academically inclined (2-3 years) Students are streamed into various programs in upper secondary (year 9) Year 9: Path on general education or applied education program Students take an end of cycle examination to determine if students can proceed to secondary level, Years 7 to 8/9 are general secondary programmes Students in Chinese and Tamil classes take remove class if they do not perform well in the primary assessment test. Students are streamed into various programs in upper secondary (year 9) Students take an end of cycle examination to determine if students can proceed to secondary level. Years 1-4 are foundational stage and years 5-6 are orientation stages. Streams students at the first year: special course, normal course, and express course. Students who finish secondary education by year 4 can go to junior colleges. Four streams available for Year 10 students: (1) Arts stream, (2) science stream, (3) technical stream, and (4) religious streams. Students take an end of cycle assessment and meet other criteria to determine if students can proceed to secondary level. Three years of lower secondary and 3 years of upper secondary program.
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program
Years 7 to 9 are general secondary programmes Two tracks in the upper secondary: general or academic, and vocational Vocational track can earn a diploma at the end of year 12 and can be continued in a university. Vietnam Students take an end of cycle assessment. Primary education examination is given at the end of year 5. Two cycles in the secondary education: Lower secondary (Years 6-9) and upper secondary education (Years 10-12). Vocational training starts at the beginning of year 6. NSW Australia Three stages in primary years: Stage 1 (years 1-2), stage 2 (years 3-4), and stage 3 (years 5-6). Students take an end of cycle examination to determine if students can proceed to secondary level, Years 7 to 9 are general secondary programmes. Students can undertake Senior School Studies for up to three years. Students who complete Year 12 under a reduced workload generally do this in two years Students take a test to assess their achievement in the foundation knowledge and skills needed (at the end of year 10) to successfully study subjects in Years 11 and 12 Source: http://www.seameo-innotech.org/resources/seameo_country/seameo_country.asp
Teacher-Pupil Ratio The teacher-pupil ratio found for the preschool are generally composed of small number of classes across countries. For preschool, Brunei Darussalam and Malaysia have one teacher with one teaching assistant. Brunei Darussalam has commonly 20 students per class, 25 for Malaysia, 20 for Philippines (no teaching assistant), 20 for Thailand, 23 for Vietnam, and 10 for NSW Australia. The teacher and pupil ratio varies in Singapore depending on the school. For primary school, there is variation in teacher-pupil ratio where the Philippines has the highest number of students for one teacher. The ratio is 1:12 for Brunei Darussalam, 1:19 for Malaysia, 1:36 for the Philippines, 1:20 for Singapore, 1:16 for Thailand, 1:20 for Vietnam, and 1:18 for Australia. For the secondary level, there is also a variation in teacher-pupil ratio and the Philippines again have the highest number of students for one teacher. The ratio is 1:11 for Brunei Darussalam, 1:19 for Malaysia, 1:38 for the Philippines, 1:20 for Singapore, 1:21 for Thailand, 1:21 for Vietnam, and 1:18 for Australia. Table 2 Teacher Pupil Ratio Brunei Darussalam Malaysia Philippines Singapore Thailand Vietnam Australia
Medium of Instruction
Preschool 1:20 1:25 1:20 Depending on the school 1:20 1:23 1:10
Primary 1:12 1:19 1:36 1:20 1:16 1:20 1:18
Secondary 1:11 1:19 1:38 1:20 1:21 1:21 1:18
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program
The medium of instruction in most countries is bilingual/multilingual except for Australia and Thailand. This is due to the diversity of stratification in geographical places, dialects and ethnic groups. English and mother tongue are used as mediums of instruction in Brunei Darussalam, Singapore, Philippines, and Vietnam. For Malaysia, aside from English, Tamil, and Malay. In Thailand, Thai is used as a medium of instruction. Curriculum Structure and Design The Philippines follows the 2002 Basic Education Curriculum (BEC) and the 2010 Secondary Education Curriculum. Brunei Darussalam implements the SPN 21 (Sistem Pendidikan Negara Abad Ke-21). Malaysia implements the Standards-Based Curriculum. Vietnam implements the National Curriculum of Basic Education. Thailand implements the Education Development Plan. Table 2 Desired Learning Outcomes for Primary Education Learning Outcomes Mastery of 3Rs
Brunei Darussalam
Malaysia
Philippines
Singapore
Interests and talents (culture and arts)
Reading skills
NSW Australia
Mastery of scientific and technical skills Mastery of arithmetic skills Problem-solving skills
Comprehension of verses from alQuran
Vietnam
Functional literacy Effective Communication in English and in the mother tongue Basic ICT skills
Thailand
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program
Nonacademic curriculum focus (sports and performing arts)
Table 3 Subjects Grid in Secondary Education Course Languages Arabic French Mandarin Chinese Tamil Foreign Language (French, German, Japanese, Arabic, and Bahasa Indonesia) Mathematics Additional subjects Science Physics Chemistry Biology Additional Science Humanities and Social Science IRK Malay Literature Tamil Literature History English Literature Chinese Literature Geography Principles of accounts Economics Commercial studies Development studies Commerce/Accoun ting Religion Higher Arabic
Brunei Darussalam
LS/GEP 3
Malaysia
Philippines
US/AEP 3
Singapore
Thailand
9
Australia
4
5
7
3 7
Vietnam
5
4
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program
Course Tasawwur Islam Al-Quran and asSunah Education Syariah Islamiah education Arts Arts and craft Music Design and Technology Art and design Drama Higher art Higher music ICT IT Computer studies
Brunei Darussalam
Malaysia
Philippines
Singapore
Thailand
Vietnam
Australia
4
4
2
5
1
1
1
Preschool Education Aims. In Brunei Darussalam, Malaysia Philippines, Singapore, Vietnam, Thailand, and NSW Australia, preschool education is generally offered before students start to study in year 1. The aim of preschool education for Brunei Darussalam is the holistic development of children and preparation for primary education. In Malaysia, development is also emphasized that is holistic and integrated to increase skills with the intention to excel in primary school. In the Philippines, preschool is preparation for life and get ready for grade 1. In Singapore, preschool aims to support and foster holistic development in preparation for lifelong learning. In Thailand, It aims to encourage the harmonious physical, intellectual, emotional and social development of the children prior to formal education. In Vietnam preschool aims to providing children with skills education, such as self-caring, communication, and behaving skills (greeting, thanks and apologizing, etc.). It also helps to develop social emotions such as sympathy by using the methods of having children dealt with daily situations, storytelling, and role playing. In NSW Australia, preschool aims on communicating with peers, basic skills in interaction, different kinds of spoken texts, identify basic language features, read short stories, develop reading strategies and awareness, engages in writing, counts to 30, describes length and distance, and asks questions. The countries are common in their aim for holistic development (cognitive, physical, emotional, and social development) and preparedness to enter the primary years. Progression and Time Allotment. The progression of preschool across Brunei Darussalam, Malaysia, Philippines, and Singapore seems to vary and time allotment is fairly the same. In Brunei Darussalam, preschool starts at kindergarten at age 5. Malaysia offers child care education from age 1 to 3 and preschool is spent from ages 4
Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program to 6. In the Philippines, the daycare centers accept pupils from ages 2 to 3, and goes to nursery by age 3. Kindergarten in private schools is spent two years from ages 4 to 5. In Singapore, child care education is offered similar to Malaysia from ages 1 to 3, goes to nursery by age 4, and kindergarten for two years at ages 5 to 6. Thailand starts preschool with nursery at age 4 and kinder at age 5. Vietnam start starts with crèches to care for children from three months to three years old and moves to preschool from 3 to 6. Australia starts with kindergarten with 2 years at ages 3 to 4. Singapore has the longest program for preschool education. The children in preschool go to school five times a week. Children spends 3 to 3.5 hours a day in Brunei Darussalam, 4 hours a day in Malaysia, 2 to 3 hours a day in the Philippines, 3 to 4 hours a day in Singapore, 2.5 to 4 hours a day in Thailand, 2 to3 hours a day in Vietnam, and 3.4 hours a day in NSW Australia. Curriculum Design and Organization. The preschool curriculums in Brunei Darussalam, Malaysia, Philippines, Singapore, Thailand, Vietnam, and NSW Australia offer similar skills and content in all countries. Brunei Darussalam tackles values education, mathematics, physical education, Aesthetics, and ICT awareness. In Malaysia, preschool includes language, Islamic moral values, routines, and mastery of the 3Rs. In the Philippines, the curriculum includes values education, physical health, socioemotional, cognitive, art, communications, reading, and writing skills. In Singapore, the curriculum includes language and literacy skills, basic number concepts, social skills, creative and problem solving, appreciation of music, and outdoor play. In Thailand, the curriculum includes some cognitive skills, physical activities, social and emotional well-being, language, and self-help. In Vietnam, they teach language as a natural communication, experiences that promote a love of math, hands-on explorations, approach science through the children‟s natural curiosity about the world around them, plays and artistic expression. In NSW Australia, the curriculum includes talking and listening, reading, writing, mathematics, the environment, personal development, and creative arts. Primary Education Aims. The goals of primary education in the Philippines, Brunei Darussalam, Malaysia, and Singapore all focus on fundamental skills needed by learners to advance their learning. The major goal of the primary education in the Philippines is the “acquisition of fundamental knowledge, attitudes, habits, and skills in science, civics, culture, history, geography, mathematics, arts, HE, and livelihood education and their intelligent application to appropriate life situations.” In Brunei Darussalam primary education is directed on the “mastery and understanding of basic scientific and mathematical concepts.” In Malaysia they focus primary education on the mastery of arithmetic or scientific and of technical skills. In Singapore, the development of language and numeracy skills is emphasized. There are several skills that are similar across the four countries. The goals emphasized by each country are on mastery of the skills while Singapore also included numeracy as part of the development of Language. The goals indicated in the Philippines have a tendency to be content driven having put
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program forth the acquisition of knowledge which tends to be superficial as compared to the goals of other countries. Thailand emphasizes literacy, numeracy, communication skills, and abilities relevant to future occupational roles. In Vietnam, they focus on basic skills education such as literacy, numeracy, speaking, and listening, properly appreciating life skills like communication, negotiation, leadership, cooperation, and cultural diversity. Shaping the skills like creativity, critical thinking, problem solving, decision making, and imagination. In NSW Australia, the primary level of education provides general education for the students and gets them ready for a role in society and for the next level of education. Time Allotment. The time spent for the primary education in Brunei Darussalam, Malaysia, Philippines, Singapore, Thailand, Vietnam, and NSW Australia varies greatly especially in the disparity of time devoted by the Philippines across different subject areas. The Philippines has the largest time allotment for English, science, mathematics, social studies, and home economics and livelihood education (HELE). Malaysia has the largest time on teaching mother tongue. Singapore has the largest time on music, arts, and physical education. The Philippines have the lowest time spent for these subjects and it is even integrated which needs to be given some attention. Thailand has the largest time on work-oriented subjects (practical skills and experiences for career preparation). Vietnam has the largest time on Vietnamese language. NSW Australia has the largest time on English, Mathematics, and Science (see SEMEA-INNOTECH Regional comparison report). Secondary Education Aims. The goals in secondary education in the Philippines, Brunei Darussalam, Malaysia, and Singapore vary in the outcomes and skills emphasized. The SPN 21 in Brunei Darussalam aims to provide students all-around development as individuals; opportunities to enhance individual strengths and abilities; and well-balanced education. The National Standards-Based Curriculum in Malaysia was constructed following the backwards design where objectives are predefined under six major areas: Communications, science and technology literacy, physical and aesthetic, personal development, humanistic, spiritual attitude and values. In Singapore, the thrust in the lower secondary is to develop national identity. In the Philippines, the 2010 Secondary Education Curriculum focuses in developing functional literacy to address the 21st century skills to become globally competitive. In Thailand, the lower level emphasizes on learners intellect, ethics morality and basic skills. It allows the learner to explore his individual interests and aptitudes through a wide choice of both academic and vocational subjects. The upper level in Thailand secondary education aims to provide appropriate academic and vocational knowledge and skills correspondent with the learner‟s interests and aptitudes. In Vietnam, they focus to form basic abilities of selfadapting, acting, behaving, and life learning; Provide training with directions of learning to do, learning to be, learning to live together. In Australia, the key learning areas include English and math, study of society and the environment, science, foreign
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program languages, technology, and health and physical education. The Philippines and Malaysia are similar in using the backward design in their curriculum. Structure and Alignment. The structure in terms of tracks in the secondary education is almost the same for Brunei Darussalam, Malaysia, Singapore, Thailand, Vietnam, and NSW Australia in the six years spent. Within the six years, the lower secondary years are common having a general secondary program and the upper secondary years focus on specialized tracks. This structure does not apply for the Philippines because secondary education is limited to four years which offers a general secondary program. Time Allotment. The Philippines and Malaysia have the highest time spent for teaching mother tongue, but it is only taken for four years in the Philippines and five years in Malaysia. The Philippines and Singapore have the longest time spent for teaching English, but, it is only taken four years in the Philippines and five years in Singapore. The Philippines had significantly the longest time spent in teaching science, mathematics, social studies, and technology and livelihood education limited within four years and the other countries spend five years with lower time allotment. Brunei Darussalam had the longest time spent for music, art, and physical education. The Philippines is one with the lowest time allotment all for these three areas that are integrated. In other countries, these subjects are taught separately. Brunei Darussalam also has the longest time allotment for teaching values education. Thailand has the largest time spent on the study of Thai language. Vietnam has the largest time spent on Vietnamese literature and mathematics. NSW Australia has the largest time spent on English, Mathematics, and Science. The Philippines had the longest periods spent for teaching subject areas within limited number of years (four years). This indicates that the lessons are compressed within four years. Subject Areas The subject areas that are analyzed for Brunei Darussalam, Malaysia, Philippines, Singapore, Thailand, Vietnam, and NSW Australia for the core subjects (English, mathematics, and science), ICT, and other subjects. The subject areas are described only for secondary education because much variation occurs unlike in the primary years. The secondary curriculum in English, mathematics, and science for the Philippines is based on the review conducted by the Assessment research Centre and University of Melbourne Graduate School of Education. English. The focus of the English curriculum in the primary years in the Philippines revolves on the four macroskills: Listening, speaking, reading, and writing. The outcome is the application of language and understanding of linguistic structures. There is emphasis on speaking and reading where grammar is focused on the speaking component. The teaching of grammar follows a conventional sequence. The weak part of the curriculum is the lack of specification in the kind of text and selections provided.
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program There is no specification on how the English subject is connected to other subject areas. The focus of the English curriculum in the secondary years (1) expands the language macroskills to interpret and understand a range of meanings and in relation to the types of literature, and (2) achieve communicative competence. Content-based teaching and Cognitive Academic Language Proficiency were used as foundation of the curriculum. The sequence is also within the frame of the language macroskills and with the addition of literature. Some topics like education for life, justice, sustainable development and global citizenship needs to be rationalized how they connect to the macroskills. The process of listening and speaking becomes more complex from year 7 to 10. Reading skills are limited to basic scanning, skimming, and reading for detail. The writing is described in terms of using “macro-discourse patterns” where students are expected to develop ways of improving text construction and making texts cohesive. There is understanding and appreciation of local to global forms of literature. The appreciation of literature is connected with the values of the society. The main focus in English in the 2010 Secondary Education Curriculum is functional literacy for all. It specified concepts in language teaching such as problem, task, and competency-based learning, the use of text analysis, and text-, context- and genre-based approaches to reading literature and literary appreciation. The framework explains that language is learned in a constructivist approach (by using it). The curriculum is organized using the Understanding by Design. The curriculum runs in a spiral form where each literary genre is revisited each year. The language focus is drawn up from the literary content. The assessment tasks are specified by using a scoring rubric. In Brunei Darussalam, education is currently based on a bi-lingual approach. The Education Act (1984) policy in this country gave importance to both English and Malay. The effective use of English is important for students to gain access and succeed in colleges and universities abroad and for globalization in the areas of international business, economic, and political arenas. English is taught starting at the primary years and the subjects Geography, Mathematics, and Science are taught in English. According to Burns and Charleston (1997, p. 2) that “there is concern among members of the education community that the transfer from Malay medium to English medium in major curriculum subjects for nine-year-olds with a limited knowledge of, and prior exposure to English is hindering the progress of students. Many students appear to be having problems in the primary years for coping with the level of English required and the readability level of the texts used may be too high.” The English subject in Malaysia is part of communications. The thrust for communication emphasizes the process of integrating linguistic skills for communication purposes which focuses on literacy. The education ministry drew up new approaches of teaching English to raise standards even if other subjects, such as mathematics and science, are taught in Bahasa. The English curriculum involves the language art and grammar components with focus on fun learning as well as the ability to converse in standard English. The curriculum also emphasizes on pronunciation and phonics. In Singapore, English is part of the core subjects in both primary and secondary education. The English together with the mother tongue and mathematics are taught at
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program the appropriate level according to the ability of the student in the primary years. According to the English language syllabus, the English language curriculum in school will help pupils become independent lifelong learners, and creative thinkers and problem solvers who can communicate effectively in English. At the end of their primary and secondary education, pupils will be able to communicate effectively in English. The syllabus indicated the philosophy of language such as a system for making meaning, means of communication and expression, determined by purpose, audience, context and culture, grammar and linguistic structures and patterns. The syllabus is impressive in their inclusion of language learning and teaching such as learner-centeredness, process orientation, integration, contextualization, spiral progression, and interaction which is not present in the syllabus in the Philippines. English is taught among students in Thailand as indicated in the National Education Act. There are changes in the teaching and learning of English in schools in Thailand. English will be a compulsory foreign language subject starting from level 1 in primary education (6 years of age) in the new curriculum. There are three objectives in either core or elective English courses. These are knowledge, skills, and positive attitude towards English. According to Wiriyachitra (2007, p. 3) “knowledge involves how to use the English language in communication, learning and understanding the culture of native speakers, knowing the differences between Thai and the English language, being able to use English to gain information in other subjects, being able to use English to do lifelong learning, to find pleasure and to use it in their work. Skill involves communication strategies, thinking skills, critical and creative thinking, selfevaluation, learning skills, knowledge seeking skills, technology skills and how to work with others. A positive attitude includes appreciating the English language and its culture.” English is taught as a foreign language in Vietnam. English is taught as a compulsory subject from year 6 until secondary education. The teaching of grammar is a very significant part of their English curriculum. The mother tongue can be used to teach English to a reasonable extent. The grammar syllabus within the curriculum document follows traditional English as an EFL sequence. English in secondary education in NSW Australia is taught in various textual forms. The syllabus identifies essential skills, knowledge and understanding, values, and attitudes essential in learning English. The curriculum focuses on „responding to‟ and „composing‟ a wide range of texts, including media and multimedia texts. The English language is learned through immersion in a diverse range of purposeful and increasingly demanding language experiences. In the senior secondary level, the English subject advances to enable students understand, use, enjoy, and value the English language in its various textual forms and to become thoughtful, imaginative, and effective communicators in a diverse and changing society. Mathematics. The content areas in mathematics common in among Philippines, Brunei Darussslan, Malaysia, Singapore, Thailand, Vietnam, and NSW Australia includes whole numbers, rational numbers and number system, algebra, measurement, geometry, and trigonometry, and probability and statistics. The development of understanding on whole numbers in the Philippines follows a similar pattern with other
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program countries. The teaching of the number system is introduced at an early year. There is no guide for teachers about the variation in the increase in the difficulty of problems in this area. Algebra is only introduced in the Philippines by year 7 and continuous to year 8 then again on year 10. Algebra is focused on abstract algebraic expressions and manipulation of formulas and equations rather than on underlying ideas. The teaching of equations and expressions do not have a strong link to real world situations. No formal approach is used for learning strategies. Skill on measurement is covered in the Philippine curriculum across years 2-10 as compared to other countries. Topics on geometry are not continuous across the levels in the Philippines. There is no geometry in years 1, 7, and 8. The kind of technology and materials used in teaching geometry is not specified in the Philippines‟ secondary education curriculum. Statistics in the Philippine curriculum is very limited. It is only covered in years 3 to 6 for the primary and only year 10 for secondary education. The identified weaknesses in the mathematics curriculum in the Philippines‟ include: (1) Skills on patterns and algebra, space and geometry, data analysis and representation and financial mathematics are not covered in the Philippines‟ curriculum; (2) There is no formal guide for teachers on the kind of teaching approaches to be used; (3) The curriculum is written using formal terms; (4) The focus of the curriculum is computation rather than the understanding of concepts behind it; (5) The sequence of content seems to be very fast and demanding for the teachers and students; (6) The use of technology is not specified in the curriculum. Mathematics in Brunei Darussalam is part of the key knowledge areas. They have introduced mathematical thinking as the mode of thought used to solve any problem in daily life including problems in the classroom. Mathematical techniques, concepts and processes, either explicitly or implicitly in finding the solution of problems are applied. The objectives indicate that students are expected to be able to use the fundamentals of mathematics to solve real-life problems including simple ones. Mathematical thinking and problem solving are both mentioned in the syllabus. Teachers must encourage students to use thinking skills and problem solving strategies during mathematics lessons (Khalid, 2007). The curriculum recommends the use of a variety of representations to facilitate the development of content knowledge and processes that includes concrete objects, real life scenarios, diagrams, verbal instructions, ICT, and symbols. The mathematics curriculum in Malaysia balances both the understanding of concepts and computational skills. Part of the recent development in the mathematics curriculum in the secondary level includes the use of mathematics in real life situations, development of problem solving skills, the appreciation of the history of mathematics, and study of the human societal and spiritual values inherent in the subject. The goals of the secondary school mathematics are: (1) To develop students‟ abilities in logical, analytical, systematic and critical thinking; (2) to develop students‟ ability in problem solving and in applying the mathematical knowledge acquired so that they will be able to function effectively and responsibly in their daily lives. In addition, the curriculum through various learning activities enables students to appreciate the importance and beauty of mathematics. The curriculum also described that learning mathematics involves active participation of students and activities that encourage inquiry. Teachers consider the following when teaching mathematics: (1) Activities that give meaningful
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program learning experiences, (2) the use of mathematics in real life situations, (3) the effective use of problem solving skills, (4) instilling of Malaysian societal values, and (5) imparting and appreciating the elements of history of mathematics. In Singapore, a new mathematics curriculum was introduced. The curriculum integrates pre-algebra, algebra, and geometry and includes some advanced mathematics topics starting at year 7. Many questions require students to apply knowledge to new situations rather than following a procedure. It includes challenging questions for enrichment and discussion as well as mathematics investigations. Teacher involvement is generally required. The curriculum in secondary education in mathematics involves the acquisition of the necessary mathematical concepts and skills for everyday life, develop the necessary process skills, mathematical thinking, help students make connections among mathematical ideas, develop positive attitudes towards mathematics, make effective use of a variety of mathematical tools, produce imaginative and creative work, and develop the abilities to reason logically. The mathematics framework in Singapore considers the underlying principles on skills, concepts, processes, attitudes, and metacognition which are not indicted in the Philippines. The mathematics curriculum in Thailand emphasizes on mastering basic skills and understanding mathematics concepts. They emphasize on teaching mainly on combined algebra, geometry, and numbers. There is no policy on technology use such as the use of calculators (TIMMS, 1999). Their mathematics program takes an investigative approach, which helps students build conceptual understanding as they transition from the concrete to the representational to the abstract. The framework for teaching and learning is built on the following skills: Problem solving, reasoning and proof, communication and representations, and connections. The mathematics curriculum in Vietnam was reformed in 1996. The reform in the curriculum includes application of knowledge and skills necessary in the community and future lives of the students. The curriculum also involved reform in the teaching methods such as reform in the cognition of teachers, introduction of new forms of teaching individual learning, new means of learning, improvement in the learning atmosphere, and improvement in assessment. In NSW Australia, the mathematics subject in secondary education is mandatory from years 7 to 10. The mathematics curriculum aims to develop students‟ mathematical thinking, understanding, competence, and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning. Students study number, patterns and algebra, data, measurement, space and geometry. In mathematics, students learn to ask questions in relation to mathematical situations and their mathematical experiences; develop, select, and use a range of strategies including the use of technology to explore and solve problems; develop and use appropriate language and representations to communicate mathematical ideas; develop and use processes for exploring relationships, checking solutions and giving reasons to support their conclusions; and make connections with their existing knowledge and understanding and with the use of mathematics in the real world. The mathematics curriculum states the use of specific technologies in teaching
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program and learning such as spreadsheets, databases, statistical packages, and dynamic geometry software. Science. The science concepts, principles, laws, models and theories in the primary years in the Philippines are well developed and well chosen. The curriculum is coherent and developmental showing clear progression. However, the curriculum lacks opportunities to use science skills to support learners to solve problems, question, critique, analyze, and evaluate scientific claims. The content covered in the curriculum is heavier than the coverage in the other countries. The physics in the secondary education is spent only for one year taken in year 4. Physics in the secondary education does not cover circular motion, transistors and integrated circuits, mass-energy equivalence, the wave equation and wave-particle duality as compared to other countries. The curriculum includes the history of science and scientists. The topic on quantum theory and oscillatory motion lacks depth as compared to other countries. The Philippine curriculum devotes significant time on astronomy. There are similar levels of coverage on earth science and geology in the Philippines, Thailand, Vietnam, and NSW. Chemistry in the Philippine Curriculum is only one year taken at year 9. The curriculum specified ten competencies that cover a range of theoretical and applied topics. Topics on the Importance of Chemistry, its history, and measurement are taken up but not in other countries. The mathematics portion in chemistry is explicitly stated in the curriculum. Topics on Colloids and Gas Laws are greatly emphasized. There is an emphasis on the history of atomic theory, which provides a more thorough coverage of the development of theories and models than in the other curricula which makes it more content focused. The same is true in the use of more terminology and is organized more according to theoretical divisions. The curriculum is balanced between the use of chemistry in everyday life and theory. Biology in the Philippine secondary curriculum is only one year taken at year 2. The subject in the Philippines is called „Biology and Technology‟ but the technology part is limited in the use of a light microscope. The curriculum includes scientific method, the contributions of scientists, and scientific values as knowledge content areas. There is a strong focus on ecosystems, resources, the environment, and conservation, lending itself to situated or applied learning. It highly specifies areas relating to social issues such as population growth, family planning and sexual health. However, the topics on disease, immunology, homeostasis, cell chemistry, gene expression, and human evolution are not addressed. The biology curriculum in the Philippines is highly contentdriven. The science curriculum in Brunei Darussalam is part of the learning areas that enhances students‟ strengths and abilities. By years 9 to 11, the sciences tackled are biology, chemistry, physics, and combined science. Science in Brunei Darussalam intends that learners will be able to achieve the following learning outcomes: (1) · Reason, think creatively, make logical and responsible decisions, and solve problems. (2) Understand the impact of science on the phenomenal technological changes that have accompanied it and its effects on medicine and to improve the quality of life, on industry and business and on the environment. (3) Understand process skills (scientific
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program enquiry, science-based skills and other accompanying generic skills such as communication skills, critical thinking skills, problem solving skills, and creativity) and possess appropriate values and attitudes for personal development to participate in a world of technological change. (4) Observe phenomena and events, and to carry out experiment(s). (5) Know and understand things around them through stimulation and cultivation of their curiosity. The science curriculum in Malaysia projects to have citizens that contribute to the scientific and technological civilization of the future. Science is a core subject in the school curriculum and comprises of physics, biology, chemistry, and additional science in the secondary level. The National Philosophy of Science Education in Malaysia states that, “science education in Malaysia nurtures a science and technology culture by focusing on the development of individuals who are competitive, dynamic, robust and resilient and able to master scientific knowledge and technological competency.” Science education in Malaysia is aimed at developing the potentials of individuals in an overall and integrated manner so as to produce Malaysian citizens who are scientifically and technologically literate, competent in scientific skills, practice good moral values, capable of coping with the changes of scientific and technological advances and be able to manage nature with wisdom and responsibility for the betterment of mankind. The science curriculum in Singapore prepares students to be adept as effective citizens that are able to function and contribute in a technologically driven world. Central to the curriculum framework is the inculcation of the spirit of scientific inquiry. The conduct of inquiry is founded on three integral domains of (a) knowledge, understanding and application, (b) skills and processes, and (c) ethics and attitudes. The science curriculum seeks to nurture the student as an inquirer. The starting point built is that children are curious about and want to explore the things around them. The teacher is the leader of inquiry in the science classroom. Teachers of science impart the excitement and value of science to their students. The science curriculum in Thailand represents a revolution of the traditional science curricula. These new curricula attempted to develop three main characteristics of science. These are the gathering of scientific knowledge, the practice of scientific inquiry, and the development of scientific attitudes. The science curriculum is designed to be activity-based that involve aspects of inquiry and discovery approaches. Teaching and learning is described to be “learners–centred.” In this approach, the learner‟s performance is emphasized as an important aspect. The theoretical and practical parts are integrated through laboratory work which has become an essential part of the subject. Students are required to perform experiments, observe, gather and organize data, interpret and draw conclusions from the data obtained. The science curriculum in Vietnam specifies competencies on knowledge experimental skills, cognitive skills, study skills, and values. These competencies are stated each for biology, chemistry, and physics. The curriculum allows students to reflect and analyze how the themes of science and technology apply in real world contexts, the advantages and risks of new technologies, how humans use and benefit from plant and animal materials, and ways in which humans alter the environment. Science is a mandatory course from years 7 to 10 in NSW Australia. A time allotment of 400 hours in science is completed at year 10. Through their study of
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program science, NSW students develop a knowledge and understanding about the living and non-living world. Students examine the historical and ongoing contribution of scientists, including Australian scientists, to scientific research. They examine the impact on their lives of scientific knowledge and its applications to their communities and surroundings. Students work individually and in teams in planning and conducting investigations. They analyze data and information, evaluate issues and problems, identify questions for inquiry and investigation and draw evidenced-based conclusions. Through this problemsolving process they develop their critical thinking skills and creativity. Information and Communications Technology. There is no separate subject on “Information and Communications Technology” in the Philippine Basic Education Curriculum. There is a need to build students ICT skills considering the ICT Development Index considers ICT use and growth in all sectors of a country and its economy. The 21st century skills also espouse the need to develop ICT skills such as applying technology effectively, accessing, evaluating, and managing information effectively. It is feasible to have a separate ICT subject for students in secondary education. This is supported in a survey conducted that in the Philippines, 73% of government funded secondary schools have computer laboratory facilities, with 15% of these having a local area network and 30% having internet connectivity (Ogena & Brawner, 2009). Computer studies is offered in Brunei Darussalam from year 1 to 11 in basic education as a separate subject. The students study the computer system, measurement of storage, types of computers, input and output devices, operating system, managing files, softwares, mail merge graphic packages, computer aided design, computer aided manufacturing, spreadsheets, video conferencing, and LOGO programming. In Malaysia, ICT provides support to learning, teaching, administrative, and management processes within the education system. The goal of ICT in Malaysia is to enable all students to reduce the digital gap between schools, ICT in education as a teaching and learning tool, as part of a subject and as a subject by itself, and using ICT to increase productivity, efficiency and effectiveness of the management system. The Ministry of Education has formulated three main policies for ICT in education: (1) The first policy deals with the provision of ICT to all students as an enabler to reduce the digital gap between schools. (2) The second policy emphasizes the role and function of ICT in education as a teaching and learning tool, as part of a subject and as a subject by itself in order to make lessons more interesting, relevant and meaningful, bring the world into the classroom and improve information literacy. (3) The third policy emphasizes the use of ICT to automate and mechanize work processes in order to increase productivity, efficiency and effectiveness of the management system. In Singapore, strategies to enhance ICT skills are included in the master plan of the Ministry of Education until 2014. The strategies for ICT includes: (1) To strengthen integration of ICT into curriculum, pedagogy and assessment to enhance learning and develop competencies for the 21st century; (2) To provide differentiated professional development that is more practice-based and models how ICT can be effectively used to help students learn better; (3) To improve the sharing of best practices and
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program successful innovations; and (4) To enhance ICT provisions in schools to support the implementation of mp3. According to the Singapore Ministry of Education that “ICT will be more extensively integrated into the planning, design and implementation stages of the curriculum, assessment, and pedagogy. There will be greater alignment of students‟ learning outcomes in the syllabi, national examinations, and classroom experience to 21st century skills such as IT skills, and the ability to communicate persuasively and collaborate effectively. Students will be required to use ICT to look for information, synthesize reports, give feedback on each others‟ work and collaborate with peers within and outside school.” In Thailand, the draft ICT Master Plan focuses on four areas: (1) Facilitating lifelong learning of Thai people through ICT, (2) improving the quality of ICT services both for administration and for lifelong learning, (3) providing ICT infrastructures for local learning centers and (4) ICT personnel development. The ICT curriculum aims to develop various electronic learning materials, improve the quality of distance education, set up a courseware center, promote e-learning, develop e-books and set up e-libraries. In Vietnam, ICT was strengthened through the “Strategy for Development of Vietnam‟s Information and Communication Technology toward 2010 and Orientations toward 2020” (ICT strategy for short name). The strategy aims to extend the application of ICT in all sectors and areas especially in the education sector. Solutions include improving ICT awareness, enhancing the capability of ICT application and development, and compiling new curriculum on ICT training, increasing rate of practice in ICT subjects. In NSW Australia, the ICT is called Information and Software Technology. It is an elective course that is mandatory in years 7 to 8. Students have the option to take topics on artificial intelligence, simulation and modelling, software development and programming, authoring and multimedia, robotics and automated systems, and internet and website development. In the subject, the students will identify a need or problem to be solved, explore a range of possible solutions and produce a full working solution. They will use a variety of technologies to create, modify and produce products in a range of media formats. Other subjects. The other subjects in each country include languages, history, geography, principles of accounts, economics, commerce, religion, arts, and music. The Philippines is the only country that does not offer a subject to learn foreign language. In Brunei Darussalam, Malaysia, Singapore, Thailand, and Vietnam, three or more foreign languages are taught and NSW Australia offer two foreign language subjects. Brunei Darussalam and Singapore offers the most number of humanities and social science subjects that includes IRK, geography, principle of accounts, and a variety of literature subjects. Malaysia, Philippines, Vietnam, and Thailand have 4 to 5 humanities and social science subjects. The Philippines has the most number of subjects for religion as compared with other countries. No religion subject was stated in the curriculum of Singapore, Vietnam, and NSW Australia.
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program The Philippines has the most limited subjects for the arts which is only arts and music that are also integrated into one subject. Other countries, aside from music and arts, have design and technology, art and design, drama, higher art, and higher music.
Assessment The assessment plays an important part in the teaching and learning process. The assessment results provides information to teachers to determine areas they need to improve in their teaching and provide better remediation for students who are not able to meet the standards. This idea is best accomplished if teachers and administrators acquire the skills of interpreting and using assessment results to inform their teaching. In the Philippines‟ educational curriculum, assessment is specified under three levels: Classroom assessment, national examinations, and large scale surveys of student achievement. The classroom assessment in the Philippines is carried out mostly for the purpose of grading students and ranking schools. The teachers need to use assessment to further help students learn by providing descriptive feedback on skill areas requiring improvement (formative assessment) and not just limited to grading. Local examinations are also provided in the Philippines. Students are provided with the scores but not with detailed feedback. National examinations are also provided in the Philippines which are paper and pencil test in multiple choice format. In the Philippines, the Department of Education (DepEd) administers the SReA to determine the preparedness of pupils entering year 1. The National Achievement Test (NAT) is administered at year 3, 6, and year 10. There is also a diagnostic test for reading proficiency given to grade 4 students in public schools called the Phil-IRI. The National Career Assessment Examination is also administered to students at year 10 for the purpose of determining high school students career options based on their suitable field and interest. The Philippines have limited participation to international surveys of student achievement. The Philippines have participated in the Trends in International Mathematics and Science Study (TIMSS) but not in others such as The Progress in International Reading Literacy Study (PIRLS), Programme for International Student Assessment (PISA), and Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). These international surveys could have provided information on system performance levels, and how well standards or learning goals are met in order to inform educational policy and practice. In Brunei Darussalam, Malaysia, and Singapore, the students take equivalent GCE level examinations to place their students in tracks. In Brunei Darussalam, the Cambridge GCE “O-Level” Examination is given at the end of year 9. In Malaysia, the PMR is administered equivalent to the GCE “A-Level” Examination.
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program Synthesis and Discussion The present basic education curriculum in the Philippines when compared to other countries showed to have some particular areas of strengths and weaknesses. These areas need to be addressed in order to have a better implementation of the K-12 curriculum. There are 12 key areas discussed based on the findings in the standing of the Philippines‟ basic education curriculum compared to other countries in Asia (Brunei Darussalam, Malaysia, Singapore, Thailand, Vietnam) and NSW Australia. The aim of education in the Philippines emphasized on functional literacy. Functional literacy would mean extracting and processing complex meanings from text and other printed forms of language (OECD, 1997). However, this focus can be interpreted as superficial because of its limit to decoding and limit on cognitive processes involved (Bernardo, 2000). The curriculum involved in English, Mathematics, and Science involves skills beyond functional literacy. Examples of higher skills would involve “discussing and reacting to the literary techniques and styles (e. g., choice of symbols, imagery, juxtaposition) adapted by an author to achieve his purpose” in English, “solving word problems using linear equations and inequalities in one variable” in mathematics. Functional literacy in the Philippines is defined within a range of skills and competencies (cognitive, affective, behavioral) that enables individuals to live and work as human persons; develop their potentials; make critical and informed decisions; and function effectively in society within the context of their environment and that of the wider community (local, national, global) in order to improve the quality of their lives and that of society. The major indicators of functional literacy according to the literacy coordinating council includes (1) communication skills, (2) critical thinking and problem solving, (3) sustainable use of resources and productivity, (4) development of self and a sense of community, and (5) expanding one‟s world vision. These indicators are not within the scope on the common understanding of function literacy among experts. The adoption of functional literacy as the aim and focus needs to be studied and thought well. The entire duration of time spent for teaching and learning in the Philippines is 10 years which is the shortest when compared with other countries in Asia and Australia (other countries spend around 12-13 years of basic education). As a consequence the content, skills, competencies, and values that need to be learned are all compressed in the 10 years with longer periods of schooling for each subject area. The longer hours of schooling within a day have implications on sustaining students‟ attention. The curriculum tends to be crowded given the number of subjects and content that needs to be taken up. This is especially true in the subject MAKABAYAN (Music, Art, PE, Health, and Social studies) where five subjects are integrated in a very limited amount of time. These are five subjects in one with the least time devoted. This type of integration in five disciplines is only true for the Philippines. There is no clear mechanics on how the integration is done effectively across the skills with limited period of time for teaching and learning. The short period of basic education and longer periods in a day have consequences on students‟ mastery of the skills that needs to be learned. The Philippines have the most number of students for every one teacher from year 1 to year 10. As shown in the comparison across countries on teacher-pupil
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program ratio, the public school classes and rooms in the Philippines is crowded and there is difficulty in managing very large class sizes. Instruction and ease of flow of the activities are affected with large amount of students. Overcrowded classes results to teacher fatigue and some students will not be managed well. Having small class sizes (20-30 students) results to positive gains in student achievement and engagement in the classroom (Finn, Panozzo, & Achilles, 2003). This effect is better for students with low income families. In reduced class sizes, teachers change their teaching strategies by providing individualized instruction and higher quality of instruction. The progression and sequence of learning in the basic education curriculum is not continuous. There is discontinuity of several mathematics skills from year 1 to 10 especially in the areas of algebra, statistics, and geometry. Algebra is only introduced at the beginning of year 1 then continued to year 2 and studied again in year 10 - there is a gap in year 9. Statistics is only concentrated and taught for one year and is not reinforced and deepened in the other years. The same is also true for the biology, chemistry, and physics where each subject is taken up for one year (biologyyear 2, chemistry-year 3, and physics-year 4). Students‟ skills in these specialized sciences will tend to decay if not followed up across the years of basic education. The discontinuity is not only true in the progression of the subject areas. There is also disjoint across preschool to primary, and from primary to secondary education where skills expected on the first year of every stage (year 1 and year 7) are not built on the previous years (preschool, year 6). This happens because there is no stipulated expected graduate attributes for each stage. Students need to increase capacity in what they have learned in order to transfer this learning into new situations (Bruner, 1977). The curriculum should revisit the basic ideas, repeatedly building upon them until the student understands them fully. This theoretical assumption supports the idea of having a continuous or spiral across the basic education years. The continuity of the subject areas need to be engineered to accomplish students‟ full mastery. The primary years require literacy skills and this should be assured in kindergarten. The preschool in the Philippines seems to emphasize too much on the socioemotional skills of the students and neglect to deliver students who can read and write (Ghuman, Behrman, Borja, Gultiano, & King, 2005). The literacy skill is expected in year 1 and the preschool education should be able to assure that the skill is developed. Important and basic learning outcomes are not covered in the Basic Education Curriculum in the Philippines. There are significant learning outcomes that are not covered. For example, the Philippines do not cover mastery of the 3Rs in the primary years which is an important skill in order for students to succeed in all other subject areas. Basic ICT skills are also not covered in the primary years and students need the ICT skills as early as the primary years in order to access technologies that need to be used other subjects such as science and mathematics or even in the real world when students have access to computers in their own houses. Problem solving skills are also not emphasized. Problem solving goes beyond functional literacy where students think of strategies to find solutions or answers when there are obstacles or the solution is not readily available.
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program The skills emphasized in the curriculum are very theoretical and contentdriven especially in the mathematics, science, social studies, history, and other subject areas. There is tendency to load the subject areas with contents and less on other essential characteristics such as meaning making and relevance to life scenarios and/or situations. Examples of such are the focus of computation in mathematics, manipulation of mathematical equations, heavy content specifications in biology, chemistry, and physics. Mechanism on how the contents are translated to big ideas and enduring understanding appropriate within the Filipino context, as explained in the UbD framework, needs to be specified as part of the curriculum (Wiggins & McTighe, 2005). The curriculum should balance content with producing students who can utilize such content in the improvement of their daily undertakings. Above the content is the emphasis in developing higher order skills beyond the superficial processing presented to students. Specialized tracks in the upper secondary years (year 11-12) give students in other countries an advantage for developing further skills for higher education. People need to be competent in their skills in order to contribute to their society. The specialized competencies allow learners to meet the expectations and demands of work. In the case of basic education, the competencies developed across the years of basic education make them become decisive on the course they need to take in higher education (Guay, Senecal, Gauthier, & Fernet, 2003). The extended number of years devoted for specialized tracks allows students to explore the suitable areas of study appropriate for them. The exploration would allow students to (1) seek information on careers, (2) seek information on school programs, (3) identifying options for a school program or a career, (4) work hard to attain a career goal, (5) identify career options in line with a career goal, (6) identify steps to follow in order to complete a school program, and (7) identify what one values the most in a career option, and (8) identify a career option that is congruent with one‟s interest and personality (Guay, 2005). This also makes students prepared for the competencies expected in the universities and colleges. Multiple tracks that will be created means reduction of class sizes, prevention of student and teacher burnout because of the shorter instructional cycles, increased opportunities for students to for studying, and perhaps alternative salary benefits for teachers who can teach in the specialized tracks. The Philippine curriculum has limited specification on how instruction is delivered and the teaching of learning strategies. The present Basic Education Curriculum only provides a list of general and specific objectives for each subject areas (Minimum Learning Competencies) and some outline of topics that needs to be taught. In the 2010 Secondary Education Curriculum, the English curriculum is the only subject that specified the type of instruction used while there is no specification in other subject areas and from years 1 to 6. For example, the English curriculum in the secondary level specified instruction through content-based instruction and the CALLA (Cognitive Academic Language Learning Approach). However, the other subjects such as science, mathematics, and in the primary years, the instruction to facilitate the development of cognitive skills needs to be specified. The English curriculum in the secondary level specified the teaching of learning strategies and this is absent in mathematics and science. This emphasis is necessary especially in the mathematics area because of the
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program complex skills that needs to be learned. Specific learning strategies that need to be taught should be specified especially in solving complex problems and thinking logically. This was even recommended by Care and Griffin that teaching mathematics should involve metacognition and self-regulation processes. The use of metacognitive strategies promotes critical thinking (Magno, 2010) while the use self-regulated learning strategies increases performance outcomes in different subject areas (see Dignath, Buettner, & Langfeldt, 2008). The Philippines does not have a strong curricular program on Information and Communications Technology. The Philippines is the only country that does not have a separate educational program on ICT for the primary and secondary years. Students by the time they have completed their basic education should be prepared to deal with the advancement in technology around them such as the use of computers, cell phones and other technological devices. Other countries have strengthened their ICT educational programs by emphasizing the use of technology and recent tools in to build further the skills of students such as in Malaysia, Singapore, and NSW Australia. National Assessment is administered to students in the Philippines only to rank the best performing and lowest performing schools. Other countries like Malaysia, Singapore, and NSW Australia uses their national assessment in to streamline students in different tracks. Students who are more advance are able to take a faster or advance track. However, there is no educational program in the Philippines to place students according to their ability and interest results. The national examinations given to students must serve more functions in aiding the teachers in the kind of intervention given to students. The results of classroom assessment need to be utilized to inform improvement of instruction and student learning. The scores of local and national tests are just distributed to students without feedback on what specific competencies and skills they still need to improve. There is no conscious use of the results of classroom assessment. Teachers need to develop how to interpret and use the results of NAT and SReA to further develop their instruction and remediate students that did not reach the standard skills. Countries in Asia are able to make improvements in their curriculum by surveying if their educational performance is meeting international standards. Countries like Singapore, Malaysia, Brunei Darussalam, Vietnam, and NSW Australia are able to view their standards at par with the rest of the world through their participation to international surveys on students achievements like the Trends in International Mathematics and Science Study (TIMSS) but not in others such as The Progress in International Reading Literacy Study (PIRLS), Programme for International Student Assessment (PISA), and Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). If there are results showing the performance of the Philippines in standards-based assessments, a consciousness is developed in the rapid improvement of student learning in the country. Policy Recommendations Policy recommendations are made based on the 12 key areas describing the Basic Education Curriculum in the Philippines.
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program
1. Rethink the aim of education beyond functional literacy. Anchor the outcomes based on the 21st century skills and skills that are relevant for the Filipino people. In identifying an aim, consider that different communities in the Philippines have different needs. A small amount of the population might be engaged and require literacy activities (see Bernardo, 2000). Policy makers need to understand the needs of the community in order to better select a suitable aim. 2. Extend the years of basic education through the K-12 program. The expanded number of years allows the students the opportunity to master content, skills, competencies, and values that needs to be learned. This will devote more time for students to revisit coverage of the curriculum with increasing difficulty and complexity. The sequence and progression of subject areas will be better organized. The age of students after completing the basic education years (about 18) are more mature to decide for the courses they will take that is suitable for their abilities and interests. 3. Provide a mechanism to decrease the teacher-pupil ratio through alternative delivery modes. DepEd needs to create a program to accommodate the increasing number of student population every year. However, the problem persists on the infrastructure and teachers that cannot accommodate the increasing number of students every year. The alternative delivery systems is given to students such as homeschooling, organized learning communities, mobile classrooms, open high schools, distance education, and on-line courses. 4. Align the progression of skills through a spiral curriculum. There is a need to rethink the discontinuity of specific subject areas especially in secondary education. If specific skills in biology, chemistry, physics, algebra, and statistics are important to be mastered, then these areas should be continuously taken and reviewed each year. Their introduction in the curricula needs to be carefully studied at which year level they need to be injected first. This movement would promote better transfer of learning (Bruner, 1977). 5. Specify and deliver expected graduate attributes for each level of completion. A set of graduate attributes and the assurance to deliver them at the end of each critical year (kindergarten, year 6, year 10, and year 12) needs to be met. This ensures that each child is able to perform the necessary academic skills required for the incoming level (year 1, year 7, and higher education). A program needs to be created to assure that the necessary skills should be met by each graduating student. 6. Reinforce mastery of basic skills moving to more complex skills in the primary level. There is a need to review the focus of the upper years of the primary education. The lower years (year 1 and 2) need to focus on basic skills such as the mastery of the 3Rs moving on to important skills such as problem solving.
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program 7. Movement from content to deepening of skills in the teaching of subject areas. Deepening of teaching is better achieved through an expanded years of learning through the K-12 program. The curriculum should specify varying levels of difficulty and complexity of each skill and subject areas are deepened through mastery. The objectives and outcomes are stated specifically with gradual and refined increase in the complexity of skills. 8. Develop students skills further through specialized tracks in years 11-12. The secondary education needs to provide multifaceted learning programs to strengthen the students‟ abilities in core subjects. According to SEAMEO INNOTECH recommendation, “this program should be career-oriented tracks with elective subjects that lead to specialization in business studies, accountancy, liberal studies, and the like.” More so, the specialized tracks are further described (p. 90):
Track 1: Six-year general secondary education. The curriculum will follow the enhanced secondary curriculum known as the 2010 Secondary Education Curriculum. The Core and compulsory subjects in the first four years will be the same as the subjects in the present 2010 SEC, however, it will offer careeroriented elective subjects such as business studies, bookkeeping, travel and tourism management, animation and the like. More flexibility will be given to schools on the elective subject offerings to suit the needs of the students and the local needs. Track 2: Applied secondary education will be a general secondary (with traditional core and compulsory subjects) in the first four years and a two-year career-oriented subjects leading to some technical and vocational certification. Track 3: Integrated Secondary Education. This offers an integration of the fouryear general secondary (2010 SEC) and two-year junior college levels, which mostly covers the general education subjects in college. An Integrated program is a combination of a four-year 2010 SEC curriculum followed by a two-year of pre-baccalaureate course or program. The IP is designed for students who intend to pursue higher education. The two-year pre-baccalaureate course would offer liberal education, communication subjects (English and Filipino), advance mathematics, advance sciences and compulsory subjects offered in the first two years of college course or first degree courses (e.g. Taxation, Rizal, NSTP to name a few).
Because of the additional two years of secondary education, there will be a significant decrease in the number of students that will enter higher education institutions by year 2016-2017 (if K-12 start by 2012). The role of higher education institutions needs to be involved in the years 11 and 12 of the first batch to maximize their function. Another mechanism would allow students who are advanced and qualified to finish the year 7 to 10 through several forms of assessment (battery tests). 9. Define teaching and emphasize teaching students’ ways to learn. The curriculum should specify ways to teach complex and difficult areas that incorporates
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program the use of technology. The specifications of instruction should be based on prevailing and effective theoretical principles that are deemed to be effective. Teachers are trained that teaching is balanced in teaching content and teaching how to learn the content. 10. Strengthen the ICT integration in the Basic Education Curriculum. In order to meet the 21st century skill on ICT literacy, the ICT program in basic education needs to be strengthened by integrating it effectively in different subject areas in the primary and secondary education. The ICT skills needs to be built in the subjects that include the following (Partnership for 21st century skills, p. 5): Use technology as a tool to research, organize, evaluate, and communicate Information Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies 11. Teacher training in the utility of assessment results. Preservice teachers are trained about the focus of educational assessment in the incoming years. Higher education institutions offering teacher education programs should accommodate contemporary approaches on teaching and facilitating learning. The assessment courses should be strengthened in training preservice teachers about the utility value of assessment results (Magno & Ouano, 2010). Emphasis on the role of “assessment for learning” should be introduced. The present teachers need to be trained how to use assessment results for decision making inside the classroom. This is further accomplished by specifying assessment competencies for teachers in the Philippines as a guiding framework (see American Federation of Teachers [AFT], National Council on Measurement and Evaluation [NCME], and National Education Association [NEA]). A new structure of assessment process is needed. The current end of cycle assessment like the administration of the NAT, SReA, etc. can still continue with specific functions. First, the form of assessment needs to be standards-based to account for the performance of a student, class, and school to the standards rather than ranking. The assessment at the end of year 10 can grant students with a lower level high school diploma, and another assessment at the end of year 12 will grant an advance high school diploma which makes students eligible for higher education. The students who topped (top 25%) the assessment at the end of year 12 can be used as a basis for granting scholarship in higher education. 12. Improvement in education is continuously made based on international benchmarks. The Philippines need to make the NAT parallel with the international assessments such as the GCE “O and A” level tests. The skills measured should be made standards-based in order to determine the gap or how far are Filipino students away from the specified standards. The DepEd needs to continuously participate in the TIMSS and initiate participation in the PIRLS, PISA, and SACMEQ.
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program References Barro, R. J. (2001). Human capital growth. American Economic Review, 91(2), 12-17. Bernardo, A. B. (2000). On defining and developing literacy across communities. International Review of Education, 46(5), 455-465. Bruner, J. S. (1977). The process of education. Mass: Harvard University Press. Care, E., & Griffin, P. (2011). Curriculum comparison study for the Philippines basic education sector. Victoria Australia: Assessment Research Centre and University of Melbourne. Dignath, C., Büttner, G., & Langfeldt, H. P. (2008). How can primary school students acquire self-regulated learning most efficiently? A meta-analysis on interventions that aim at fostering self-regulation. Educational Research Review, 3, 101-129. Finn, J. D., Pannozzo, J. M., & Achilles, C. M. (2003). The "why's" of class size: Student behavior in small classes. Review of Educational Research, 73(3), 321-368. Ghuman, S., Behrman, J. R., Borja, J. B., Gultiano, S., & King, E. M. (2005). Family background, service providers, and early childhood development in the Philippines: Proxies and interactions. Economic Development and Cultural Change, 54(1), 129-164. Guay, F. (2005). Motivations underlying career decision-making activities: The Career Decision-Making Autonomy Scale (CDMAS). Journal of Career Assessment, 13(1), 77-97. Guay, F., Senecal, C., Gauthier, L., & Fernet, C. (2003). Predicting career indecision: A self-determination theory perspective. Journal of Counseling Psychology, 50, 165-177. Gormley, W. T., & Gayer, T. (2005). Promoting school readiness in Oklahoma: An evaluation of Tulsa's Pre-K Program promoting school readiness in Oklahoma. The Journal of Human Resources, 40(3), 533-558. Magno, C. (2010). The role of metacognition in developing critical thinking. Metacognition and Learning, 5(2), 137-156. Magno, C., Ouano, J. (2010). Designing written assessment for student learning. Manila: Phoenix Pub. SEAMEO-INOTECH (2011). K to 12 Education in Southeast Asia: Regional comparison of the structure, content, duration, and alignment of basic education in Brunei
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Analysis of the Basic Education of the Philippines: Implications for the K to 12 Education Program Darussalam, Malaysia, Singapore, and the Philippines. SEAMEO-INOTECH: Manila, Philippines. SEAMEO-INOTECH (2011). Profile of SEAMEO countries. [online site] available at: http://www.seameoinnotech.org/resources/seameo_country/seameo_country.asp OECD and Statistics Canada. (1997). Literacy skills for the knowledge society. Paris and Ottawa: Human Resources Development Canada and Statistics Canada. Ogena, E., & Brawner, F. (2009). National policies and practices on ICT in Education: Philippines. In T. Plomp, N. Anderson, N. Law, & A. Quale (Eds.), Cross-national information and communication technology: Policies and practices in education, Revised Second Edition (pp. 569-583). Charlotte: Information Age Publishing. Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, Virginia USA: ASCD.
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