in philippine educational policy and practice · pdf file · 2013-10-18in...

In PHILIPPINE EDUCATIONAL POLICY AND PRACTICE

(PHASE 1)

PHIL

IPPI

NE

Basic

Edu

catio

n Pr

ogra

m

Presented by:

Fe A. Hidalgo, Ph.D

RA 10533 ENHANCED BASIC EDUCATION ACT OF 2013

�  Likewise, it is hereby declared the policy of the State that every graduate of basic education shall be an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one’s self.

THE CHANGING EDUCATION PROGRAMS AND POLICIES

� 1982 Education Act � Program for Decentralized

Education (PRODED) � Secondary Education Development

Program (SEDP) � 2002 Basic Education Curriculum

(BEC) � 2010 Philippine Secondary

Curriculum

RESEARCH AIMS

� To examine whether non-cognitive/transversal skills such as critical innovative thinking, inter and intrapersonal skills, global citizenship and health skills are deeply embedded in the country’s educational policies and programs

� To find out whether non-cognitive skills

are clearly articulated and translated into actual teaching practice

METHOD OF RESEARCH

� Policy review, document analysis and focus group (Phase 1)

� Survey questionnaire, actual observation and field interview of teachers (Phase 2)

BASIC EDUCATION CURRICULAR REFORMS VIS-À-VIS INTEGRATION OF NON-COGNITIVE SKILLS

2002-2011 2012-2018 2002 Basic Education Curriculum

K to 12 Enhanced Basic Education Curriculum (Mother-Tongue Based Multilingual Education)

Standard Curriculum for Elementary Public Schools and Private Madaris

2010 Revised Secondary Education Curriculum Alternative Learning System Curriculum

2011 Refined Elementary Madrasah Curriculum

2011 Universal Kindergarten Curriculum in Public Schools

NON-COGNITIVE SKILLS IN CURRICULAR REFORMS

A.  Four Pillars of Education: with greater emphasis on learning to live together and learning to be

B.   Makabayan curriculum emphasis on patriotism, nationalism, critical thinking for personal, community and national development, appreciation of global interdependence

C.  Character Education as a separate subject strengthen the following values: honesty, courtesy, helpfulness and cooperation, resourcefulness and creativity, consideration for others, sportsmanship, obedience, self-reliance, industry, cleanliness and orderliness, promptness and punctuality, sense of responsibility, love of God, patriotism and love of country

ALTERNATIVE CURRICULUM AND EDUCATION PROGRAM

A.  Indigenous People’s Curriculum: (problem solving and critical thinking, sense of self and community, practice of ecological sustainable economics, expanding one’s worldview

B.   Madrasah Curriculum: Promoting the Filipino national identity, preservation of Muslim’s cultural heritage

C.  Alternative Learning System (ALS) Curriculum: respect and appreciation for diversity, peace and non-violent resolution of conflicts, global awareness and solidarity

MAIN STREAM CURRICULUM

A.  Universal Kindergarten Curriculum (promotion of physical, social, emotional, intellectual and skills stimulation and values formation)

B.   Values Education Framework C.  The K to 12 Basic Education

Curriculum: Empowering Learners for the 21st Century

VALUES EDUCATION FRAMEWORK

HUMAN  DIGNITY

CORE  AND  RELATED  VALUES  

DIMENSIONS  

PHYSICAL   HEALTH  AND  HARMONY  WITH  NATURE    Holis'c  Health    Cleanliness    Physical  Fitness    Reverence  and  Respect  for  Life    Environmental  Care  

INTELLECTUAL   TRUTH  AND  TOLERANCE    Love  of  Truth    Cri'cal  Thinking    Crea'vity    Openness  and  Respect  for  Others    Future  Orienta'on    Scien'fic  Orienta'on  

CORE  AND  RELATED  VALUES  

DIMENSIONS  

MORAL   LOVE  AND  GOODNESS    Self-­‐worth/Self-­‐Esteem    Goodness    Honesty/Integrity    Personal  Discipline    Courage    Trust    Compassion  (Caring  and  Sharing)  

SPIRITUAL   GLOBAL  SPIRITUALITY    Faith  in  God    Inner  Peace    Religious  Tolerance    Unity  of  all  

CORE  AND  RELATED  VALUES  

DIMENSIONS  POLITICAL   NATIONALISM  AND  GLOBALISM  

NATIONALISM    Love  of  Country    Heroism  and  Apprecia'on  of  Heroes      Apprecia'on  of  Cultural  Heritage    Democracy    Freedom  and  Responsibility    Civic  Consciousness  and  Ac've  Par'cipa'on    CommiMed  Leadership    Na'onal  Unity  GLOBALISM    Interna'onal  Understanding  and  Solidarity    Interdependence    Apprecia'on  of  World  Heritage    Cultural  Freedom    Global  Peace  

Core Values

(Physical) (Intellectual) (Moral) (Spiritual)

(Social) (Economic) (Political)

Theore:cal  Bases  of  Teaching  Approaches  in  Values  Educa:on    

o Non-cognitive skills as defined in Philippine policy documents refer to other skills and learning competencies that learners need to acquire for their holistic development.

o Specifically refers to attitudes and values that learners must be able to acquire in the process of their education.

THE DEPARTMENT OF EDUCATION

� Critical and Innovative Thinking � Interpersonal/Intrapersonal Skills � Peace and Justice � Nationalism and Global

Citizenship � Physical and Psychological Health � Spirituality

� Curricular reforms clearly described the inclusion of non-cognitive concepts and skills in education policies particularly in the goals and objectives of the programs.

� Curriculum strategies and

approaches in the curriculum define the process of attainment of these outcomes.

� Instructional materials, particularly textbooks and technology based materials used in the classrooms are laden with discussions on the non-cognitive skills.

� The strong school-community

partnership, as an integral component of many educational programs in Philippine schools today, explore a number of activities designed to develop learners’ capacity to work with communities.

� Follow up study on how the cognitive skills are actually translated and practiced in school contexts (Phase 2 of the project).

� Inquiry into the assessment strategies

and tools to measure attainment of outcomes require further in-depth research.

� Potential bottlenecks could also be

uncovered in the implementation of the curricular policies with non-cognitive integration in the different regions of the country.

� Teachers’ beliefs and attitudes

toward the teaching of non-cognitive skills exert a significant influence on how these skills are developed in the learners.

� There is a need for further

research on non-cognitive competency-based skills of the learners.

� There should be integration of

non-cognitive skills in the courses related to teacher education and teacher’s training.

� A coherent framework for

integrating and developing non-cognitive skills in the overall basic education framework should serve as the basis for a deliberate and systematic development of non-cognitive skills.

For correspondence: Fe A. Hidalgo, Ph.D fehidalgo@yahoo.com Wilma S. Reyes, Ph.D reyes.ws@pnu.edu.ph