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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 [email protected] Wilma S. Reyes, Ph.D [email protected]