Curriculum/ DESCRIPTION OBJECTIVES STRENGTHS WEAKNESSES

Department/ System

1. National provide a broad general To achieve and maintain Strong impact on public Too much focus on
Development Goals education that will assist an accelerating rate of awareness. ends, too little on
each individual in the economic development processes.
peculiar ecology of his and social progress. Good communication
own society to: tool. One-size-fits-all goals
To assure the maximum and, thus, targets may
Train the nation’s participation of all the A common/shared have missed the point.
manpower in the skills people in the attainment understanding of
required for national and enjoyment of the poverty reduction for a Global partnership for
development. benefits of such growth. wider range of development poorly
stakeholders. Defined.
Develop the high-level To strengthen national
professions that will consciousness and Measurable, clear and
provide leadership for promote desirable achievable targets
the nation, cultural values in a indicators,
advance knowledge for changing world.
improving the equality Pressure to improve
of human life. data.

Respond effectively to
the changing needs and
conditions of nation
through a
system of educational
planning and evaluation.

2. DepEd DepEd is the executive To protect and promote K to 12 Curriculum Information

department of the the right of every review and update; dissemination.
Philippine government Filipino to quality, Improvement of
 responsible for ensuring equitable, culture-based, learning environment, Many areas of the
access to, promoting and complete basic Teachers’ upskilling and country are facing
equity in, and improving education where: reskilling; and classrooms that are
the quality of basic Engagement of literally busting out at
education. Students learn in a stakeholders for support the seams.
child-friendly, gender- and collaboration.
It is the main agency sensitive, safe, and When money gets tight,
tasked to manage and motivating classroom numbers are
govern the Philippine environment. often impacted. Yet,
system of basic most teachers agree that
education. It is the chief Teachers facilitate they cannot effectively
formulator of Philippine learning and constantly teach every student in a
education policy and nurture every learner. classroom, if the class
responsible for the size exceeds about 30.
Philippine primary and Administrators and
secondary school staff, as stewards of the Technology needs to
systems. institution, ensure an come into the classroom
enabling and supportive to keep up with the
environment for learning demands of the
effective learning to 21st century.
happen.
Many students, parents
Family, community, and teachers see No
and other stakeholders Child Left Behind as a
are actively engaged detriment to the public
and share responsibility education environment
for developing life-long today.
learners.
3. CHED CHED is a government The Commission on The advancements in Information
agency attached to the Higher Education is the education in Asia have dissemination.
Office of the President Philippine government’s been pioneered in the
of the Philippines for agency in charged with Philippines. In fact, the Technology needs to
administrative purposes. promoting relevant and Philippines was home to come into the classroom
 It covers both public and quality higher the first modern public to keep up with the
private higher education education, ensuring schooling system in learning demands of the
institutions as well as access to quality higher Asia and also home to 21st century.
degree-granting education, and the oldest universities,
programs in all post- guaranteeing and colleges, and vocational Limited Access to
secondary educational protecting academic schools. Quality Higher
institutions in the freedom for continuing Education Out of 100
country. intellectual growth, The Philippines offers pupils who enrolled in
advancement of enough universities Grade 1, only 14 will
The Commission on learning and research, have to foreign graduate in higher
Higher Education is the development of exchange student can education. As evidenced
governing body responsible and find the kind of program by the low participation
covering both public effective leadership, that they want and take rate and low completion
and private higher education of high-level advantage of many of rate caused by
education institutions as professionals, and the benefits of studying increasing costs and
well as degree-granting enrichment of historical abroad. limited student
programs in all tertiary and cultural heritages. assistance programs.
educational institutions
in the Philippines.

4. PRODED The Program for The sectoral program The study focused on Funding constraints led
Decentralized aimed to reduce increasing the quality to a reduction, the
Educational disparities in elementary and efficiency of number of classrooms
Development education among and samples of depressed, below appraisal targets.
(PRODED). within the regions. disadvantaged and
undeserved schools. When PRODED is
It is a four-year program To raise the overall launched it modifies the
of the then Ministry of quality and efficiency of curriculum and put
Education and Culture elementary education. emphasis only on
addressed to the needs science, technology,
of the elementary sector. To improve the math, reading and
management writing.
It has a massive teacher capabilities of the
 retraining courses, system, especially at the
which was designed to regional and sub
upgrade regional levels.
the quality elementary
education and improve To reduce disparities in
the availability of elementary education
educational among and within the
services within the regions by
deprived regions of the improving access,
country. retention, and
achievement.
It was rooted on a study
conducted by the Office To improve pupil
of the Panning Service achievement, reduce
of the small-scale dropout rates, raise
Decentralized retention and
Educational Panning participation rates,
Program (DEPP). The increase pupil-teacher
study focused on ratio, and raise the
increasing the quality efficiency of the
and efficiency of total elementary
samples of depressed, education system.
disadvantage and
underserved schools.
5. NESC The new elementary NESC should provide The NESC Curriculum The NESC offers too
school curriculum. the learner with is of great help to the many subjects. This will
opportunities to: acquire Filipino children result in knowing more
An outcome-oriented literacy, numeracy, especially in molding of the subjects and less
and not a subject- creativity and them as human persons, of the content. With
oriented curriculum with communication skills. as good citizens, and this number of subjects,
its main focus enjoy learning and productive agents for the students will get
being on the learning develop desire to economic, social, and bored and cannot
process, and not on the continue learning. cultural development. concentrate well and
 subjects. develop ability for even neglect their
critical thinking and assignments.
Is the first curriculum to logical judgment.
have been tried out
gradually year by year
during a six- year period
before its
implementation.

It is research-oriented
and research-based.
6. TEEP Third Elementary Build the institutional TEEP provides Upon implementing The
Education Project. capacity of DECS to continuing professional Third Elementary
manage the change learning for teachers Education Project only
Third Elementary process and develops collective few provinces in the
Education Project associated with TEEP. teacher efficacy which country has invested.
(TEEP) mandates all Learning achievements has been shown to have
elementary schools to significant impact on Financial budget is
become effective Completion rates teaching and learning. insufficient.
instruments in
improving the learning Access to quality The TEEP framework Other people have in
achievement and in elementary education. draws on significant mind that participation
enhancing the research, best practice in the TEEP program
attainment of the Management of change. and evidence that has tended to reduce the
following Philippine identified what is likelihood of younger
national Involvement of the required of teachers and students participating in
goals for Filipino LGU and the learners in order to gain the labor market—likely
children. community. the best learning because the program
outcomes possible. increases the probability
The TEEP framework is that they will stay in
flexible, not TEEP inspires a school longer, delaying
prescriptive. collaborative culture their entry into the
and establishes high workforce.
 quality teaching and
learning across your
school or organization.
7. SEDP The Secondary Aimed at expanding Highly competitive Curriculum is
Education Program access to secondary system and good overloaded.
(SEDP) education by selectivity of students.
implementing a student- Poor supply of
The Secondary centered, community- Strong parental and textbooks and other
Education Development oriented curriculum. community interest and teaching and learning
Program (SEDP) support. Materials.
developed a new high It aims to strengthen the
school curriculum to student’s preparation for Strong partnership with Low teacher
upgrade secondary work or for tertiary the non-government qualifications and poor
education, which had education. sector. teaching abilities.
been the
considered as the Aims at improving the High degree of gender Low utilization rates for
weakest link in the quality of secondary equity. teachers and physical
school system. graduates and the facilities.
internal efficiency of the High percentage of
system, expanding trained teachers. Low number of hours-
access to quality on-task by the students.
secondary education. Strong network of
support institutions. Inadequate financing of
Promoting equity in the secondary education
allocation of resources Functioning sub-sector
especially at the local inspectorate and quality compared to others.
level. assurance mechanism.

Its major components Strong support and

are curriculum direction from the
development, staff Central Government.
development, and
physical development.
 The SEDP focuses on
curriculum reform,
quality textbooks and
teacher’s manual
on 1:1 ratio, science and
work education
equipment, staff
development and
assistance to private
secondary education.
8. NSEC New Secondary Develop and enlighten More time for mastery Overcrowding of
Education Curriculum commitment to the skills. subjects
national ideals by
An outcome-oriented cherishing, Strengthens student No mastery of subject
and not a subject- preserving and preparation for work or matters.
oriented curriculum with developing moral, for tertiary education.
its main focus spiritual and socio- Deficiency in reading
being on the learning cultural values as well ability.
process, and not on the as other desirable
subjects. aspects of the Filipino
heritage.
Its scope covers the
general education of the Obtain knowledge and
child-as human person, form desirable attitudes
as a citizen and as for understanding the
productive agent. nature and purpose of
man, and thereof, of
one’s self, one’s own
people, and other races,
places and times,
thereby promoting a
keen sense of self, of
 family and of national
and international
communities.

Develop skills in higher

intellectual operations
and more complex
comprehension and
expression activities,
and in thinking
intelligently, critically
and creatively in life’s
situation.

Broaden and heighten

one’s abilities in and
appreciation for the arts,
and science and
technology as a means
for self-fulfillment and
for promoting the
welfare of others.
9. NCBTS The National Aimed at determining Provides a single Teaching is viewed
Competency Based the level of teachers’ framework that define primarily as a technical
Teacher Standards competency based on effective teaching in all practice.
(NCBTS) is one of the the National aspects of a teacher’s
key elements of the Competency-Based professional life and in Graduates are really
TEDP. Teacher Standards. all phases of teacher very good except that
development. when they get into the
It is a unified framework It ascertained the level actual classroom, they
for teacher of teaching Minimize confusion cannot translate what
development. effectiveness according about what effective they have learned.
to commitment, teaching is.
 It is an integrated knowledge of the
theoretical framework subject, teaching for Provides a better guide
that defines the different independent learning, for all teacher
dimensions of effective and management of development programs
teaching, where learning. and projects from the
effective teaching means school- level up to the
being able to help all It correlated teaching national level.
types of students learn effectiveness and
the different learning competency.
goals in the curriculum.
it identified the variable
NCBTS defines that singly or in
effective teaching as combination best
being able to help all predicts the teaching
types of students learn effectiveness.
the different learning
goals in the curriculum.
10. BEC/ RBEC Basic Education Provide the knowledge BEC is functional Students lack mastery of
Curriculum (BEC) and develop the skills, literacy. basic competencies due
attitudes, and values to a congested ten-year
Revised Basic essential for personal In RBEC the lesson basic education
Education Curriculum development, a plans were patterned curriculum.
(RBEC) productive life, and and organized to meet
constructive the objectives of the BEC offers a broad
The basic education engagement with a implemented curriculum that does not
curriculum in the changing social milieu. curriculum. include enough practical
Philippines contains applications.
mother tongue- based Provide learning Integration method,
multilingual education, experiences that collaborative teaching, It does not lessen the
universal kindergarten, increase the child’s peer teaching, team work of teacher in
college and livelihood awareness of and teaching, motor elementary grades
readiness and responsiveness to the activities, visual as well instead it is still the
specialized upper just demands of society. as oral activities in same procedure in the
 secondary education. classes were noted and old curriculum.
Promote and intensify observed.
The curriculum also awareness of,
features spiral identification with and
progression and love for our nation and
contextualization and the community to which
enhancement, which the learner belongs.
helps make the
curriculum more Promote experiences
relevant to the students. that develop the
learner’s orientation to
the world of work and
prepare the learner to
engage in honest and
gainful work.

11. K-12 K stands for The goal of the K to 12 program It is lengthy: K to 12

kindergarten and 12 enhanced K to 12 Basic promotes global education model
refers to the succeeding Education Program is to competency by requires that students
12 years of basic create a functional basic accelerating mutual stay in school for
education, which is why education system that recognition of Filipino thirteen years before
it is called K to 12. will produce productive graduates and they can join tertiary
and responsible citizens professionals in other education. This is long
K to 12 (also K-12) is an equipped with the countries. and tiresome especially
education system under essential competencies for children who are
the Department of and skills for both life – Provide sufficient time growing up.
Education that aims to long learning and for mastery of concepts
enhance learners’ basic employment. and skills, develop The inadequacy of
skills, produce more lifelong learners, and instructional time is
competent citizens, and The program will prepare graduates for reflected in ten student's
prepare graduates for enhance the basic tertiary education, insufficient mastery of
lifelong learning and education system to full middle-level skills basic competencies.
employment. functionality to fulfil the development,
 basic learning needs of employment, and
students. entrepreneurship.

To give every student An enhanced

an opportunity to curriculum will
receive quality decongest academic
education based on an workload, giving
enhanced and students more time to
decongested curriculum master competencies
that is internationally and skills as well as
recognized and time for other learning
comparable. opportunities beyond
the classroom, thus
To change public allowing for a more
perception that high holistic development.
school education is just
a preparation for Graduate will possess
college; rather than, it competencies and skills
should allow one to take relevant to the job
advantage of market. The program
opportunities for gainful was designed to adjust
career or employment and meet the fast-
and/or self - changing demands of
employment in a rapidly society to prepare
changing and graduates with skills
increasingly globalized essential for the world
environment. of work.

12. UBD Understanding by A primary goal of Conveys main ideas to Requires several interim
Design (UBD). education should be the transfer learning. assessment activities.
It is a framework for development and
improving student deepening of student Stimulates authentic Requires a significant
 achievement. understanding. performance. time to design,
Emphasizing the implement, and manage
teacher's critical role as An important point in Develops instructors as the assessment process.
a designer of student the UbD framework is learning coaches.
learning. to recognize that
factual knowledge and Performance goals
UbD focuses on skills are not taught for directed.
teaching to achieve their own sake, but as a
understanding. It is means to larger
advocated by Jay ends.
McTighe and Grant
Wiggins. Focus on teaching and
assessing for
The UbD design understanding and
process is organized into learning transfer.
three stages which are:
1) Identify Desired
Results, 2) Determine
Acceptable Evidence
and 3) Create the
Learning Plans.
13. OBE Outcome-based The focus on outcomes Students can understand By outlining specific
education or OBE. creates a clear what they expect, and outcomes, a holistic
expectation of what teachers can understand approach to learning is
It is also known as needs to be what they need to lost.
standards-based accomplished by the demonstrate throughout
education. end of the course. the course. Learning can find itself
It is an educational OBE generally reduced to something
theory that bases each promotes curricula and Teachers will be able to that is specific,
part of an educational assessment based on acknowledge diversity measurable, and
system around goals constructivist methods among students by observable.
(outcomes). and discourages victimization numerous
traditional education teaching and assessment Outcomes are not yet
 It is a student-centered approaches based on techniques in OBE since widely recognized as a
learning philosophy that direct instruction of it’s a student-centered valid way of
focuses on empirically facts and standard learning model. conceptualizing what
measuring student methods. learning is about.
performance, which are Help teachers to
called outcomes. monitor the
development and
enhancement of the
student over a certain
quantity and to help
them achieve their
results.

Students’ involvement
permits students to feel
to blame for their own
learning, and that they
will learn a lot through
this individual learning.