MODULE 5

BASIC EDUCATION AND DEVELOPMENT

Introduction

The Department of Education (DepEd), created by virtue of RA

9155 or Basic Education Act of 2001, has been mandated to protect

and promote the right of all citizens to quality education and to take

appropriate steps to make such education accessible to all. In this

regard, the DepEd has to establish maintain and support a complete,

adequate and integrated system of free and compulsory public

education in the elementary level; and free and public education in the

high school. The DepEd will likewise take cognizance of the regional

and sectoral needs and conditions and will encourage local planning in

crafting education policies and programs.

This module lesson focuses its attention in the articulation of the

basic education programs and strategies useful to attain its goal. This

articulation will revolve around these objectives hereto stated as

follows;

At the end of this module, students should be able to:

1. Articulate the DepEd basic education’s:

1.1 Vision

1.2 Mission

1.3 Goals and objectives

2. Identify the DepEd basic education delivery system via:

2.1 Elementary education

2.2 Secondary education

2.3 Non-formal education

3. Become familiar with the DepEd’s:

1.1 Basic education restructured curriculum

i. Legal basis

ii. Philosophy

iii. Features

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Objectives:Objectives:

iv. Learning areas

1.2 Implication of RBEC to development

i. Teacher education and training

ii. Manpower training and skills development

iii. Employment

iv. Society

DepEd Vision, Mission and Objectives

As a social organization, DepEd is enlisted to educate the Filipino

children and the youth by adopting a pro-active stance via creativity

and innovativeness of initiating new ideas and demonstrating

adequate competencies to put them into the teaching and learning

level of teachers and learners, respectively.

The vision, mission and objectives clearly convey the direction

and the strategies that DepEd would pursue in making the learners

and stakeholders acquire better understanding knowledge and

competencies; and strengthen their character in search for a better

life.

Vision

The DepEd envisions that every learner to be functionally

literate, shall be equipped with life-long skills, the appreciations of the

arts and sports and imbued with the desirable values of a person who

is “Makabayan, Makatao, Makakalikasan at MakaDiyos”.

Mission

In line with the vision, the DepEd mission is to provide quality

basic education that is equitably accessible to all and to lay the

foundations for life-long learning and service for the common goals.

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Suggested Time Frame: 12 hoursSuggested Time Frame: 12 hours

Objectives

The objectives of the basic education can be gleaned from the

Education Act (BP232) are as follows:

Elementary Education. The objectives of elementary education

can be stated as:

i. acquire knowledge and develop skills and attitudes, and

values essential for personal development, productive life,

constructive engagement with a changing social milieu;

ii. provide learning experiences that increase the child

awareness of and the responsiveness to the just demand of

the society; and

iii. promote and intensify awareness of identification with and

love for our own nation and the community to which the

learners belong

Secondary Education. As regard this level of education, the

objectives can be spelled out as:

i. continue the general education started in the elementary;

ii. prepare learners for college; and

iii. prepare learners for the world of work.

Non-formal Education. This part of the basic education has these

objectives for the intended learners, viz;

i. eradicate illiteracy and raise the levels of functional

literacy of the population;

ii. provide an alternative means of learning and certification

for out-of-school youth and adult; and

iii. develop among learners the proper values, attitudes and

knowledge to enable them to think critically and act

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creatively for personal, community and national

development.

DepEd Basic Education Delivery System

An analysis of the objectives of the basic education, it can be

surmised that DepEd strategy is anchored on the provision of universal

access to quality education among learners, including the

disadvantage groups of children with special needs and extremely

difficulty circumstances through formal, informal and non-formal

channels. Through these interventions, DepEd hopes to provide a

broad general education that will assist each individual in the peculiar

ecology of his own society to attain his potential as human being;

enhance the quality of individual and group participation in the basic

function of society; and acquire essential productive and versatile

citizen (BP 232, 1982).

Elementary education. The elementary education is the first level

in the Philippine education system. It consists of a primary grades

which starts in grade one (1) to grade four (iv); and an intermediate

level, starting in grade five (v) up to grade six (vi).

Learners belonging to the elementary level start schooling at the

age of six (6) and complete that grade level after six (6) years at the

age of 12 years old more or less.

Elementary education in the Philippine is free and compulsory,

Section 2, Article IV of the 1987 Constitution provided that the “state

shall establish and maintain a system of free public education in the

elementary and high school levels without limiting the natural rights of

parents to rear their children, elementary education is compulsory for

all school-aged children.

DepEd has come up with the minimum learning competencies

(MLC) to be achieved by pupils via the 2002 Restructured Basic

Education Curriculum; putting greater emphasis on every learner

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particularly in grades 1 – 3 to become successful readers; making

Filipino, English, Science and Mathematics as tool subjects; and

Makabayan, an experiential subject area.

DepEd expects that this curriculum would raise the quality of

grade school learners and prepare them for life-long learning and

become functionally literate.

Secondary education. Graduates of elementary schools are

admitted to enroll in school offering secondary education curriculum.

At present, some 5,452 secondary schools are operating in the

country. Almost two-thirds (62%) of these are public schools; and one-

third (38%) are private. These secondary schools definitely provide a

strong base for human resource development by equipping students

with skills for productive endeavor and/or prepare them for tertiary

education.

RA 6655 or the Free Public Secondary Education Act has focused

more hopes to parents to send their children beyond elementary

certification level. Prior to the enactment of this Act, secondary

education was the weakest link in the education ladder and graduates

have been often assailed as ill-equipped for life, for college and the

world of work (Sutaria, 1989).

These statistics to be quoted hereto would describe the state of

secondary education in the decade of 90’s, viz… around 4.9 million

high-school age youth who were 13-16 years old, two-third of them or

68 percent are in school. More than half of them, 59 percent were

enrolled in public high school system; and the rest, 41 percent were in

private high schools. Enrolment was increasing an average rate of 3.7

percent per year or about 4.4 million (Sutaria, 1989).

Educational policies in the early 80’s emphasized quantitative

expansion. This resulted in the quality of output in terms of students

average test scores down to 45 percent and that only half of those who

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take the NCEE qualify for college, specifically, test scores in science,

mathematics and English.

Overall drop-out rate from public high school is 5.83 percent;

participation rate, 68 percent; and graduation rate/completion rate, 72

percent.

In order to fill in these inadequacies, Sutaria (1989) proposed the

“what should be” which must focus on four goals, namely; i) equity or

calling for raising participation and retention rates by broadening the

access to secondary education; ii) quality or calling for higher

standards and achievement level; iii) values education as mandated by

Constitutional provisions; and iv) greater efficiency of the system in

order that the first three goals are achieved.

Sutaria (1989) further cited requirements to achieve the “what

should be” in terms of:

i) Full implementation of the mandate of RA 6655 or Free

Public Education Act of 1988;

ii) Full implementation of the Secondary Education

Development Plan (SEDP) covering or period of 10 years.

Secondary Education Development Program (SEDP)

was actually a preparation for the entry of the graduates

of the New Elementary School Curriculum (NESC) under

the program for decentralized education (PRODED); who

were expected to be in the high school in 1989.

iii) SEDP goals were intended to a) continue the full

development of pupils; b) strengthen the learners

preparation for life, work and college; and c) provide

quality education to all high school-age population. SEDP

was likewise focused to learners a) desirable cultural and

moral values development; b) of critical thinking; c)

greater productivity; and d) the required capability

building in terms of teacher’s training, both pre-service

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and in-service; upgrading and standardization of facilities

and equipment; policy orientation like financing; school

distribution by type; alternative delivery system; and

national-regional-division and school relationship; e)

development premise anchored on PRODED to bring

about a higher quality and greater number of students

inputs into the secondary system; that new demand to

continue on the system by escalating competitions of a

growing technological society; that an improved system

would be able to cope with the assigned responsibility;

and attaining a desirable performance of secondary

education (Gonzalez, 1989).

Issues that could be gleaned from the SEDP. It appears that the

government during decade of 1980’s, has been addressing the

problems raised in the PCSPE, the SOUTELE and the 1987

constitutional mandates of improving the secondary education

program. The implementation of the NESC in the elementary level

prompted the initiation of the SEDP under the PRODED, which

curriculum was to i) develop among students an enlightened

commitment to national ideas in terms of moral, spiritual and socio-

cultural values and desirable Filipino heritage; ii) gain knowledge and

form desirable attitude for understanding nature and of man, self

understanding and showing their sense of individuality and family ties;

iii) develop skills in higher intellectual operations in terms of

comprehension and expressions activities and creatively for life

situations; iv) acquire work skills, knowledge and information and work

ethics, intelligent choice of career; and v) broaden and heighten their

abilities to appreciate the arts, science and technology for self-

fulfillment and for promoting the welfare of others.

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All of these prompted the enactment of the RA 6655, an Act

providing free public secondary education. This Act nationalized all

public high schools and provided that the salaries, benefits of teachers,

maintenance and operating expenses and capital outlay should be

provided by national government.

Non-Formal Education (NFE). Broadly speaking, the non-formal

education is aimed at providing meaningful learning opportunities to

the out-of-school children youth and adults. It is an alternative mode of

education for those individuals who are not in a position to attend a

more formal education mode for one reason or another. It is a

supplement to and an extension of the formal school system.

The objectives of NFE is to i) eradicate illiteracy and raise the

level of functional literacy; ii) provide unemployed and underemployed

youth and adults with appropriate technical / vocational skills to make

them productive and effective citizens; and iii) develop among clientele

proper values and attitudes necessary for personal, community and

national development.

The concept of NFE as an educational activity outside the

established formal system, whether operating separately intended to

serve identifiable learner-clientele and learning objectives, is anchored

these legal bases, viz:

i) the Philippine Constitution of 1935, 1973 and 1987;

ii) PD 6-A or the Philippine Education Development Act of

1972

iii) BP 232 or The Educational Act of 1982; and

iv) PD 1139, creating the position of undersecretary of DECS

for non-formal education

NFE areas of concern. These areas were identified as, viz:

i) functional literacy;

ii) basic vocational/technical skills training;

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iii) civic citizenship education;

iv) socio-cultural development;

v) sports, physical fitness development;

vi) effective leadership and values education’

vii) mass education

Characteristics of Non-formal education. NFE can be described in

terms of i) immediate and practical mission, ii) doing it outside the

school setting or in situations in which appropriate expertise can be

used as a learning venue; iii) knowledge to acquire can be used in an

organized performance rather than by certificate; iv) non-involvement

of highly organized learning contents or structure; v) voluntary

participation; vi) part-time activity of clientele; vii) non-graded and

non-sequential instruction; viii) less costly than formal education; ix)

no prescribed admission criteria; x) no restriction to any particular

curriculum for study; xi) qualification of mentors is based on

demonstrated ability rather than credentials; and xii) multiplier effect

potentials in the economy and use of appropriate media.

Target clientele. The NFE is usually conducted for these groups

of clientele who are either, i) employed persons; ii) out-of-school youth

who would like to join the mainstream formal education; iii) those who

attended school for four years and those who never attended school;

and iv) technical workers and professionals who need constant

upgrading of skills or new knowledge to improve their qualification and

performance.

Approaches and strategies in NFE. NFE has to be conducted in a

manner that learning activities can be conveyed effectively to the

identified groups of clientele. This conveyance can be done using these

approaches as in i) holding of classes in basic vocational and skills

development; ii) individual or group instruction in functional literacy;

iii) seminars, community, assembly, forums, work conferences for

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citizenship training; iv) demonstrative lesson in food processing

conservation, plant propagation, food processing, seed selection; v)

drama presentation and talent search for socio-cultural awareness and

wise use of leisure time; vi) sports competitions for physical fitness and

sports development; and viii) listening groups for schools in the air.

Other techniques for non-formal education are those that relate

to i) democratic-discussion, ii) dialogue; iii) critical analysis of factors in

the environment; iv) self-analysis and reflection; v) acquiring new

information via reading, writing and calculating activities; vi) action

program for community involvement; vii) training in practical skills for

immediate application; viii) sharing experiences; and ix) putting actual

earn-while-you learn projects.

Non-formal education and development. The government

sourced-data revealed that the country’s population as of 2005, stands

80 million Filipinos, more or less. At the rate of 2.4 percent growth

rate, the population is expected to reach the 100 million mark in about

15 years or so. Coupled by the sluggish rate of economic development,

it has been forecasted that the number of Filipino school-aged children

who will not fit into the formal education system will substantially

increase. In fact, the figures released in 2003-2004 by DepEd was quite

disturbing in terms of drop-out, viz… that out of the 100 pupil entrants

in Grade I, only 67 of them would complete Grade VI; and 45 of them

would finish high school. Out of the 45 entering high school; only 10-12

of them would finally obtain a college degree. The question now is

“where did the rest go or what happened to the 88-90 percent original

entrants in Grade 1?”

Perhaps along the way, some found gainful employment, and

many of them joined the rank of out-of-school youth/adult who have no

skills which they can use to earn a living or cannot even support

themselves. In most cases, they remained idle and become susceptible

to drug addiction, peace and order problems and become a heavy

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burden in the nation’s movement toward economic development as

they are not contributing any to the country’s wealth but rather

consumers of nations scarce resources and services.

This situation can be ably addressed by the implementation of

NFE program learning packages in terms of i) agricultural extension

and farmer’s training program, ii) literacy program; iii) occupational

training; iv) youth club with educational purposes; and v) community

programs of instruction in health, nutrition, family planning and

cooperatives.

Legal Bases of Philippine Basic Education 2002 Restructured Curriculum (RBEC)

The goals, objectives, structure and content of the 2002

Curriculum are in compliance with the 1987 Constitution of the

Republic of the Philippines, the 2001 Governance of Basic Education

Act, and the 1982 Education Act.

The 1987 Constitution provides the basic state policies on

education, both formal and non-formal.

Article XIV, Section 1. The State shall protect and promote the

right of all citizens to quality education at all levels and shall take

appropriate steps to make such education accessible to all.

Article XIV, Section 2 (1). The State shall establish, maintain,

and support a complete, adequate and integrated system of education

relevant to the needs of the people and society.

Article XIV, Section 2 (4). The State shall encourage non-

formal, informal, and indigenous learning systems, as well as self-

learning, independent, and out-of-school study programs particularly

those that respond to community needs.

Article XIV, Section 3 (2) states that the school shall inculcate

patriotism and nationalism, foster love of humanity, respect for human

rights, appreciation of the role of national heroes in the historical

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development of the country, teach the rights and duties of citizenship,

strengthen ethical and spiritual values, develop moral character and

personal discipline, encourage critical and creative thinking, broaden

scientific and technological knowledge, and promote vocational

efficiency.

The Governance of Basic Education Act of 2001 provides the

general goal of basic education is to develop the Filipino learners by

providing them basic competencies in literacy and numeracy, critical

thinking and learning skills, and desirable values to become caring,

self-reliant, productive, socially aware, patriotic and responsible

citizens.

The Governance of Basic Education Act envisions a curriculum

that shall promote the holistic growth of the Filipino learners and

enable them to acquire the core competencies and develop the proper

values. This curriculum shall be flexible to meet the learning needs of

diverse studentry and relevant to their immediate environment and

social and cultural realities.

The Basic Features of the 2002 Restructured Basic Education Curriculum (RBEC)

Greater emphasis on helping every learner particularly in Grades

1 to 3 to become a successful reader. The subject areas currently

offered in Grades I and II have been reduced to four (4) subjects –

Filipino, English, Mathematics and Makabayan (a learning area

composed of Social Studies, Music, Arts and PE).

New focus of Mathematics in the secondary level is offered in

First Year; Intermediate Algebra in second year; and Geometry in third

year.

Emphasis on interactive learning approaches between teachers

and students; between students and self-instructional materials;

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between students (collaborative learning); and between students and

multi-media assisted instruction.

A stronger integration of competencies and values within and

across the learning areas through the use of integrative teaching

approaches for a more holistic learning where appropriate and

relevant.

The integrative approaches to teaching will lead to a more

holistic view rather than fragmented learning within a subject area

boundaries of learning relevant to the lives of the learners. The

existing subject areas, however, maintain their identify to ensure that

the integrity of the discipline is not lost in the process of integrating.

Greater focus on values formation in all the subject areas. Every

teacher is a values education teacher in each subject area value

emphasis used as springboards for values development.

Emphasis on the development of self-reliant and patriotic citizens

as a value oriented area is concerns for the “common good” among

learners.

Emphasis on the use of effective strategies for the development

of critical and creative thinking skills. Here the teachers will

continuously provide opportunities to develop critical and creative

thinking skills in the process of learning.

Learning Areas

The Tool subjects are indispensable learning areas and are

basic tools to learning how to learn. The tool subject areas are the

following: i) Filipino; ii) English, iii) Science (Science and Health for

Elementary and Science and Technology for Secondary)… e.g. 1st year,

Integrated Science; 2nd Year, Biology; 3rd Year, Chemistry and 4th Year,

Track A – Advanced Chemistry and Track B, – Physics; and

Mathematics… e.g., 1st Year, Elementary Algebra; 2nd Year,

Intermediate Algebra; 3rd Year, Geometry; and 4th Year, Trigonometry.

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The fifth learning area is called Makabayan to convey that the

unifying principle in the development of love of country, while

recognizing global interdependence. Learning is first contextualized in

relation to the learner’s physical and social environment. The

Makabayan learning area provides for balance between individual

and deeper appreciation of our culture, heritage and history, including

the development of patriotism that is neither hostile nor isolationist

towards other nations. It is also seen as the experiential area where

applications in technology and home economics are ensured.

The 2002 Restructured Curriculum for Elementary Education

Learning AreasPossible Daily Time Allotment

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

FILIPINO 80 80 80 60 60 60ENGLISH 100 100 100 80 80 80MATHEMATICS 80 80 80 60 60 60SCIENCE AND HEALTH

Within English 40 60 60 60

MAKABAYAN 60 60 60 100 120 120

Social Studies (Civics and Culture)40

(Geography)

40 (History

)

40 (Gov’t

& Civics)

Edukasyong Pantahanan at Pangkabuhayan (EPP)

Introduced only in Grades 4–6 40 minutes per day

Musika, Sining at Edukasyong Pangkatawan (MSEP)

Integrated in Sibika at Kultura 20 40 40

Character Education (GMRC)

Within every learning area

Total Minutes Daily 320 320 360 360 380 380

The 2002 Restructured Curriculum for Secondary Level

LEARNING AREASPossible Daily Time Allotment

1st year 2nd year 3rd year 4th yearFILIPINO 60ENGLISH 60MATHEMATICS 60SCIENCE AND HEALTH 60

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MAKABAYAN 180 min./day for 4 days & 60 min. for 1 day

Social Studies60

(Philippine History)

60 (Asian

Studies)

60 (World History)

60(Economic

s

TEPP formerly THE60 mins./day for 4 days Teknolohiya at

Edukasyong Pantahanan at Pangkabuhayan (TEPP)

Musika, Sining at Edukasyong Pantahanan Pangkatawan (MSEP)

60 mins/day for 4 daysMusic, Arts, PE & Health

Edukasyon sa Pagpapahalaga (EP)

60 mins./week as a separate subject & within every learning area everyday

Total Minutes Daily 300 – 480 minutes per day

Implications of the 2002 Restructured Basic Education Curriculum (RBEC)

To Development of Teacher Education and Teacher Training

In whatever manner, the teacher and the learner remain the key

factors in the operationalization of the curriculum in the teaching

learning transactions in the classroom.

*Empowering the learner for lifelong learning implies the

preparation of the teacher to be an effective facilitator of learning and

manager of the conditions for learning in the teaching-learning process

so that the learners are gradually prepared to actively participate in

knowledge construction and to be responsible for their own learning.

The basic feature of the restructured curriculum is strengthening the

development of functional curriculum which will likewise strengthen

the development of functional literacy so that the learners can do self-

regulated learning. Except in Grade 1 and 2, the restructured

curriculum still maintains the identity of the different subject areas in

the present curriculum.

*However, integrative modes of teaching are encouraged

towards more holistic learning. Curriculum integration which utilizes

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knowledge from the different subject areas repositioned in the context

of themes, issues and concerns, questions or even activities, centers

on a curriculum relevant to the lives of the learners rather than

mastery of fragmented knowledge within subject area boundaries.

*The teaching-learning process today requires more interactive

learning and teaching approaches where students participate more

actively in their learning experiences rather than mere passive

recipients of information. The use of information technology and

greater emphasis on computer literacy in all the learning areas call for

continuing preparation and professional updating in the different areas

of interactive learning.Values formation which is integral to the teaching of the

different subjects all the more becomes an important preparation in

the pre-service training area. There is a need also to strengthen the

teachers’ capability in the use of strategies, in developing the critical

and creative thinking skills of the learners.

Having said all of these, an invitation is issued to teacher training

institutions to continue to train teachers who:

1. can teach reading effectively so that children can all become

successful readers by Grade III.

2. are effective facilitators of learning and managers of the

conditions for learning through the use of more interactive and

integrative modes of teaching so that education can be holistic.

3. can effectively utilize strategies for developing critical and

creative thinking skills or higher order thinking skills.

4. can not only model values, but who can contribute towards the

gradual unfolding of standards and principles for the learners

which serves as anchors in the development of principles and

spiritual Filipino learners.

Lifted from the 2002 Restructured Basic Education Curriculum (RBEC)

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5. can contribute towards the development of the individual and

collective talents (multiple intelligences) of our children and who

can translate these in the teaching and learning process.

*The restructured curriculum is a curriculum development in

process. Teachers will be given initial prototype materials to enrich the

teaching-learning processes and to demonstrate the translation of

philosophy and the objectives of the restructured curriculum. Teachers

and their support systems, the supervisors and principals including

teacher education institutions are given flexibility to design the

learning activities during the pilot year. After which best practices

toward improving the educational interventions in the restructured

curriculum, must be shared to everybody.

The restructured curriculum allows everyone to explore and

apply the infinite possibilities in improving the quality of educations

through the teaching-learning interventions and the creativity and

innovations of the teachers and all the instructional support systems in

the educational system.

To the Learners Education and Skills Development Training.

*The ideal Filipino learner in our rapidly changing world is one

who is empowered for lifelong learning is an active maker of meaning

and can learn whatever s/he needs t known in any new context. Such

as empowered learner is competent in learning how to learn and has

life skill so that she/he become a self-developed person who is

makabayan (patriotic), makatao (mindful of humanity),

makakalikasan (respectful of nature), and maka-Diyos (Godly). This

is the vision of Philippine basic education, both formal and non-formal.The DepEd curriculum stands on the conviction that functional

literacy in its comprehensive meaning is the ability that is most

essential for lifelong learning in our risky new world. Filipino learners

Lifted from the 2002 Restructured Basic Education Curriculum (RBEC)

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who attain functional literacy will have developed sufficient self-

discipline, which can lead to sustainable accomplishments when

combined with our people’s innate adaptability to change. With

functional literacy, Filipino learners can do self-regulated learning, and

with enough motivation, they on their own can seek sources of

knowledge (for example, the library or the internet), read instructional

materials, and conduct explorations on other subject matters or topics

that interest them.

The curriculum aims at empowering the Filipino learner to be

capable of self-development throughout one’s life and to be patriotic,

benevolent, ecologically aware, and Godly. This overall aim entails the

acquisition of life skills, a reflective understanding and internalization

of principles and values, and the development of the person’s multiple

intelligences. Thus, in the restructured curriculum, training in like skills,

the identification and analysis of values, and the recognition of

multiple intelligences permeate all the learning areas.

To the graduates employment.

After having gone through the RBEC from grades school up to

the high school, the graduates can self-actualize their learning in

various ways. Becoming functionally literate and equipped with life

skills, appreciative of the arts and sports; and spiritually fulfilled,

individual learners training in Makabayan courses are initiated to

entrepreneurship and employment either in the basic industries,

manufacturing or agriculture sectors.

The training they underwent for literacy in languages, science

and technology and proficiency in numeracy will enable them to

pursue higher education which will prepare them to assume a

leadership role in the development of the nations patrimony or train in

middle level skills that are needed to man the middle level industries…

the vanguard in the economic development of the country.

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If the labor sectors pronouncement regarding dearth of

appropriately trained manpower in many sectors of our economy is

true, the RBEC can specifically supply the trained manpower as the

curriculum basically designed along that direction of learners needs…

functional literacy, life skills, self-actualization, preparation for world of

work.

To the society

Students after schooling would have to return to their respective

community. Whether they are going to settle for good or they are

going elsewhere, whatever knowledge and skills acquired or attitude

developed while in school are tools very useful in their participation to

improve the people and the community.

The outcomes of RBEC in developing highly employable

graduates can be gauged by their ability to produce wealth in terms of

compensation from employment, entrepreneurship and other mode of

income generating activities. As these highly trained graduates earn

sufficient compensation, they can invest their extra income in

business, deposit their money in banks and indulge in the purchase of

basic provision for the members of the family… like food shelter,

education, medicine, clothing and perhaps some affordable luxuries.

These wealth creating ventures are cyclic phenomena. An

investment in business helps create employment among people;

amount of money deposited in the bank would, in certain extent, build-

up bank portfolio available for commercial and industrial loan

packages; and develop other wealth creating ventures like small and

medium entrepreneur (SME), etc.

All of these are viewed as contributions by graduates who are

products of the RBEC, a curriculum that contributes to the

development of knowledge, skills and attitude of an actively

participating citizenry.

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Self Activity 4

1. Prepare a brief historical account of our educational development

spanning from the pre-hispanic period up to the present and note

down the important contribution of each era to the Philippine

development in terms of:

1.1 literacy rate of the Filipino

1.2 manpower development

1.3 rate of employment; and

1.4 economic development

2. Examine the DepEd vision, mission and goals. Determine how these

are reflected in the curricular program of the basic education.

3. Scrutinize closely the 2002 Restructured Basic Education

curriculum. List down your observation regarding the important

features of the curriculum that will show graduates readiness either

to proceed to further schooling or enter the world of work.

4. If you were a principal in any level of the DepEd basic education

program, how will you operationalize the integrated teaching

requirements of the 2002 Restructured Basic Education Curriculum

so that teachers can properly employ it in teaching their respective

disciplines/subject areas. The integrative teaching approaches

referred to in this case are thematic teaching, content-based

instruction focusing inquiry and generic competency model

5. What implications can you deduce from the 2002 Restructured

Curriculum with regards to:

5.1 improving the teachers preparation (both pre-service and

in-service education);

5.2 learner’s education and skills development;

5.3 graduates possible employment; and

5.4 societal concerns.

Self Activity Quiz 4 (SAQ4)

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1. What are the approaches used by the DepEd to deliver its basic

education program?

2. What are the levels of school a learner has to go through in the

elementary level? Describe each level.

3. In the 2002 Restructured Basic Education Curriculum (RBEC),

what learning areas are considered tool subjects, and

experiential subjects?

4. Due to declining quality of the Philippine education what are the

four goals to be focused in order to meet the inadequacies of the

DepEd basic education program.

5. Why is DepEd adopting a non-formal education (NFE) program?

What does it aim to accomplish in making NFE as part of the

basic education program?

6. What are the legal basis of the DepEd basic education program?

7. What are the basic features of the 2002 RBEC?

Answers to Self Quiz 4 (ANQ4)

1. DepEd delivers its basic education program via the elementary

schools system, secondary school system and the non-formal

education system.

2. The elementary is consisted of the primary level and the

intermediate level. The primary level starts in grade one (1) up

to grade four (iv); and intermediate level, grades five (v) to six

(vi)

Learners belonging to elementary level start schooling at

the age of six (6) and complete that grade level after six (6)

years at the age of 12 year old more or less.

After completing a certification in elementary level,

learners are admitted in the secondary level. It consist of four (4)

years and learners basically complete this level after 4 years or

at the age of 16 or 17 at least.

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3. The RBEC identified Filipino, English, Mathematics and Science as

tool subjects; and Makabayan an experiential subject.

4. The goals that have to be focused in order to arrest the declining

quality of the Philippine education can be cited as i) equity or

raising participation and retention rate by broadening the access

to secondary education; ii) quality or higher standards and

achievement level; iii) values education; and iv) greater

efficiency of the system in order that the first three goals are

achieved.

5. DepEd adopts non-formal education as part of its delivery system

in order to provide meaningful learning activities to out-of-school

youth and adult. As an alternative mode of education for those

individuals who cannot attend a more formal education mode, i)

it aims to raise the level of functional literacy; ii) training of OSY

and adult with technical and vocational skills to make them

productive citizens; and iii) to develop the learners values, and

attitudes needed for personal, community and national

development.

6. The legal basis of the DepEd basic education program can be

cited as i) the 1987 Constitution of the Philippine; ii) the 2001

Governance of Basic Education Act; and iii) 1982 Education Act.

7. The basic features of the 2002 RBEC can be cited as i) greater

emphasis on helping every learner particularly Grades 1 to 3 to

become successful reader; ii) new focus of Mathematics in the

secondary level; iii) emphasis on interactive learning

approaches; iv) a stronger integration of competencies and

values within and across learning areas with the use of

integrative teaching approaches; iv) greater focus on values

education in all subjects; v) development of self reliant and

patriotic citizen; and vi) he use of effective strategies for the

development of critical and creative thinking skills.

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This lesson module would explain the delivery system of the

DepEd basic education program. As an entry point, discussion started

with the Basic Education Act of 2001 or RA 9155. This Act mandates

the protection and promotion of the rights of all citizens to quality

education and taking appropriate steps to make education accessible

to all.

RA 9155 further spelled out the vision, mission, goals and

objectives of DepEd that would set clearly the direction and strategies

to pursue in making the learners acquire knowledge and competencies

and strengthen their character in search for better life.

In compliance with the mandates of RA 9155, DepEd has come

up with a delivery system that provides a complete, adequate and

integrated system of free elementary education, free secondary

education and non-formal education system that would serve the OSY

and adult who cannot fit in the formal system of education.

The module also divulged that the learning activities have been

concretized in the 2002 Restructured Basic Education Curriculum

(RBEC). The RBEC identifies the main focus of Filipino, English,

Mathematics and Science as the tool subjects; and Makabayan, the

experiential subjects.

Integrative teaching has been linkpin for the meaningful delivery

of the learning activities of the RBEC. As educational movements, it

shifts the focus of instruction from discrete subjects towards issues in

the real world. This integrated teaching mode suggested four models…

thematic teaching contents-based instruction, focusing inquiry and

generic competency model.

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SummarySummary

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_________ The 2002 Basic Education Curriculum. Department of Education, DepEd Complex, Meralco Avenue, Pasig City, March 6, 2002.

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