Which curriculum envisions a learner to become a person who is Makabayan Makatao Makakalikasan at Makadiyos?

The Research examined the educational policies and curriculum frameworks to find out whether non-cognitive skills/transversal skills are embedded in the Philippine curriculum framework and to find out whether non-cognitive skills are clearly articulated and translated into actual teaching practice. The study further looked into the general achievements in Values Education over the years and the present challenges. The method used in this study was basically a review of policies and education reforms in the last ten (10) years, the changing educational programs, the drivers of educational policies and program and alternative curriculum and education programs. The mainstream curriculum was then analyzed to determine the articulation and translation of these policies in the curriculum for schools particularly the integration of non-cognitive skills in the different subject area offerings like math, science, language and most especially Values Education which is a separate subject area offering of 30 minutes daily in the elementary level and 60 minutes twice a week in the secondary level. Every curriculum reform in the Philippines, whether mainstream curriculum, alternative curriculum and education programs, such as the indigenous peoples curriculum, Madrasah curriculum or the Alternative Learning System curriculum for out-of-school youth and drop-outs indicate the integration ofnon-cognitive skills. The Philippine Educational System puts a high premium on holistic development through knowledge transformation, and skills, values and attitude development. This is evident in the policy declarations particularly the provisions of the Enhanced Basic Education Act of 2013. In the Philippine context, the policy directions in education seem to define non-cognitive skills as those referring to competencies and skills and values for example “…that enable individuals to engage in work and be productive, …to co-exist 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 oneself.” …(Congress of the Philippines, 2012) These are further reflected in the Values Education Program of the Philippines called “EdukasyonsaPagpapakatao” (The Process of Becoming) based on the philosophy of personalism and the human person. The present Values Education Program in the K to 12 Enhanced Basic Education clearly articulates a number of non-cognitive skills directly corresponding to the dimension of human development; moral, political, economic, social, physical, intellectual and spiritual. Thus within the foregoing dimensions non-cognitive skills are embedded such as the following holistic health, environmental care, scientific orientation, critical thinking, future orientation, respect for diversity, cultural sensitivity concern for the common good, entrepreneurial spirit and responsible consumerism, creative goodwill, cultural freedom, perseverance, etc. These are developed in the Values Education subject and integrated in the other subject areas. Curriculum strategies and approaches most especially related to authentic teaching define the process of attaining learning outcomes which today is a big challenge to education. Co-curricular and extra-curricular activities like the National Service Training Program (NSTP) reinforce the attainment of affective learning outcomes. Evaluation and assessment measures and tools for both short and long term effects is also a challenge, thus, the continuing concern for better assessment measures. It is also recommended that 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.

Science, seems to have been relegated to Makabayan. While the

curriculum may have been theoretically decongested as a whole, wasn’t

Makabayan over- congested, under mining its crucial formative role in

the formation of the pupil?

Consider: “Makabayan is the laboratory of life or an experiential

learning area which consist of Sibika at Kultura/Heograpiya,

Kasaysayan at Sibika (SK/ IIKS): Edukasyong Pantahanan at

Pangkabuhayan (EPP): Musika, Sining at Edukasyon sa Pagpapalakas ng

Katawan (MSEPP).” It includes civics, culture, geography, history,

education to developed skills for the home, education for livelihood,

Music, Art and Physical Education. Well integrated, that could be a

powerful elementary education. Otherwise it is a disastrous hodgepodge

of directionless requirements.

Since the development of the patriotic human being who is

environmentally sensitive and God-fearing, the person who is

“Makabayan, Makatao, Makakalikasan, at Maka-Diyos” is really a desired

outcome of our whole educational reform, we must understand precisely

how this values are formed on the elementary level what educational

intervention target and formed them, and they articulate with further

formative efforts on higher level of educational. If we miss the boat

on this level, we end up with graduates who have no concern for the

nation, who are therefore anything but patriotic, willing to sacrifice

the national interest for private game: graduates who are under

developed humanely, do not understand the difference between right and

wrong, prone to violence, corruption and war, unable to take personal

responsibility for other person and society: graduates who have no

concern for the environment, and who no reflected insight into the

difference between themselves and God, or the difference between their

arbitrary whims and God’s Law.

The RBEC sought to improve the standard of education in the

country. It was the first time in thirteen years that the country had

revised its curriculum.

OBJECTIVES:

The RBEC would respond to the needs of Filipino learners:

1) Provide knowledge and developed skills, attitudes, and

values essential the personal development and necessary for

What is the nature and scope of Makabayan curriculum?

What are the five learning areas in the basic education curriculum?

What is value oriented curriculum?

Why is the implementation of Makabayan called the laboratory of life?