COURSE 1: Enhanced Basic Education Curriculum

Course 1 provides you an overview of Republic Act No. 10533, an act enhancing the
Philippine Basic Education System by strengthening its curriculum and increasing
the number of years for basic education. It is popularly known as the “Enhanced
Basic Education Act of 2013″ or simply, K-12 Program.

The new curricular program is geared towards the development of holistically

developed Filipino with 21st century skills who is ready for employment,
entrepreneurship, middle level skills development and higher education upon
graduation.

Course 1 has three modules:

Module 1: The K-12 Background and Rationale of Araling Panlipunan

Framework

Lesson 1: The Global Context of K-12 Araling Panlipunan

Lesson 2: The Philippine Context of K-12 and the K-12 Framework
Lesson 3: Araling Panlipunan K-12 Framework

Module 2: 21st Century Teaching and Learning

Lesson 1: Learning in the 21st Century

Lesson 2: Teaching in the 21st Century
Lesson 3: Creating Better Learning Environment in the 21st Century

Module 3: Assessment and Rating of Learning Outcomes

Lesson 1:
Lesson 2:
Lesson 3:

It will take you 18 hours to finish the 3 modules for Course 1.

You may now begin with Module 1.

 COURSE 1: Enhanced Basic Education Curriculum

MODULE 1:
Contexts, Challenges and the Framework of
K-12 Araling Panlipunan

Module Introduction:

This module will help you understand the challenges that we are facing today and in
the future, the contexts, and the framework of K-12 Araling Panlipunan. Situating the
K-12 framework from a bigger context will lead you to formulate your goals as a
teacher in consonance with the goals of Philippine Education.
This module is composed of the following lessons:

Lesson 1: The Global Context of K-12 Araling Panlipunan

Lesson 2: The Philippine Context of K-12 and the K-12 Framework
Lesson 3: Araling Panlipunan K-12 Framework

At the end of the module, you will be able to form connections about the reforms in
Philippine education and the global phenomena and movements.
It takes 18 hours to finish this module. You may now do the pre-test, after which you
may proceed with the lessons in the module, and the post-test at the end.

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 COURSE 1: Enhanced Basic Education Curriculum

LESSON 1:
The Global Context of K-12 Araling Panlipunan

Getting Ready
]
This lesson leads you to acquire an understanding of the contexts and challenges
that led to various reforms in Philippine education. Specifically, this lesson will
enable you to:
1. identify the present and future challenges of contemporary society;
2. analyze the global and regional challenges of today’s education;
3. discuss the Reforms in Philippine education; and
4. situate the reforms in Philippine education with the global phenomena and
movements.

This lesson covers the following topics:

• Present and Future Challenges in Contemporary Society
• Global and Regional Challenges of Today’s Education
• Reforms in Philippine Education

Gather & Sort Evidences

Activity 1: What Cartoons Tell Us about Contemporary Society

Draw two cartoons that show present and future challenges that people experience.
Provide your description below.

a. Present
Challenges

Description:____________________________________________________
______________________________________________________________
______________________________________________________________

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 COURSE 1: Enhanced Basic Education Curriculum

b. Future
Challenges

Description:____________________________________________________
______________________________________________________________
______________________________________________________________

Processing Questions:
1. What are the challenges (present and future) that you can add to your
cartoons?_______________________________________________________
______________________________________________________________
2. As an individual, which of these challenges are your facing? ______________
______________________________________________________________
3. How do you address these challenges? ______________________________
______________________________________________________________
______________________________________________________________
4. What are the responses of other people to these challenges? ____________
______________________________________________________________
5. What do you think are the responses of the educational sector about these
challenges? ____________________________________________________
______________________________________________________________

Activity 2: Name Game

Identify the organization represented by the two symbols below and write one or two
statements about it on the space provided.

1.____________________________________________________________
2.____________________________________________________________

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 COURSE 1: Enhanced Basic Education Curriculum

1. _____________________________________________________________
2. _____________________________________________________________

Processing Questions:
1. What is your idea of education reforms? _____________________________
______________________________________________________________

2. When you were taking your education degree, did you experience any
education reform? What can you say about the reform (if any)? ___________
______________________________________________________________
______________________________________________________________

3. Do you know of any education reform today? Name it, if you know any.
______________________________________________________________
______________________________________________________________

4. What do you think are the influences of the organizations in the above
symbols to education reforms in the Philippines? _______________________
______________________________________________________________
______________________________________________________________

Levelling Off

Societal Challenges
Societal challenges have triggered reforms in various sectors of the global society.
Most of these phenomena became basis for action plans of governments and
regional organizations. These challenges, both present and future, are evident in
various dimensions of human lives. These are as follows:

A. Present Challenges

1. Socio-Economic
 Trade and Globalization: These have resulted in social inequalities, that is,
key players in globalization became rich and those without any product did
not benefit from globalization. The globalized economy has changed the
lifestyles of societies including their consumption patterns.

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 COURSE 1: Enhanced Basic Education Curriculum

 Population and Migration: The population of the world has increased,

posing a number of challenges such as living in decent communities and
demands for more social services such as education, health and social
welfare, and economic stability. The search for jobs and liveable
communities triggered migration of professionals and skilled workers that
brought economic and socio-cultural changes in sending and host
countries.
 Food and Water Security: Water is necessary for food security. Threats to
potable water should be eliminated for present and future consumption.
 Poverty and Lack of Development: The poor are more vulnerable to all
types of threats in society such as disasters both human and natural, crime,
limited resources, and many more. The challenge for governments and
non-government organizations is how to establish programs for poverty
alleviation.
 Education and Economy: Education is the key to economic success. The
UN program “Education for All” has to work in poorer societies so that they
will not be vulnerable to many forms of poverty.
 Women and Development: Women comprise one half of the world’s
population. Educating and placing them in the drawing boards of
development will help emancipate especially the poorer sector of society.
 Effects of Digital Age: One of the effects of the digital age is digital divide.
Those who have no access to information and communications technology
will have fewer opportunities for development.

2. Environment
 Environmental Crisis and Development: Disasters and climate change
have bigger effects on less developed countries. More lives are threatened
in countries without programs on disaster risk reduction management.

3. Politics
 Poor governance, increasing human rights violations, more funding for
warfare, corruption, terrorism, civil war, separatism and the like bring
political instability to a country. Hence, these conditions pose threat to
development of countries.

B. Future Challenges
Below are examples of future challenges to our society:
 Longer life expectancy
 Cloning
 Threats of illnesses: HIV AIDS, bird flu, ebola virus, Middle East
Respiratory Syndrome (MERS) corona virus, etc.
 New sources of energy
 Famine
 Travel in space
 Warp drive by 2075
 Beyond radio
 Use of quantum theory
 Communication in space
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 COURSE 1: Enhanced Basic Education Curriculum

 Extraterrestrial beings by year 2020

 Sentient machines
 Terrorism
 Combination of brain and computers by year 2020

Global and Regional Challenges in Education

The Bologna Accord, standard movements in the United States and other countries,
and ASEAN 2015 are new developments that will have effects on global education.

A. The Bologna Accord

 On June 29, 1999, 29 countries in Europe signed a treaty in Bologna

named Bologna Accord.
 The accord wanted to reform tertiary education or higher education in
Europe through the following:
a. Enriching the process in the development of quality education
b. Formation of a group to manage standards, qualifications and quality of
education of member countries
c. Ensuring the focus of higher education in Europe
 The implications of Bologna Accord to Europe are:
a. 3 years in Bachelor Education which was 5-7 years before the accord
b. Credit standard
c. Increase in the number of graduates in the bachelor level
d. Increase in the number of students in the Masters and Doctorate level

B. The Standard Movement in the United States

Development of standards in universities started from the business sector. Since
many of the industries in the United States (US) went offshore as early as the
‘70s, those from the business sector demanded that universities must develop
highly skilled professionals. This means that since labor can be supplied by
countries where US industries were established, the industry sector pushed the
universities to produce graduates with high level professional skills (scientists and
inventors) and such skills should not be attained by countries that supply cheap
labor.
In 1986, in the meeting of Governors of the US, it was recommended that
universities should increase the level of performance of their graduates. Three
models were studied by educators and the business sector. These were:
 business model of standards-driven reform
 educators' accountability model - thinking curriculum
 political accountability model - the need for standards, assessment,
system of rewards and incentives
 ministry of education model-based on TIMMS - high performing
countries were controlled by the Ministry of Education

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 COURSE 1: Enhanced Basic Education Curriculum

From these models, the following standards were set:

 Academic standards - knowledge and skills of various courses
 Content Standards - content in the discipline
 Performance Standards - performance in the discipline

C. ASEAN 2015
The goal of ASEAN is ASEAN Economic Community in 2015 and ASEAN
Community in 2020. Specifically, the ASEAN 2015 blueprint envisions the
following:

 Stable, prosperous economy, and high level of competition in the region

 Open and free market of products, services and investments
 Free flowing capital in the region
 Equality in development by decreasing poverty incidents and inequalities
of the people in the region

There are three important blueprints that serve as roadmaps to ASEAN 2015.
These are the following:

 ASEAN Economic Community is a blueprint that envisions an ASEAN

economic community.

 ASEAN Political-Security Community is a blueprint that will promote peace

and security in ASEAN.

 ASEAN Socio-Cultural Community (ASCC: 2009-2015) blueprint provides

specific strategies to build the ASEAN identity. These are as follows:

a. Promotion of ASEAN awareness and a sense of community

Strategic Objective: Create a sense of belonging, consolidate unity in
diversity, and enhance deeper mutual understanding among ASEAN
Member States about their culture, history, religion, and civilization

b. Preservation and promotion of ASEAN cultural heritage

Strategic Objective: Promote the conservation and preservation of
ASEAN cultural heritage to ensure its continuity to enhance awareness
and understanding of the people about the unique history of the region
and the cultural similarities and differences between and among
ASEAN Member States as well as to protect the distinctiveness of
ASEAN cultural heritage as a whole.

c. Promotion of Cultural Creativity and Industry

Strategic Objective: Enhance ASEAN identity and togetherness
through cultural creativity and the promotion and cooperation on
cultural industry.

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 COURSE 1: Enhanced Basic Education Curriculum

d. Engagement with the community

Strategic Objective: To inculcate an ASEAN identity and build a
people-oriented ASEAN where people are at the centre of community
building, through the participation of all sectors of society.

The ASEAN 2015 embodies the following principles:

 Transparency in the transaction of countries of ASEAN

 Process of harmonization, simplification, and unification in systems and
standards of trading in all sectors
 Harmonization of standards in capital, transportation and communications,
aviation, ICT, e-commerce, etc.

Implications to Education in the Philippines

The three major developments discussed above brought implications to education in
the Philippines, both in basic and higher education. These implications are seen in
the following conditions:

 Development of competencies in all levels of education

 Changes in curricular designs and programs
 Internationalization of education

Moreover, two modes of action in Philippine education emerged. First, the

Department of Education and Commission on Higher Education have participated in
the standard movement. Basic education works on performance standards while
CHED promotes outcomes based education (OBE). The second mode is the
localization of some programs.

The localization of programs is illustrated by the following:

 Alternative Learning System: productive citizen, mixed economy,

inclusive-local, regional, national level education
 Mother Tongue-Based Multilingual Education
 Multi-Grade Education
 Alternative Learning System for indigenous Peoples
 Indigenization/ Localization in the curriculum
 Cultural Education

Educational programs aiming towards Standard Movement in the Philippines have

the following features:

 Competency-Based Teacher Standards

 National Competency-Based Standards for School Heads
 Inclusive Education
 Accreditation Program for Public Elementary School

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 COURSE 1: Enhanced Basic Education Curriculum

Follow Through

1. What do you think are the effects of present and future challenges to
Philippine education? _________________________________________
___________________________________________________________
___________________________________________________________

2. How do global and regional challenges bring reforms to Philippine

education? __________________________________________________
___________________________________________________________
___________________________________________________________
3. Do you agree with these reforms? Why or why not? __________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Your Turn

Draw a semantic web showing what you have learned in this lesson.

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 COURSE 1: Enhanced Basic Education Curriculum

References:
Bologna Process, http://www.ond.vlaanderen.be/hogeronderwijs/bologna/
retrieved February 19, 2014
International Decade for Action “Water for Life” 2005-2015. UN Department of
Economics and Social Affairs (UNDESA),
http://www.un.org/waterforlifedecade/food_security.html
retrieved on February 19, 2015
Bas et al (ed). 2013. The ASEAN Economic Community: A Work in Progress.
Singapore: Institute of Southeast Asian Studies
The K-12 Curriculum. Department of Education. Retrieved from www.deped.gov.ph
Severino, Rodolfo C. An ASEAN Economic Community by 2015?,
in Opinion Asia, 20 March 2010
Philippines Jobless Rate Down to Record Low retrieved on February 19, 2015 from
http://www.tradingeconomics.com/philippines/unemployment-rate

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