Nirebisa ng sistema ng edukasyon sa Filipinas ang (tersyaryang) kurikulum sa (wikang) Filipino up... more Nirebisa ng sistema ng edukasyon sa Filipinas ang (tersyaryang) kurikulum sa (wikang) Filipino upang ang pagkatuto ng estudyante ay lalo't higit pang makatugon sa mga pangangailangan ng isang lokal/global na mamamayan. Sinusuri ng papel na ito kung hanggang saan ang kurikulum sa Filipino ay nagagawang makatugon sa mga pangangailangan ng bawat estudyante kaugnay ng pagkatuto at paggamit sa Filipino bilang isang pambansang wikang nagpapasigla sa literasi, pag-unlad, at pambansang pagkakaisa't identidad. Ang rebisyon sa kurikulum ay isang positibong hakbang upang ang ating pambansang wikang Filipino ay makasabay sa mga nasyonal/global na isyu, konsern, at hamon. _____ Philippine Education undertook a revision of the (tertiary) Filipino (language) curriculum to maximize student learning and meet the more complex demands of local/global citizens. This paper examines the extent to which the Filipino curriculum is able to answer the needs of each student in learning and using Filip...
The Philippines' Department of Education undertook a curriculum reform for basic education wi... more The Philippines' Department of Education undertook a curriculum reform for basic education with the goal of improving student learning to meet the more complex demands of Philippine society amidst globalization. The 2002 Basic Education Curriculum has three key reform themes: (a) the articulation of more complex and higher-level learning goals, (b) the streamlining and integration of learning areas in the curriculum, and (c) the use of creative and innovative teaching approaches to improve student learning. These themes are discussed in the case of Makabayan — a new learning area that integrates several subjects with the goal of helping each Filipino student to develop a healthy personal and national identity. The problems in realizing the curriculum aims are discussed, focusing on the difficulties in fully articulating the ideal curricular elements, constraints in the implementation, and the weak conceptualization of the learning reform in the context of Philippine education.
Nirebisa ng sistema ng edukasyon sa Filipinas ang (tersyaryang) kurikulum sa (wikang) Filipino up... more Nirebisa ng sistema ng edukasyon sa Filipinas ang (tersyaryang) kurikulum sa (wikang) Filipino upang ang pagkatuto ng estudyante ay lalo't higit pang makatugon sa mga pangangailangan ng isang lokal/global na mamamayan. Sinusuri ng papel na ito kung hanggang saan ang kurikulum sa Filipino ay nagagawang makatugon sa mga pangangailangan ng bawat estudyante kaugnay ng pagkatuto at paggamit sa Filipino bilang isang pambansang wikang nagpapasigla sa literasi, pag-unlad, at pambansang pagkakaisa't identidad. Ang rebisyon sa kurikulum ay isang positibong hakbang upang ang ating pambansang wikang Filipino ay makasabay sa mga nasyonal/global na isyu, konsern, at hamon. _____ Philippine Education undertook a revision of the (tertiary) Filipino (language) curriculum to maximize student learning and meet the more complex demands of local/global citizens. This paper examines the extent to which the Filipino curriculum is able to answer the needs of each student in learning and using Filip...
The Philippines' Department of Education undertook a curriculum reform for basic education wi... more The Philippines' Department of Education undertook a curriculum reform for basic education with the goal of improving student learning to meet the more complex demands of Philippine society amidst globalization. The 2002 Basic Education Curriculum has three key reform themes: (a) the articulation of more complex and higher-level learning goals, (b) the streamlining and integration of learning areas in the curriculum, and (c) the use of creative and innovative teaching approaches to improve student learning. These themes are discussed in the case of Makabayan — a new learning area that integrates several subjects with the goal of helping each Filipino student to develop a healthy personal and national identity. The problems in realizing the curriculum aims are discussed, focusing on the difficulties in fully articulating the ideal curricular elements, constraints in the implementation, and the weak conceptualization of the learning reform in the context of Philippine education.
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