By Ezel B. Mangay-at
The educational curriculum of the Philippines has seen significant changes over the course of its history. These changes are a reflection of the nation’s commitment to adapting to societal upheavals, technological improvements, and the needs of the global community. Education, which had its origins in the time of Spanish colonial rule, was primarily used to promote the objectives of the colonial administration and the Catholic Church. The introduction of the American colonial period resulted in the development of a curriculum that was more Westernized. This curriculum included the use of English as the language of instruction and the incorporation of American educational concepts.
After the country gained its independence, successive administrations acknowledged the necessity of continual changes to handle newly developing difficulties and align the country’s aims. However, it was not until the 21st century that a curriculum creation strategy that was more dynamic and responsive came to the forefront of the educational landscape. It has been important to align the educational system with worldwide trends and norms to prepare graduates to effectively participate in the global labor market. This has been the fundamental push driving these improvements.
With the implementation of the K to 12 Curriculum in 2013, the Philippines made a considerable shift from the conventional educational framework already in place. Because of this initiative, basic education was extended to include two more years, which is equivalent to senior high school. The objective was to improve the overall quality of education by giving students with a curriculum that was more all-encompassing and focused on skills. This would better prepare learners for either further study or the workforce. Learners who needed to stay flexible with this change pondered on the rightness and justice of this revision, on the grounds that K12 is aligned to international standards with other countries in the world that observed 12-year basic education cycle, and the Philippines prior to its effectivity was among the remaining three nations, with Djibouti and Angola, and the last in Asia that was not observant of K12.
The increased emphasis on subjects that fall under the STEM (science, technology, engineering, and mathematics) umbrella is a prominent feature of the curriculum that is undergoing significant change. Learners now have the opportunity to pursue jobs in engineering, computer technology, and the sciences thanks to the curriculum’s incorporation of specialized tracks in STEM, which was done in response to the growing demand for specialists in these industries. In addition, the curriculum has increased its emphasis on technical-vocational education and training (TVET), providing students with specialized tracks that are designed to appeal to learners who are interested in learning skills and practical applications.
The incorporation of skills relevant to the 21st century is an essential component of the evolving curriculum. This is in recognition of the fact that academic competence alone is not sufficient in the modern world. The curriculum places an emphasis not just on traditional topics, but also on abilities like as critical thinking, communication, teamwork, and creativity. These are talents that are considered to be crucial for success in the current market. Digital literacy and information and communication technology (ICT) skills are integrated into the curriculum to better prepare pupils for the competitive digital environment. Technology is also an essential component.
As an additional point of interest, the curriculum emphasizes the significance of values education and holistic development. In addition to fostering academic success, the goal of subjects that emphasize the importance of social responsibility, cultural appreciation, and ethical principles is to cultivate well-rounded individuals who make a constructive contribution to society. The developing curriculum represents a commitment to delivering a more holistic and flexible approach to learning, which is intended to accommodate the various needs and goals of learners.
Due to the need to be resilient,MATATAG Curriculum was conceived, MATATAG stood for, “Make the curriculum relevant to produce job-ready, Active and responsible citizens; TAke steps to accelerate the delivery of basic education services and provision facilities; Take good care of learners by promoting learner well-being, inclusiveness learning, and positive learning environment; and, Give support for teachers to teach better.”
On the other hand, Republic Act No. 10533, or the Enhanced Basic Education Act is the current educational curriculum of the country, which increased the number of years of basic education, resulting in the creation of senior high school or grades 11 to 12, which kick-started in 2012 to 2013.
Before the phased implementation of the MATATAG Curriculum starting SY 2024-2025, the Department of Education (DepEd) is conducting the pilot implementation of DM 54, s. 2023 or the Pilot Implementation of the MATATAG Curriculum.The MATATAG Curriculum will be slowly implemented in phases for Kindergarten, Grades 1, 4, and 7, which will be implemented starting SY 2024-2025 and the other grade level will be in the succeeding years until all grade levels are completely covered.
Concerning the design of the curriculum, flexibility and adaptability are essential components. It is important to conduct regular evaluations and adjustments to guarantee that the process is responsive to new difficulties, technological breakthroughs, and shifting social requirements. The educational system must maintain its openness to feedback from educators, industry stakeholders, and the general public to guarantee that it remains relevant and effective throughout time.**
