2. “We cannot equip the youth of the future with the tools of the past.” ~ Former DepEd Undersecretary and UNESCO Principal Director Victor Ordoǹez

3. The Philippine Curriculum

4. We are in the era of fast changing times and everything seems to undergo development and transformations. This situation of rapid changes does not exempt education. It is imperative that education as an institution must be adaptive to the changes that are happening within its walls and on its environment. A curriculum already exists; the problem is not to create it but to keep it current and functioning. The curriculum must undergo improvements, and that challenges is continuous.

5. The Philippine Educational system includes three levels of instruction:

6. School Grades The school year starts on the first week of June and ends on the last week of March (elementary and junior and senior high schools, while the college year is divided into two semesters: the first begins in the beginning of June and ends in October, while the second begins in November and ends in March).

7. Pre-School Education Emphasize social relationships, physical and mental growth, and the development of personal habits and attitudes through informal activities.

9. free and compulsory preschool education that effectively promotes physical, social, intellectual, emotional and skills stimulation as well as values information to sufficiently prepare them for formal elementary schooling

11. Features of Basic Education Curriculum: Greater emphasis on helping every learner to become successful reader. Emphasis on interactive/collaborative learning approaches. Emphasis on the use of integrative learning approaches. Teaching of values in all learning areas. Development of self-reliant and patriotic citizens. Development of creative and critical thinking skills.

14. 2. Overwhelming attention given to values education Aim: “functional literacy” “Values are treated as integral to the five learning areas. Education in and for values is geared towards the learner’s self-actualization” (2002 BEC pg. 16).

15. Values and life skills outcome of the RBEC: “After going through the restructured curriculum from Grade 1 up to Fourth Year, the learner ought to have developed and internalized a value system that makes him/her a person of integrity who has the competence and courage to face contemporary challenges and has the firm commitment to serve his/her country, respect of peoples and cultures, care for the environment, and live with gratitude to the Creator” (2002 BEC pg. 18).

17. A positive attitude towards work

18. Knowledgeable and skilled in livelihood and technology

19. Productive

20. Appreciative of sports and dancing

21. Respect of culture

22. Possessed of a global vision

23. Caring for environment

24. Faithful in accomplishing one’s duty

25. Respectful of human rights

28. Visual and information literacies

29. Cultural literacy and global awareness

30. Adaptability or ability to manage complexity

31. Curiosity, creativity, and risk taking

33. Personal and social responsibility

34. Interactive communication skills

35. Ability to prioritize, plan, and manage for results

36. Effective use of real-world tools

38. Time Allotment of the RBEC

39. Time Allotment of the Standard Curriculum for Madrasah Education in Public Elementary Schools *special schedule can be done in consultation with parents. Reference: Roadmap for Upgrading Muslim Basic Education

40. “If we would like to save our children from declining quality education, we need to save our schools first.”