Program for Comprehensive Elementary Education Development (Proceed

Joven T. Tacloban

PROGRAM – A particular mindset or method of doing things COMPREHENSIVE – Broadly or completely covering; including a large proportion of something ELEMENTARY – Basic, essential, or fundamental part of something EDUCATION – The process or art of imparting knowledge, skill, or judgement DEVELOPMENT – The process of developing; growth, or directed change

In other words, PROCEED is “A method towards educational change that completely covers the fundamentals of imparting knowledge, skill, or judgement among the youth, who I still consider as the hope and future of our country.” ~ Not Important

Why develop the educational system? Based on our study of human behavior and motivation, there are “pushers” or instigators that force us to perform a certain action.

The surveys and researches revealed the deficiencies of previous curricula implemented by the Department.

Who did the surveys? The Presidential Commission to Study Philippine Education 1970(PCSPE), the Survey of the Outcomes of Elementary Education 1975 (SOUTELE), and the Experimental Elementary Education Program 1978 (EEEP).

The surveys revealed that our elementary students performed poorly especially in the 3 R’s.

OMG! Is that true? Unfortunately, yes! The studies went deeper and revealed the deficiencies in the curricula themselves. One of the findings revealed that the elementary school curriculum was overloaded starting from Grade One.

Aha! So these are the reasons why we need reforms in elementary education!

But remember, education is a lifelong process. Education itself learns from its mistakes. It will continue to make mistake and learn to correct itself. That’s how it grows and develops.

Several of the many reasons, yes!

Journey in Basic education Curriculum Reforms 1946 – 1956 The 1935 constitution provided certain educational objectives such as  development of moral character  personal discipline  civic conscience  vocational efficiency  citizenship training. To carry out the constitutional mandate, a revision of the elementary curriculum was made including the teaching of the national language obligatory, that was first offered in as a subject in 1939-1940 in public schools.

Journey in Basic education Curriculum Reforms 1946 – 1956 Another development was the shortening of the elementary curriculum from seven to six years in order to admit more children of school age. The Educational “Magna Carta” of the Philippines, provided for the system of the public elementary education and its matter of financing. The latter remained under the support of the city government (Philippine Education System. 19011976)

Journey in Basic education Curriculum Reforms 1946 – 1956 Legislations affecting basic education were passed including the following: Commonwealth Act No. 586 •  An act provide for the revision of the system of Public & Private Elementary in the Philippines including financing thereof. Commonwealth Act No.589 •  An act establishing a school ritual in all public and private elementary and public secondary schools.

Journey in Basic education Curriculum Reforms 1946 – 1956 Legislations affecting basic education were passed including the following: Republic Act No. 896 •  An act to Declare the Policy on elementary education in the Philippines.

Journey in Basic education Curriculum Reforms 1957 – 1982 The revised elementary education curriculum was gradually effected beginning the school year 1957-1958.

Minimum Time Allotment for the Elementary School Curriculum Subject Area Numbers of Minutes a Day I-II/ II-IV/V-VI o o o o o o o

Social Studies 40/50/50 Work Education 40/60/80 Health and Science 40/40/50 Language Arts 110/110/120 Arithmetic 50 Arts and Physical Education 40/40/50 TOTAL 310 /340 /400

Journey in Basic education Curriculum Reforms 1957 – 1982 The revised elementary education curriculum was gradually effected beginning the school year 1957-1958.

In the revised elementary education curriculum the vernacular was the auxiliary medium of instruction in G1 and G2: Pilipino and English were offered as subjects. "   The continuous progression scheme (CPS) was implemented in the elementary during S.Y. 1970-1971 but due to some misconception, it was literally construed as mass promotion, hence many nonreaders were promoted to next grade level.

Journey in Basic education Curriculum Reforms 1983 – 2001 The need reforms in the elementary education became imperative when the results of Survey of Outcomes in Elementary Education (SUOTELE) came out. A significant finding, clearly showed that the grader across the nation has mastered only 50% of what he was expected to learn and that the learned subject were the 3R’s.

Journey in Basic education Curriculum Reforms 1983 – 2001  Experimental Elementary Education Program (EEEP). To implement and maintain the recommendation of SUOTELE, the EEEP was launched by the Bureau of Elementary Education program 1978. it was conducted for two years on an experimental basis. The result of the EEEP pointed to the validity of the experimental curriculum in developing the communication skill of children in view of the reduction of the number of subjects and the increased time for instruction.

Journey in Basic education Curriculum Reforms 1983-2001 The impact of the aforementioned researches paved the way for the development of the a 10-year (1980-1990) PROCEED.   The Program for Decentralized Education Development (PRODED) served as a launching pad for the major reform envisioned in PROCEED, PRODED actually covers the first 4 years of the 10-yeardevelopment program.

Journey in Basic education Curriculum Reforms 2002 – 2011  With the coming of a new leadership in2001 in NSEC and the NESC were replaced by the 2002 Basic Education Curriculum (BEC). The curriculum aim to empower the Filipino learners to be capable of self-development through out one’s life and to be patriotic, benevolent, ecologically aware and godly. The curriculum promotes mutual interaction between students and teachers, between students and multi-media sources, and between teachers of different disciplines.

Journey in Basic education Curriculum Reforms 2002 – 2011  R.A. 10157 entitled An Act Institutionalizing the Kindergarten Education into the Basic Education System and Appropriating Funds Thereof : the declaration states that kindergarten is mandatory and compulsory for entrance to G1.

Journey in Basic education Curriculum Reforms 2012 – 2013  The roll-out implementation of the K-12 Basic Education Curriculum for G1 and G7 shall start during school year 2012-2013. Preparation of instructional materials and teaching guides for the training of trainers and regional training of G1 and G7 teachers are ongoing.

PROGRAM FOR COMPREHENSIVE ELEMENTARY EDUCATION (PROCEED) In 1982, financed by the World Bank, a 10-year Program for Decentralized Education Development known as PRODED was launched under the umbrella of the Program for Comprehensive Elementary Education (PROCEED). It was geared towards the improvement of elementary education with focus on upgrading the quality of education and increasing pupil participation and survival rates. Moreover, the program also attempted to address disparities between and within regions in the delivery of services and allocation of resources according to the degree of educational deprivation of each region. The New Elementary School Curriculum (NESC) is the core of PRODED. A subcomponent of this curriculum development project was entitled The Preparation of Elementary Education Measures also known as PREEM.  

PROGRAM FOR COMPREHENSIVE ELEMENTARY EDUCATION (PROCEED) It covers fewer learning areas putting greater emphasis on intellectual skills and basic knowledge, especially reading, writing and mathematics as well as attitude formation among pupils. Its content focuses on the development of a shared values and belief system which fosters humanism and sense of nationhood among children. It aims at mastery learning among the pupils. It also emphasizes the development of work skills which are as important as intellectual skills. It develops health values in the whole curriculum, not only in the period for character building activities and science and health. It develops competencies and values for social living reflected in the new dimension in Civics and Culture expanded to include History, Geography and Work Ethic for Grade III and in-depth learning of Geography, History and Civics in Grades IV-VI.

PROGRAM FOR COMPREHENSIVE ELEMENTARY EDUCATION (PROCEED)   It is a fact that this New Elementary School Curriculum of 1982 has to two (2) vital orientations: 1) intellectual quality of Filipino society into the next century and 2) development of humanism and sense of nationhood. Thus, the term Filipinism was coined to embody these orientations.   “Whereas, in the early 1990’s the Congressional Commission on Education (EDCOM) submitted its findings to the Philippine Congress on the education system and made several policy recommendations. Most of those policy recommendations have been translated into educational laws but other important recommendations remain to be acted upon.” (Executive Order No. 46)