Curriculum development : the Philippine experience. /
Bago, Adelaida L.
Curriculum development : the Philippine experience. / Adelaida L. Bago. - Manila : De La Salle University Press, c2001. - xii, 244 pages : illustrations 23 cm.
"This volume also attempts to relate policies and practices in curriculum development in the Philippines to established principles and approaches discussed in current literature on the process. It furnishes valuable information on how curriculum developers and educators undertake curricular reforms. It explores the decision making processes involved in determining goals and objectives, selecting and organizing content, choosing learning strategies, and the procedures for implementing and evaluating the curriculum. It provides a historical perspective to the changes that have taken place in Philippine education throughout the years, and discusses as well the issues that have significant impact on education in the country. The body of the book comprises eight chapters. Chapter 1 discusses the principles and theories of curriculum development. Chapter 2 describes the process of curriculum development in terms of the curricular reforms undertaken in the country so far. Chapter 3 provides the historical perspective not only of curriculum development but also of the evolution of education in the Philippines. Chapter 4 analyzes the approaches or models that curriculum planners prefer in developing the curriculum as documented and as revealed by existing curricula. The next three chapters are concerned with the design, implementation and evaluation of the curriculum. Finally, Chapter 8 tackles three major issues that have a tremendous impact on access and equity in education in the country. The major premise of the book is that curriculum development is a complex decision-making process that requires collective effort, and demands adequate training, experience and sensitivity from those involved in the exercise. This is because there are many areas of concern to consider in developing a curriculum design that will meet the expectations of society. Failure of curriculum practitioners to recognize this reality usually has distressing consequences on the educational system."--- Adelaida Bago (Source: Preface)
971-555-348-6
Curriculum planning
Education
LB 2806.15 / .B147 2001
Curriculum development : the Philippine experience. / Adelaida L. Bago. - Manila : De La Salle University Press, c2001. - xii, 244 pages : illustrations 23 cm.
"This volume also attempts to relate policies and practices in curriculum development in the Philippines to established principles and approaches discussed in current literature on the process. It furnishes valuable information on how curriculum developers and educators undertake curricular reforms. It explores the decision making processes involved in determining goals and objectives, selecting and organizing content, choosing learning strategies, and the procedures for implementing and evaluating the curriculum. It provides a historical perspective to the changes that have taken place in Philippine education throughout the years, and discusses as well the issues that have significant impact on education in the country. The body of the book comprises eight chapters. Chapter 1 discusses the principles and theories of curriculum development. Chapter 2 describes the process of curriculum development in terms of the curricular reforms undertaken in the country so far. Chapter 3 provides the historical perspective not only of curriculum development but also of the evolution of education in the Philippines. Chapter 4 analyzes the approaches or models that curriculum planners prefer in developing the curriculum as documented and as revealed by existing curricula. The next three chapters are concerned with the design, implementation and evaluation of the curriculum. Finally, Chapter 8 tackles three major issues that have a tremendous impact on access and equity in education in the country. The major premise of the book is that curriculum development is a complex decision-making process that requires collective effort, and demands adequate training, experience and sensitivity from those involved in the exercise. This is because there are many areas of concern to consider in developing a curriculum design that will meet the expectations of society. Failure of curriculum practitioners to recognize this reality usually has distressing consequences on the educational system."--- Adelaida Bago (Source: Preface)
971-555-348-6
Curriculum planning
Education
LB 2806.15 / .B147 2001
