000			02767nam a2200229Ia 4500
001			31425
003			0000000000
005			20210119150045.0
008			020315s2001 000 0 eng d
020			_a971-555-348-6
035			_a(AEA)C4F25C8171CF4F7B916359FECBC10CEE
050			_aLB 2806.15 _b.B147 2001
100			_aBago, Adelaida L. _941010
245		0	_aCurriculum development : _bthe Philippine experience. / _cAdelaida L. Bago.
260			_aManila : _bDe La Salle University Press, _cc2001.
300			_axii, 244 pages : _billustrations _c23 cm.
520			_a "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)
650			_aCurriculum planning
650			_aEducation
942			_cFIL
999			_c13326 _d13326