RYAN P.

DINONG
JOY R. REGUA
NENITA M. MANZANO
MARY R. SUMIBCAY
MAY ANN M. GRANIL
SALIENT FEATURES OF BEC 2002
I.

The Basic Education Curriculum and Legal Bases

The Education Act of 1982 or Batas Pambansa Blg. 232 provides the general objectives of
elementary, secondary and nonformal education.
The objectives of elementary education are as follows:
1. Provide the knowledge and develop the skills, attitudes and values essential for personal
development, a productive life, and constructive engagement with a changing social milieu;
2. Provide learning experiences that increase the childs awareness of and responsiveness to the
just demands of society;
3. Promote and intensify awareness of, identification with, and love for our nation and the
community to which the learner belongs;
4. Promote experiences that develop the learners orientation to the world of work and prepare
the learner to engage in honest and gainful work.
The objectives of secondary education are threefold:
1. Continue the general education started in elementary;
2. Prepare the learners for college, and
3. Prepare the learners for the world of work.
The 1987 Constitution provides the basic state policies on education, both formal and
nonformal.
Article XIV, Section 1. The State shall protect and promote the right of all citizens to
quality education at all levels and shall take appropriate steps to make such education
accessible to all.
Article XIV, Section 2 (1). The State shall establish, maintain, and support a
complete, adequate, and integrated system of education relevant to the needs of the
people and society.
Article XIV, Section 2 (4). The State shall encourage nonformal, informal, and
indigenous learning systems, as well as self-learning, independent, and out-of-school
study programs particularly those that respond to community needs.
Article XIV, Section 3 (2) states that the school

Page 1 of 11

shall inculcate patriotism and nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes in the historical development of the
country, teach the rights and duties of citizenship, strengthen ethical and spiritual
values, develop moral character and personal discipline, encourage critical and
creative thinking, broaden scientific and technological knowledge, and promote
vocational efficiency.
The focus of DECS mandate to basic education then was to cover elementary, secondary and
non-formal education including culture and sports. In August 2001, Governance of Basic
Education Act (Republic Act 9155) was passed transforming the name of DECS to DepED and
redefining the role of field offices namely, regional, division, district and schools. The same Act
provides the over-all framework to strengthen leadership roles of school heads vis--vis schoolbased management within the context of transparency and accountability. Through this, the goal
of basic education which is, to provide the school age population and young adults with skills
and knowledge and values to become caring, self-reliant, productive and patriotic citizens, will
hopefully be attained.
The Governance of Basic Education Act of 2001 provides the general goal of basic education:
to develop the Filipino learners by providing them basic competencies in literacy and numeracy,
critical thinking and learning skills, socially aware, patriotic, and responsible citizens.
The Governance of Basic Education Act envisions a curriculum that shall promote the holistic
growth of the Filipino learners and enable them to acquire the core competencies and develop
the proper values. This curriculum shall be flexible to meet the learning needs of a diverse
studentry, and is relevant to their immediate environment and social and cultural realities.
Thus, in line with the vision of the Philippine Basic Education, the Department issued DepED
Order No. 43, s. 2002 known as The 2002 Basic Education Curriculum.
The 2002 Basic Education Curriculum is a restructuring and not a sweeping change of the
elementary and secondary curricula (New Elementary School Curriculum and New Secondary
Education Curriculum). The goals, objectives structure and content of the 2002 Curriculum are
in compliance with the 1987 Constitution of the Republic of the Philippines, the 2001
Governance of Basic Education Act, and the 1982 Education Act.
II.

Current: The Restructured Curriculum for Formal Basic Education

The 2002 Curriculum for formal basic education aims at raising the quality of the Filipino
learners and graduates and empowering them for lifelong learning, which requires the attainment
of functional literacy. The restructured curriculum makes use of innovative, interdisciplinary and
integrative modes of instructional delivery whenever these modes are possible and appropriate.

Page 2 of 11

Figure 1. Conceptual Framework of Basic Education Curriculum

Since integration works best when teachers of different disciplines plan and teach together thus
collaborative teaching is strongly encouraged in this 2002 curriculum. The ideal teachinglearning process is interactive, and thus the curriculum has been restructured to promote more
reciprocal interaction between students and teachers, between themselves (collaborative
learning), between students and instructional materials, between students and multi-media
sources, and between teachers of different disciplines. Using the restructured curriculum, schools
are allowed to design and contextualize the implementation of Makabayan while information
communication technology shall be used in every learning area, whenever hardware and
software are available. No teacher will be made redundant and none will be underloaded or
overloaded in the implementation of this curriculum. Likewise, every teacher is a values

Page 3 of 11

educator, identifying and contextualizing the values inherent in her or his discipline and serves
as a role model of the learners.
Even with the integration of values and lifeskills in Filipino, English, Science and Mathematics,
these learning areas will inevitably accentuate the development of linguistic and logicalmathematical intelligences. Therefore there is a need for one learning area to provide more
opportunities for the learner to pursue other meaningful interests and to develop the
interpersonal, spatial, musical and bodily-kinesthetic intelligences.
The design of the curriculum is based on the principle that there are two (2) main sources of
reliable and meaningful knowledge for contemporary basic education: expert systems of
knowledge and the learners experience in his or her context. The curriculum has been
restructured so that these two main sources will interact with one another reciprocally thereby an
interactive one.
Figure 2. Curriculum Parameters
CURRICULUM
PARAMETERS

OBJECTIVES
Competencies
(Knowledge,
skills, attitudes)

CONTENT/PROCESS
SKILLS
Emphasis on learning
how to learn
Localization/
Contextualization

MATERIALS/
RESOURCES
Textbooks
ICT
Community

TEACHING-LEARNING
PROCESS
Learner as constructor
of meaning
Teacher as facilitator,
enabler and
manager of learning

EVALUATION
Portfolio
assessment
Authentic
assessment
School-based
evaluation

FEEDBACK
Studies indicate that an overcrowded curriculum and its insufficient relevance to the diverse
context of our learners hinder or delay the development of lifelong learning skills hence to
decongest the curriculum and make it easier for teachers and learners to contextualize it, the
curriculum has been restructured into five (5) learning areas namely Filipino, English, Science,
Mathematics, and Makabayan with a stronger integration of competencies within and across
these learning areas. Each of these five learning areas addresses both the individual and social
needs of learners. However Makabayan will be the learning area that stresses most on the
development of social awareness and empathy and a firm commitment to the common good.

Page 4 of 11

Figure 3. Restructured Curriculum for Formal Basic Education

Edukasyon sa Pagpapahalaga
Self-Actualization

Filipino

Teaching-Leaning

Teaching-Leaning
Socio-cultural,
politico-economic
literacy

Makabayan
Makatao
Makakalikasan
Maka-Diyos

Science

Teaching-Leaning

Functionally literate
Equipped with life skills
Appreciative of the arts
and sports
Spiritual

Linguistic Literacy

English

OUTCOMES

Scientific/
Technological
Literacy
Numeracy

Teaching-Leaning

Mathematics

Teaching-Learning

Makabayan
Sibika/Kultura/Kasaysayan/Heograpiya/
Araling
Panlipunan
Teknolohiya, Edukasyong Pantahanan at
Pangkabuhayan (EPP/THE)
Musika, Sining, Edukasyong Pangkatawan at
Pangkalusugan (MSEP/PEHM)
Edukasyon sa Pagpapahalaga (GMRC/VE)

Table 1. Learning Areas for Basic Education

Grade/Year
Level

Learning
Area 1

Learning
Area 2

Learning Area 2

Learning Area 4

Filipino

English (with
Science)

Mathematics

Filipino

English (with
Science)

Mathematics

3
4
5
6
First Year
Second Year

Filipino
Filipino
Filipino
Filipino
Filipino
Filipino

English
English
English
English
English
English

Science and Health

Science and Health
Science and Health
Science and Health
Integrated Science
Biology

Mathematics
Mathematics
Mathematics
Mathematics
Elementary Algebra
Intermediate Algebra

Learning
Area 5
Makabayan
(with
Science)
Makabayan
(with
Science)
Makabayan
Makabayan
Makabayan
Makabayan
Makabayan
Makabayan
Page 5 of 11

Grade/Year
Level
Third Year

Learning
Area 1
Filipino

Learning
Area 2
English

Fourth Year

Filipino

English

Learning Area 2

Learning Area 4

Chemistry

Geometry
Business
Trigonometry
Mathematics
& Advanced
& Statistics
Algebra
(Track A)
(Track B)

Advanced
Chemistry
(Track A)

Physics
(Track B)

Learning
Area 5
Makabayan
Makabayan

Table 2. Basic Education Curriculum Weekly Time Allotment

Grade/Year Level

Filipino

English

400

500

400

500

3
4
5
6
First Year
Second Year
Third Year
Fourth Year

400
300
300
300
300
300
300
300

500
400
400
400
300
300
300
300

Science
Integrated in
English &
Makabayan
Integrated in
English &
Makabayan
200
300
300
300
300
300
300
300

Mathematics

Makabayan

Total Minutes/
Week

400

300

1600

400

300

1600

400
300
300
300
300
300
300
300

300
500
600
600
780
780
780
780

1800
1800
1900
1900
1980
1980
1980
1980

Comparatively, these are the features that make the 2002 Basic Education Curriculum different
from the previous NESC and NSEC:
a)
b)
c)
d)

restructuring of the learning areas to five (Filipino, English, Science, Mathematics, and
Makabayan,
stronger integration of competencies and values within and across the learning areas,
greater emphasis on the learning process and integrative modes of teaching, and
increased time for tasks to gain mastery of competencies of the basic tool subjects.

The NFE curriculum is not a replica of the formal curriculum, and does not have the grade levels
of formal education, although the learning outcomes of the nonformal curriculum and the
restructured formal curriculum are practically equivalent. The Non-Formal Education (NFE)
curriculum has been designed to be more responsive to the needs of out-of-school youth and
adult learners, who will be empowered to function effectively as family and community
members, workers, entrepreneurs, and Filipino citizens.
Curriculum development is a dynamic process and thus this restructured curriculum will
continue to develop year after year.

III.

CHALLENGES
Page 6 of 11

Revisiting the basic education curriculum is looking back the pilot years, the lessons learned,
insights gained and moving forward for further improvement. It poses challenges therefore in
terms of continuous consultation among stakeholders and realizing that the legitimacy of the
curriculum does not depend on legislation or executive fiat but on a common ownership the
stakeholders have of the curriculum.
1.

Continuous capacity building

Change can indeed be threatening. It is because of this that capacity building must become
an ongoing process. Everyone must be open to policy changes such as on the following
recommendations:

2.

1. No transmutation of grades
2. Use of non-traditional assessment to complement the usual teacher-made
tests
3. Adoption of a common test design: 60-30-10 Lowering of the failing grade
that can appear in the report card from 70 to 65% and setting the lowest
passing at 75%
Customization of summer classes to learning needs
Simplified selection of honor students
Greater application of ICT in the curriculum: moving from learning about the
technology to using the technology as a tool for teaching and learning

Quality of textbooks and of instruction

3.

Emphasis on English as the language of instruction (5 out of 8 subjects shall be

taught in English)
Restoration of the unit credits in the secondary level
Change in the time allotment for Science from 400 minutes to 360 minutes per
week and for Social Studies from 200 minutes to 240 minutes per week
Individual rating instead of averaging for the components of Makabayan
Adoption of a performance-based grading system

Better quality books for the cheapest prices in addition to the revision of textbooks
to respond and include current technology such as ICT

Road Map to Education

DepED is currently pursuing a package of policy reforms called Basic Education Sector
Reform Agenda (BESRA) to build upon the effects of the Schools First Initiative (SFI) and
to create a basic education sector that is capable of achieving the Education for All (EFA)
objectives by 2015. Its centerpiece is School-Based Management (SBM) which intends to
enable and empower school stakeholders to manage their own affairs for improved delivery
of educational services through continuous improvement of school management. It covers
six (6) dimensions: (1) School Leadership (2) Internal Stakeholder Participation (3) Extent

Page 7 of 11

Stakeholder Participation (4) SIP Process (5) School-Based Resources (6) School
Performance Accountability.
The following critical interventions are being scaled up to improve the way both and public
and private schools perform:
1. School-Based Management Grants to support establishment of SBM
structures and implementation, monitoring and reporting of school
improvement plans
2. Training of teachers, school heads and education managers to improve
quality in basic education
3. Establishing Competency-Based Teachers Standards
4. Putting up of Speech Laboratories for Oral Language Proficiency
5. Implementing Programs for Excellence (Arts, Sports, Special Education,
TECH-VOC Education) to promote holistic development of children via cocurricular activities and special curricular offerings. DepED is currently
working on the provision of supplemental school budgets to support the
expenditures entailed by this unique program offering
6. Aligning National Examinations to the Requirements of the Quality
Assurance and Accountability Framework as Measures of Student Outcome
7. Providing Alternative Delivery Modes of Learning to address the basic
education needs of learners in unique or difficult situations who encounter
problems attending the formal school system. Examples are Distance
Education for public elementary schools, open high school and Project Ease
(Easy and Affordable Secondary Education)
8. Expanding Early Childhood/Preschool Education to provide quality early
childhood education for all 5-year olds since early childhood education is a
critical phase in a childs development
9. Providing ICT in Basic Education to gain access to quality educational
materials while upgrading the capabilities of teachers and school
administrators by providing computers, softwares, coursewares and other
paraphernalia laying the foundation for a large scale technology-based
intervention through Open and Distant Learning
10. Investing on Science and Math equipment and constructing Tech-Voc
workshops to help students apply the scientific concepts, tinker with some
equipment for experimentation and learning retention while Tech-Voc
workshops is aimed to upgrade the quality of co-curricular programs
4.

DepED Thrusts and Programs

Continuing curricular innovations
1. Refinement of English, Science and Math
2. Special Science Elementary/Secondary Schools
3. Alternative Learning System
4. Bridging learning gaps through the use of mother tongue
Strengthening Preschool Education
1. Human Resource Development
2. Systematizing Service Contracting
3. Linkages with Stakeholders
Page 8 of 11

ICT Integration in Teaching/Learning Processes

1. Pupil Development
2. Human Resource Development
3. Governance
Provision of Appropriate Educational Delivery System to Children at Risk
1. Children with special needs
2. Indigenous Peoples, Muslims
3. Child laborers, abused and street children
4. Others
Managing Schools and Teachers for Better Learning Outcomes
1. Appraisal of Performance of Public Elementary Schools (APPES)
2. Every Child A Reader Program (ECARP)
3. National Achievement Test (NAT) - Elementary and Secondary
4. National Career Assessment Examination (NCAE)
Strengthening Tech-Voc Education
This program is in response to the concerns on drop-outs on secondary education,
job-skills mismatch, higher learning and career preparation. Tech-Voc high
schools provide students with appropriate skills, an avenue to earn extra income
while in school and provide them with more options either to pursue higher
learning or enter into the world of work or entrepreneurship. Thus, Tech-Voc
trainings are meant to equip secondary school students with employable skills.
This program gives priority to 261 Tech-Voc high schools by putting them in a
unique place in a public secondary system categorized as, (1) arts and trades
schools (2) agriculture schools (3) fishery schools.
At present, of the 261 tech-voc high schools, there are 139 or 53.26% arts and
trade schools, 78 or 29.89% agriculture schools and 44 or 16.86% fishery schools.
Tech-Voc high schools curricular offerings are ladderized and competency-based,
having been aligned with the training regulations of Technical Education and
Skills Development Authority (TESDA) in order to produce students with the
right skills matched with the requirements and standards of the local and
international labor industries.

5.

Policy Directions
5.1 School-Based Management
Greater authority for principals to manage own affairs based on DepED standards
for improved SBM practice
Drilling down school budget to promote continuous school improvement
Provision of more principal items to schools for greater accountability over results
Provision of augmentation funds to schools with special programs in ESM, techvoc, culture, arts, sports and SPED
5.2 Expansion of the DepED Preschool Program
DepED to expand coverage of 5-year olds

Page 9 of 11

Training on standard curriculum and its related instructional materials will be

extended to Day Care Center (DCC) workers handling preschool classes
Private and NGO schools to be encouraged to adopt the Grade 1 Readiness
Assessment Tool
Regulatory functions of DepED over private preschools are undergoing review

5.3 Scaling up proven educational technologies in providing alternative delivery modes

and alternative learning system services
MISOSA (Modified in-school, off-school approach)
Balik Paaralan para sa mga OSY/OSA
Open Learning (e.g. Project EASE (Easy and Affordable Secondary Education),
IMPACT (Instructions Managed by Parents, Community and Teachers), Night
High School)
5.4 Accelerating Integration of ICT in Basic Education
Technology-based education, including open and distant learning
Massive training of teachers, administrators, supervisors, education managers
Tighten system of governance
Management information systems
A review of the DepED expenditures last 2007 reveals the governments prioritizing basic
education in its development agenda. Likewise, the active participation of the local governments,
private sector, non-government organizations and civil societies, including multilateral and
bilateral organizations in helping improve the quality of basic education in the country will
eventually lead to improving the life of every Filipino.

Page 10 of 11

Page 11 of 11