SECONDARY EDUCATION DEVELOPMENT PROGRAM

(SEDP)

 It developed a new high school curriculum to upgrade secondary education which had
been considered the weakest link in the school system.

 It aims to strengthen students’ preparation for work and for tertiary education.

 This program was implemented nationwide beginning SY 1989 – 1990 with the New
Secondary Education Curriculum (NSEC) as a major component.

RATIONALE FOR SEDP

As mentioned in the paper of Director Esperanza A. Gonzales of the Bureau of Secondary

Education, Department of Education, Culture and Sports, entitled “THE 1989 SECONDARY
EDUCATION CURRICULUM”, when the first graduates of the New Elementary School
Curriculum (NESC) come to high school in 1989.

Why there’s a need to change the 1973 Revised Secondary Education?

 The multi-disciplinary and interdisciplinary approaches which were good features of the
1973 revised curriculum were not reflected in the instructional materials or in the
classroom processes.
 The desire to develop among students good work attitudes fell short of expectations.
The conceptual approach to problem solving in the social sciences proved ineffective for
learning the content of social science subjects, etc.

Legal and Other Bases of 1989 SEDP

The 1987 Constitution in Article XIV Sec. 1 states that

“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.”
Sec. 3 (1), (2), Sections 14, 19 and Art. XV Sec.1 which were cited in the previous chapters
expressly stated education-related constitutional requirements serving as the primary legal
bases of the 1989 SEDP.

Decree No. 6-A and Batas Pambansa Blg. 232 otherwise known as Education Act of 1982
clearly spells the need for the kind of the education that will continue general education stared
in the elementary grades; prepare learners for college and prepare learners for the world of
work.

This curriculum is supportive of the Medium Term Development Plan targets and the values
development thrusts in accordance with the Values Education Framework of the DECS.

Main Components of Secondary Education Development Program

Provision of
Students’
Textbooks and
Teacher’s
Manual in ratio
1:1
Staff
Curriculum Development
Reform (Short and
Long Term)

Main
Components of
SEDP

Research Studies Provision of

on NCEE, barangay Science and
high schools, Work
career guidance, Education
etc. Equipment

Assistance
to Private
Education
To effect efficiency in the system, the SEDP will also focus on:

 Research studies on school location and distribution, financing schemes, teachers

'salaries and benefits, etc.

 Training of administrators

 Strengthening of management and evaluation system

In addition to this, SEDP will also undertake or expand the school building program, service
contracting scheme and other alternative delivery system.

 Develop an enlightened commitment to the national ideals by cherishing, preserving,

and developing moral, spiritual and socio-cultural values, as well as other desirable
aspect of the Filipino heritage.

 Obtain knowledge and form desirable attitudes for understanding the nature and
purpose of man and therefore, of one’s self, one’ s own people, and other races, places
and times, thereby, promoting a keen sense of self, of family and of national and
international communities.

 Develop skills in higher intellectual operations and more complex comprehension and
expression activities and in thinking, intelligently and critically and creatively in life
situation.

 Acquiring works skills, knowledge and information and work ethic essential for making
an intelligent choice of an occupation or career, and for specialized training in specific
occupation.

 Broaden and heighten their abilities in and appreciation for the arts, science and
technology as a means for maximizing their potentials for self fulfillment and for
promoting the welfare of others.
 Scope and Sequence of the Curriculum

There are eight subjects from first year to fourth year. These are:

1. English
2. Pilipino
3. Mathematics
4. Science and Technology
5. Araling Panlipunan
6. Edukasyon, Pangkatawan, Kalusugan at Musika
7. Technology and Home Economics
8. Education sa Pagpapahalaga (Values Education)

Subject Area Description

The subject areas Filipino and English shall place a strong emphasis on the development of
critical thinking skills and communication competence.

Araling Panlipunan (Social Studies) shall be taught from the Philippines perspective. The area
of study for the first year is Philippine History, Asian History in the second year. Economics in
the third year and World History in the fourth year.

Mathematics will include higher level of competencies in preparation for technology course
introduced at the tertiary level.

In Science, the focus in the first year shall be General Science, Biology in the second year,
Chemistry in the third year and Physics in the fourth year.

Arts will be added in the third and fourth years to Physical Education, Health and Music.

The implementation of Technology and Home Economics as a new subject area will be
deferred. The teaching of Practical Arts as currently practice will continue except in the try-out
and leader schools.
 Subject Area Units Number of Minutes

English 1 40

Pilipino 1 40

Mathematics 1 40

Science and Technology 1.5 60

Araling Panlipunan 1 40

Edukasyon Pangkatawan, 1 40

Kalusugan, Musika

at Sining (III, IV) 1 40

Technology ( I, II) and

Home Economics (III-IV) 2 60

Practical Arts for SY (1989)

Edukasyon sa Pagpapahalaga 1 40
 Curriculum, Validity, Relevance and Effectiveness

This new curriculum was tried out in 80 pilot schools representing seven (7) types of secondary
schools, namely:

 Barangay

 Municipal

 Provincial

 City-Vocational

 Private secretary

 Private non-sectarian

Studies to determine the effectiveness of teaching and learning were conducted.

 These studies included surveys of students’, teachers’, and administrators perceptions

on the new textbooks, medium of instruction, time allotment and new subject areas.

To be prepared for the effective implementation of the New Curriculum

 Staff development programs were undertaken, including the training by selected

centers of public and private school regional trainers; leadership training for secondary
school principals/administrators for both public and private schools; and there will be
mass training of first year teachers for both public and private schools in April and
May, 1989.

Among the Centrex's are the Philippine Normal College for English, Filipino and Values
education; UP College of Education for Social Studies, Health and Music; UP ISMED for
Science and Mathematics; TUP for Technology and Home Economics and Work Experience;
UP SPEAR FOR Physical Education; and Maryknoll College for Values Education