Issues on sustainability in education : the Philippine Basic Education Curriculum conundrum

Journal article


Culala, Harold John and De Leon, John Angelo. (2019). Issues on sustainability in education : the Philippine Basic Education Curriculum conundrum. Jurnal Kemanusiaan. 17(2), pp. 35-45.
AuthorsCulala, Harold John and De Leon, John Angelo
Abstract

2019AbstractThis paper presents some issues concerning Education forSustainable Development (ESD) borrowing Stephen Sterling’s proposal to use Sustainable Education (SE) instead of ESD. The issues raised in this paper about ESD is limited to educational paradigms and not the curricular contents in which the ESD recommends. The reason being is that SE highlights the change of educational paradigm and not focused on curricular contents. With these issues, the paper explores on what is response of Philippine Basic Education Curriculum to the call to ESD. The paper attempts toanalyse the response based on the prevailing issues raised. The paper utilises qualitative research design. Document analysis is the technique used in analyzing the empirical materials. The empirical materials presented in this paper are: (1) Department Order number 14 series of 2013, (2) Department Order Number 13 series of 2012, and (3) Department Order Number 8, Series 2015). These three DOs are implementation documents which are meant to articulate the K-12 BEC. The analysis focuses on the explorationof these documents that are linked to K-12 BEC. This technique provides the authors inferences and the context of the paper was culled from the documents itself. With this, it provides insights and representations of facts that was used primarily tounderstand the conundrum posted. Learner-centered approach to teaching and learning is one of the main features of the K-12 BEC. This approach coincides with Sterling’s definition of sustainable education and Barr and Tagg’s new paradigm in teaching and learning. However, the three DOs show disjunct on the learner-centered feature of the curriculum. The empirical materials show elements of teacher-centered approach, an opposing paradigm to the learner-centered approach. The elements of teacher-centered approach that the empirical materials confirmed are (1) rigid instructional time per subject matter, (2) mass-produced textbooks, and lastly, (3) inflexible content standards. This paper opens further discourse on sustainable education and paradigms in teaching andlearning. It has a potential to open a wider discussion on the curriculum implementation practices of the country.

KeywordsCurriculum; Education for Sustainable Development; Sustainable Education; student-centered learning paradigm
Year01 Jan 2019
JournalJurnal Kemanusiaan
Journal citation17 (2), pp. 35-45
PublisherUniversiti Teknologi Malaysia
ISSN2660-755X
Web address (URL)https://jurnalkemanusiaan.utm.my/index.php/kemanusiaan/article/view/338
Open accessOpen access
Research or scholarlyResearch
Page range35-45
Publisher's version
License
All rights reserved
File Access Level
Open
Output statusPublished
Publication dates
Online29 Dec 2019
Publication process dates
AcceptedDec 2019
Deposited06 Jan 2025
Additional information

© 2019 Penerbit UTM Press. All rights reserved.

Place of publicationMalaysia
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