Constructive Alignment of the Enhanced Basic Education Curriculum

Abstract

Introduction: Basic education reform is considered essential for providing Filipino learners with a higher quality of education. It aims to equip graduates with the skills and knowledge needed to either enter the workforce immediately after senior high school or pursue higher education in college.

Objectives: This paper analysed the constructive alignment of the basic education Social Studies subject in the written, implemented, and assessed curriculum and identifies the challenges encountered by the teachers in the teaching and learning process.

Methods: The study made use of a qualitative research approach. Document analyses were utilized to determine the constructive alignment of the written and the implemented curriculum.

Results: The study determined that the 21st-century skill most represented through the learning competencies in the Social Studies curriculum is Information Literacy Skills, utilizing document analyses and interviews. Problem-Solving ranked second and followed by Critical Thinking in the written curriculum. In the implemented curriculum, the 21st-century skill most represented through the learning competencies is Problem-Solving. Critical thinking ranked second and followed by Information Literacy Skills. There are identified issues in the implementation of the 21st Century Skills in Social Studies, which include insufficiency of learning resources, congested curriculum, pedagogy, and characteristics of learners.  

Conclusions: The intervention plan centered on the TEIs was formulated to prepare would-be teachers to teach Social Studies in the field and propose an extension project to enhance in-service teachers' skills in 21st instructional planning, pedagogies, and assessment.