Presented by Maam Ilyn Lozano, This chapter emphasizes the evolution of curriculum in elementary education in the Philippines by looking at three major programs: the PRODED, NESC, and TEEP. These programs were intended to enhance the quality of education and respond to the changing requirements of the students. To put it differently, these programs were meant to enhance the experience of primary school learners in the Philippines by bettering the teaching, the materials and the pupils themselves. The aim was to provide every pupil an opportunity to achieve success in life through education that is informative, interesting, and useful.

Discussed by Maam Kate Molina, The evolution of secondary education in the Philippines would not have been attained without the SEDP and NSEC. They concerned not only the change of the content of the subjects taught at the schools. They were also about improving the quality of education and its relevance to the needs of the students and the nation. Particularly these programs helped schools to get computers and teachers retraining as well as helped students with the necessary skills for life. It was a move towards having education that had a wider reach, with all children being able to enjoy equal better education opportunities regardless of their social status.

In the end, these and other programs and initiatives targeted the vision that secondary education is a ‘qualification’ to be employed or training for one to be employed skillfully after education or further training.

Presented by Maam Morala, this chapter underscores the point that imbuing the curriculum with effective teaching is not an end in itself, rather it is teaching with a clear purpose. Stating what educational aim learning is being pursued for assists both teachers and learners to appreciate the reason behind the learning. It is not simply a matter of teachers imparting knowledge, but rather, that students are directed towards certain objectives that foster their development. In accordance with realistic educational objectives, the curriculum helps ensure that students acquire knowledge, skills and values, in an environment conducive to the learning process. Such organization also increases the ease with which implementation progress is recorded, and modification is possible. At the end of the day, the interaction between curriculum development and educational objectives is an important factor in the development of a coherent education system that is in tune with the needs of the learners. It guarantees that education is not approached merely as a means of passing examinations but rather as preparedness for life after school.

This is critical, especially in helping teachers to keep in focus the perspective of the child, so that the curriculum is worked out in relation to the expectations and the capabilities of the children, and therefore every child is made to succeed.