Limay Polytechnic College

Limay, Bataan

SWOT ANALYSIS
Submitted By: Rosalinda Samong
Bachelor of Elementary Education II

 National Elementary School Curriculum (1984-2002)

 New Secondary Education Curriculum (1991-2002)
 Revised Basic Education Curriculum ( RBEC 2002)
 Secondary Education Curriculum Understanding by design Model (UBD) 2010
 K-12 Basic Curriculum 2012
 National Elementary School Curriculum 1984-2002
Objectives NESC (1984- Strength Weaknesses Opportunities Threats Analysis/Reflection
2002)
 Able to develop Students  More time for  Class schedule  Mastery of  Out of mind set NESC or national
the basic skills, subject matter  Learning learning can lead to poor elementary school
literacy,  Develop difficulties competencies comprehension curriculum is the first
numeracy and knowledge and  Avoid wrong  Promote values  Hard to cope up research-based
learning skills doings edge for more tasks curriculum it was
competencies  Appreciate values  Slow learners  Complex  lack of learning developed/connected
known as  Flexibility for  Absence comprehension materials to NSEC or new
Minimum different contents  Literate  financial stability secondary education
Learning  Comprehension  Use learning  out of interest curriculum. NESC
Competencies. skills capabilities for was the answers to
next level conflict in previous
surveys in terms of
Education and
 Able to Teachers  More time to teach  Meet students  Mastery of  mastery of level of acquiring
facilitate subject matter difficulties subjects handling different learning abilities. The
learning areas  Develop subjects  Obtaining students  Provide good interest of students contact time for this
that was given and learning learning style mold students  knows lot of curriculum is
by the competencies  Overloaded paper  Improve learning approaches increased for both
curriculum for  Facilitate whole works strategies  link selves to teachers and students
effective output. class  Different interest of  mold students individualized to link their selves in
 Provide different students about values instruction terms of improving
strategies  Lack of learning  develop own  maintaining education. Home
 Improve oneself in materials selves effective learning economic and
field of teaching style educational livelihood
 passionate was added to grade IV
For students to
remember and capable
 Able to provide School  Control within  Overloaded paper  Effective  has great to operate thing
learning Administrators schools works management connection to independently and
guidelines and  Provide guidelines  Missed tasks skills policy makers appreciate meaning of
monitor the  Monitor learning  Considering all  Sets learning  too broaden skills. This curriculum
learning development outputs materials allocating skills shows us the
development of  Good allocation of  Ineffective aligning  Lifelong skills  unpromising better importance of
both students tasks of subject teachers  Flexibility guidelines education/ values and
 and teachers.  Solution seeker  Lack of learning  productive  conflict for at the same time on
materials expected efficient how we are able to use
and effective our capability in
learning everyday life. I
approaches conclude that NESC
 considering no just emphasized the
difficulties as development of
motivation competencies and
provide subject areas
 Able to Parents  Provide other  Financial status  Great future  Class schedule for us to be literate but
continuously information  Working  Stability  Undeveloped also to realize oh how
provide moral  Guide to right path opportunities  Mold more learners it will help us in daily
support and  Lead learners to  Lack of knowledge learners  Failures lives and to perform
exact financial good to guide learners  Guidance  Continuous what is god and right.
needs.  Provide needs  Self-control  Conserve financial support For the addition to
 Student’s academic  Continues proving importance of  Lack of focus to this, it consist personal
success needs of students values students learning development,
difficulties awareness and self-
identity.
 Able to improve Community  Maintain importance  expected actions  effective  introvert
learners by of values education  limited words and learning  less personal
different  Promoting positive actions experience development
learning acts than not  lack of knowledge  conserve values  community status
experiences and  Provide learning  less awareness education  learning
integrative experience  lack of learning  performing experience
learning  Gives advices and capabilities what should (negative)
opinions learners do  bad performance
 Develop skills  guidance
 awareness
 Able to provide Policy Makers  Lead curriculum  Ineffective result  Promising  Blame
and obtain  Provide norms  inappropriate better  Tangled plans
effective set of and needs output guidelines  Disobeying
standards for  Conserve making  Heavy workloads  Maintain standards
curriculum as sets of standards  Out of conformity efficient  Ineffective output
guide for school  Authority to give  Solution seeker learning  Unsuccessful
learning rules procedure result
development  Provide  Flexibility
consequences  Improve skills
 productive
 New Secondary Education Curriculum 1991-2002
Objectives NSEC (1991- Strength Weaknesses Opportunities Threats Analysis/Reflection
2002)
 Able to Students  Develop skills in  Difficulties in  Better future  Missed Curriculum is not
improve the higher intellectual some matters  Real world approach lead to permanent, there will be
performance in operations  Poor experience poor changes and lot of
science, math  More complex comprehension  Master comprehension revisions. As for
and comprehension and  Lack of competencies  Absence elementary, secondary
communication expression vocabulary  Fully developed  Unfamiliar curriculum should also
and to focus on  Broaden and  Financial skills and abilities terms guide to seek the
process, values heighten ones stability  Personal  Less of personal improvements or
development, abilities  Uncontrolled involvement involvement developments of students
productivity  Appreciation for the attitude and  Close minded as they grow old or as
and arts, science and emotion they step up for next
technology. technology. levels. NSEC or new
 Self fulfilment secondary education
curriculum is a
“crowded curriculum”
and which it
 Able to expand Teachers  promoting the  overloaded  improved oneself  undeveloped pertains to the quality
access to welfare of others paper works  professionalism learning high school graduates.
learning  appreciation for  conflict to  productive strategies On how they will use and
areasand use other abilities of student  easy handling  lack of develop their learning
cognitive- students  learning learning difficulties improvements capabilities and
affective-  developed own difficulties of  reflecting to  avoiding to competencies as they
manipulative skills learners experiential present main pursue challenges in life.
based approach  provide clearer  continuous learning point of view of The focus of this
to facilitate learning proper use of curriculum curriculum is to guide the
students. competencies strategies  disobeying students to moral,
 organized and  lack of learning guided learning spiritual, socio cultural
stable obtaining of materials strategies values and national
learning  learning ideals, this curriculum
capabilities materials Wants to present to
students the importance
 Able to focus School  Develop skills in  Conflict to  Continuous  Conflict within of each learning and at
on monitoring Administrators terms of aligning teachers proper allocation provided guide the same time to focus
students and monitoring  Unorganized  Flexibility  Missed proper high school students to
learning learning process output  Improvements of process/proced the importance of nature
development  Lead teachers and  Tangled managing ure and responsibility of a
and promote students alignment of  Higher level of  Conflict to human being. In this
process content  Productive teachers productivity teachers and Curriculum here also re-
values  Operate learning  Overloaded  Set for more students presents to be literate in
development, procedure paper works objectives learning output terms of technology and
productivity  Flexible in all  Provide options  Lack of options to be productive in
and factors  Unsuitable different kind of
technology. allocated situation. I conclude that
subject content NSEC is such a good
curriculum to link the
prior knowledge of
student and broaden it
 Able to provide Parents  Train learners to  Financial needs  Life growth  Family conflict to provide quality
students needs improve skills  Familiarity about  Stability  Financial learning and
and support  Develop learning literacy/technolo  Shows endless stability comprehension as they
and train to difficulties gy support  Class schedule take variety level of
acquire work  Provide opinions to  Working  Continuously  Influence of challenges and it will be
skills, broaden knowledge opportunities facilitate learners peers their advantage to
knowledge and  Maintain values  Time for learners  Lead to right path  Changes of develop more and
information and spiritual  Poor moral environment explore independently.
and set of work learning support
ethics.  Guide learners to
obtain all subject
areas
 Able to obtain Community  Environment  status of the  productive  stand for what
knowledge and provide learning community community want to act
desirable experiences  unknowledgeable  collaborative  different and
attitude for  Develop skills  lack of awareness learning changes of
understanding  Conserve value of  poor capacity of  maintaining society
the nature and nature interpretation appreciation of  Learning
purpose of  Secure awareness  lacking of wisdom experience
 man.  collaboration capabilities  mold students  Limited actions
appreciation to  Understanding
nature to situations
 effective learning
experiences
 Able to Policy Makers  Source of all  Missed details  Masters setting of  ineffective
continue the standards  Conflict to rules standards result
pupil  Authority for  Reject of  Continuous  manual
development solutions and conformity proving effective providing of
started by the changes  Solution seeker norms learning
program for  Provide conformity  Ineffective  Develop quality approaches
decentralized  Hold the content of learning provided of learning  Blame
education and the curriculum guide  Source of all  inappropriate
lead students  Lead teachers and program standards
for another set students  productive  lack of
of norms. conformity
 Revised Basic Education Curriculum 2002

Objectives RBEC 2002 Strength Weaknesses Opportunities Threats Analysis/Reflection

 Able to master Students  Learners will  Difficulties in  Knowledge gain  Lack of RBEC or revised basic
the develop variety of to improve oneself teaching content education curriculum is
competencies, holistically. subjects  Develop for other implemented on 2002
learning  Increase child  Personal functional literacy subjects aside in the Philippines, BEC
approaches and awareness involvement  Productive in from values starts from grade 1-6
develop skills,  Personal  Unbalance tertiary years education and first year- forth
attitudes, values, development (self- learning (Other  Good role model  Generation gap year high school. There
functional identity) subjects-  Use quality of  Unsatisfactory are lot of reasons why
literacy,  Learn to engage in Values education as asset of interest curriculum should be
patriotism and to honest and gainful education) in life  Lack of reconstructed. When
improve oneself work  Different reflection reconstructing
and one's  Productive Interest  Learning curriculum it doesn’t
relationship with  Lack of materials and mean perfect revision
fellow human learning financial or it fitted all the
beings. materials stability conflict, instead it
means looking for
more learning style for
students by generation
to improve and develop
 Able to enhance Teachers  quickly set  Different  Experiential  Out of quality of education and
teaching of the solutions for interest of learning resources as literacy. Curriculum
four core students’ students  Development of guide can
subjects, reading difficulties (pedagogical teaching strategies  Lack of be improve and change
ability,  Good role model approaches)  More productive reflection because it depends on
interactive or for students.  inappropriate in field of  Overloaded societies needs and
collaborative  Collaboration from action teaching paper works lacking some things
learning other teachers  too much  Effective  Parents rant in within students
approaches.  Broaden knowledge branches of collaboration to some concerns competencies and
about essential of learning peers  Not conforming skills. RBEC serve or
values procedure  Appreciate worth to standards in a focus to the values
 Productive  lack of of values curriculum lead education which it lead
knowledge and education to conflict in students to moral
skills teaching norms and positive
(integrative experience doings. The teachers
 approach) learning procedure is
 Self-control depends on the given
(limited actions lesson guide and
and words) competencies that must
be consider. I conclude
that RBEC or revised
basic education
curriculum promote
 Able to monitor School  Maintaining the  Conflict of  effective  unaccomplished values education that is
the teaching Administrators learning process implementation management of output good for teachers and
procedure of beyond teachers (missed) learning process  Lack of students but it affects
teachers and and students  Focus for all  flexibility options other subjects, like the
learning  Provide teachers output  solution seeker  Unsuitable science, math, and
improvements of learning approaches  Provide options  focus more in provision of English. Since one of
students.  Source of learning  Tailored type of implementation learning the main objectives of
guide teachers to  provide efficient competencies RBEC is to develop
 Knowledgeable in subjects and effective  Conflict to students holistically,
form of allocating  disobeying to learning styles tasks there should be the
 Develop skills in learning style  Lack of balance within other
terms of aligning and procedure guidance for subjects and values
and monitoring teachers education.
learning process learning process
 Able to actively Parents  Values education is  Limited actions  Better future  Continues
participate in advantage and words  Continuous financial
educational  Focus to guide  Lack of provider support
appointments, child’s actions financial  Teach children  Lack of support
continuously  Tutoring  Working about realization for students
guide and difficulties of opportunities  Shows endless (unmotivated)
support student’s children  Answers for support  Tolerate
needs.  Provide financial curiosity of  Guide students  Influence of
and moral support children from mistakes and peers to child
 Link selves to  Poor moral lead to right path  Wrong path of
child’s education support children/student
s
 Able to develop Community  Environment  Influential  Students are train  Bad influence of
learners through provide learning  Inappropriate by the some people
engaging them to experiences actions/informa environment  Tolerate
perform proper  Guide students tion  Mold students  Lack of literacy
values, attitude what ought to be  Status of the attitude and skills  Wrong doings
and knowledge  Collaborative community  Better learning  Lack of learning
for them to think learning (group  Lack of experiences experience
critically and act sharing) knowledge  Appreciation of
creatively.  Promote  Perform the cultural and moral
belongingness and expected norms
advices  Nurture varieties
 Moral norms of skills and
knowledge

 Able to set the Policy Makers  Source of guide for  Mistake of  Develop the  blame
standards for the curriculum policy makers quality of learning  unsuccessful
students to attain  Control norms lead poor result  Improving literacy result
Basic Education  Authority  Conflict to and numeracy  conflict beyond
from Grade I-VI  All included in the rules  seek for more output
and from First curriculum depends  Effectivity improvements of  budget for
year to forth year to policy makers  Lack of curriculum learning
high school.  Hold textbooks and learning  set standards materials
assessments resource depends on  lack of
procedure  Tangled society conformity
implementation  provide
competencies to
fill the lack
 Secondary Education Curriculum- Understanding by Design Model 2010
Objectives SEC-UBD 2010 Strength Weaknesses Opportunities Threats Analysis/Reflection
 Able to improve Students  Ability to clearly  Learning  Broaden  Failure Secondary Education
mastery of the express one's ideas environment knowledge  Difficulties to Curriculum is also
subject areas in and feelings orally  Complex  Complex cope up consider as UBd-ized
secondary and non-verbally lesson comprehension weakness model which means it's
education and  Ability to listen  Failure  Developed  Out of mind a curriculum designed
contribute to the  comrephend and  Difficulties in learning set using the UbD process.
attainment of respond to ideas some factors difficulties  Financial This curriculum point
functional presented of learning  Bright future stability out to think about the
literacy.  Ability to write content  Enhancement  Absence outcomes, goals and
clearly one's ideas  Financial of one's self objectives we had for
and feelings stability student learning first and
 Ability to access, then plan instruction and
process and utilize develop curriculum.
available basic This pertains to consider
multimedia the students first
information toprovide better and
effective curriculum
 Able to Assess Teachers  Sustainable use of  Overloaded  Developed  Undeveloped to fit the learning
student's resources (including paper works one's self learning difficulties and
readiness for time)  Seek  Mold competencies improvements of
learning and  Appropriate strategies productive  Parents rant students. This
provide proper technology  Focus for all students  Deep curriculum helps
strategies  Productivity learning  Cope up all the producing of students and teachers to
 Able to make critical process learning information understand learning
and informed  Provide difficulties  Lack of process and content not
decisions improvements  Passionate conformity just to memorize facts.
 Enhance students  Different teaching  Learning This curriculum is
learning difficulties interest of  Learning matrials considered as a new
students experience hope for our educational
 Able to Provide School  Assess teachers and  Conflict to  Enhanced  Expounding system because it attains
developmental Administrators students teachers allocation of how time and mastery of subject areas
learning  Provide learning  Inappropriate learning guide resources can in the secondary
procedure and guide learning  Set teachers be used education. I conclude
monitor learning  Seek solutions procedure subject productively that UbD is one of the
progress  Facilitate  Missed details position  Data can be most effective
 improvements of  Learning  Appropriate recorded curriculum because it
students styles for Alignment of objectively or detailed and it
 Provide learning teachers teachers honestly promotes.high
materials  Inappropriate  Conserve good  Continuously expectations for the
output learning develop and improvements of
strategies improve educational system and
 Flexibilty  Appropriatene for students it provides a
ss of strategies personalized approach
 Continuously to developing the
provide students' multiple
variety of intelligences
learning
resources
 Able to provide Parents  Tutoring students  Financial  Encourage  Missed
financial support learning difficulties stability students to checking of
and other things  Advantage for  Lack of reflect students needs
that students complex knowledge learning to  Provide  Unengaging
needs of high school guide students feedback selves to
students difficulties  Check students
 Provide other  Job behavior education
information  Time  Activate prior  Rejecting
 Students academic  Anssers for knowledge for students
success students students capabilities
 Link selves to curiosity  Continuously  Changing
students education assess learning students
of students interest
 Unreflective
 Able to develop Community  Sense of  Lack of  Apply new  Unimprove
and maintain responsibility knowledge knowledge in learning
interesting ideas,  Sense of personal  Awareness recent capabilities
feelings and and national identity  Engagement  Development  Lack of time
values in  Knowledge of one's to education of awareness to participate
Philippines for the history, pride in  Lack of  Let others educational
development of one's culture learning nurture trainings or
culture and program
 society  Respect for others experiences learning  Learning
 Lifelong learning Lack of competencies interest
information about  Conserve  Different sides
culture and personal of opinion and
history development favorable
 Provide terms
reliable  Absence of
information mind to adopt
new
improvements
 Able to have Policy Makers  Formulating the  Conflict to  Provide  Ineffective
primary learning standards outputs differentiated result
consideration in  Set high expectation  Lack of resources and  Proper
the design of the  Control norms conformity activities to Revisions
curriculum and  Develops readiness  Irresponsible validate  Unclearly
formulation of and passion for work in some understanding discussed of
standards and  Flexible in all factors terms  Provide for standards
essential  Lack of transfer of  Lack of
understanding. options learning to a provided
 Consolidatio new different guidelines
n of results context  Consider
 Evaluate different
product/perfor conflicts to
mance result of
 Improved self standards
flexibilty
 Continuously
provide
effective
standards
 K-12 Basic Curriculum 2012
Objectives K-12 (2012) Strength Weaknesses Opportunities Threats Analysis/Reflection
 Able to Students  Holistically  Financial  Complex  Lack of The K to 12
possess developed problem comprehension learning curriculum follows
sufficient  Empower lifelong  Additional 2 and fully materials the spiral
mastery of learning years for developed  Financial progression
basic  Obtain functional senior high skills stability approach where in
competencies literacy  Lack of  Modernized  Multiple tasks learning is process
and holistic  Employment learning learning  Obtaining of building upon
development  Higher education materials improvements some previous learned
and  Generation  Build business educational knowledge or
acquisition of gap and get content from considering
21st century  Difficulties employed tertiary level constructivism,
skills and to modern  Life long  Lack of which means it
entrepreneurs education learning knowledge uses prior
hip. system  Well-trained about media knowledge to cope
for real-life literacy up new knowledge
situation and the connection
between levels of
learning content.
 Able to Teachers  Developed  Heavy  Flexible and  Different Through this,
facilitate and teaching workloads multi-tasking learning students are able to
provide solid strategies  Time to  Developed content mater the desired
moral and  Improve learners' prepare oneself  Lack of competencies.
spiritual growth lesson  Functionally conformity Students progress
grounding,  Effective  Studying all literate  Time in their learning
appreciate and assessment subject  Effective  Lack of possess
care  Personal areas educator trainings informations from
humanity, development  Conflict  Continuously  Out of simple to complex
world and  New learning within provide quality resources as for them to develop
environment. experience classroom education additional effectively and
 Seek for guide holistically.K-12
effective program provide
strategies
 Able to School  Provide leraning  Missed  Self  Heavy the higher level of
consider every Administrators materials monitoring enhancement workloads education and
aspect of  Monitor both learning  Developed  Missed details entrepreneurship. It
development teachers and procedure quality  Conflict to leads learner's to be
of the learner's learner's  Lack of education implementatio competitive in
so that improvements options  Contribute to n terms of local and
graduates will  Provide high  Varieties of effective  Lack of global jobs, k-12
be holistically quality of tasks curriculum conformity program provide 2
developed. education  Alignment  Future  Unsuitable important factors;
 Contribute of subject curricuralist subject areas the academic
learning areas to  Effective for teachers development of
improvements to teachers learning learner's and
educational  Focus for all experiences vocational
system outputs trainings. I
 Control and conclude that K-12
provide curriculum is really
guidelines good curriculum to
 Able to Parents  Learner's  Financial  Better future  Failure improve oneself
considers the employment provider  Personal  Wanted but as a product of
nature and the  Academic success  Lack of development interest for this curriculum, I
needs of the  Presence in knowledge  Mold effective students observe that it is
learners. meetings lead  Lack of learnings  Lack of effective but it has
them to develop shared  Productivity support conflict to the
selves moral norms  Maintain  Financial procedure from
 Involve in class  Time for spreading good stability highschool up to
monitoring learner's morals  Tolerate college because in
 Provide needs of  Working learner's tertiary level it
students opportunitie necessary to align
s your strand to your
chosen course. The
result became
 Able to Community  Access learning  Lack of  Consider  Absence of opposite, because
provide updates awareness nurture awareness senior high
contribution to  Developed lack of  Unshared knowledge  Disobeying graduates didn't
the learning learning  Continuously rules or norms pursue what course
development  Maintain learning skills mold learner's  Out of should be align to
of curriculum. experience  Community by learning consideration their strands. So,
 Helps learner's to status experience to learner's some of factors or
possess  Limited  Maintaining development objective under k-
performances in actions and good social  Generation 12 program didn't
real-life situations words role gap obtain.
 Globally  Influencial  Appreciation  Changes of
competitive of moral norms environment
 Comformity

 Able to Policy Makers  Provide higher  Different  Developed  Rejection of

provide quality of output skills in terms standards
effective learning  Multiple of allocation  Failure
standards and competencies tasks  Improve and  Ineffective
responds to  Providing  Inflexible effective learning
the local and evidence of  Lack of currricuralist strategies
global needs learning strategies  More  Consider all
of curriculum.  Provide necessary  Less productive conflicts
arrangements for solutions for  Collaboration  Blame to
teachers conflict to other conflict of
 Complex within policymakers procedure
knowledge schools helps between senior
 Provide curriculum to high school
studentsdevel developed graduates up to
opment up to effectively. tertiary level
21st century  Personal
skills development
 Maintain