A Comparative Analysis of the Curricula and the Pedagogical Innovations in the Selected Private Schools in the Province of Cavite

Abstract

INTRODUCTION

Curriculum and pedagogy are two of the most essential components of an educational system. Both must be critically studied before implementation in order to be sure that they will match the vision and mission of the school and that they will meet the learning needs of the students. This study intends to compare the curricula and pedagogical innovations of the selected private schools in the province of Cavite and to determine curriculum adjustments and pedagogical innovations done by the three private schools in order to meet the demands of the nation and of the world.

METHODS

This research made use of the qualitative approach in obtaining the needed data. The respondents of this study were the principals and selected (by the schools' principal) faculty members of the three private schools in the province of Cavite, specifically from Rosario, Naic, and Kawit. After the approval, the interview guide was constructed and finalized. The researcher interviewed the principal and the teachers (chosen by the principal). Results were consolidated afterward.

RESULTS

It implies that the three private schools, though they have the freedom to choose the kind of curriculum that they would implement, also support the program of the government by employing the curriculum mandated to public schools in their respective institutions. However, even though they are all following the same curriculum, they still differ in their manner of implementation.

Two among the three private schools invested on modern facilities in the ICT, Science, and multimedia laboratories which in turn improved the teaching and learning condition in their respective schools. On the other hand, one among the three invested on modern equipment but not as much as the two others; teachers were encouraged to focus on the hands-on and practical application of learning.

DISCUSSIONS

Curriculum change is part of the education system's way of coping with the changing needs of society. It is also expected that with the change of the curriculum, pedagogical innovations must follow. As the curriculum is being revised in order to meet the demands of the world's workforce society, teaching pedagogies and innovations must also be considered to meet the different learning needs of the students so as to be sure that the graduates are equipped with the much-needed knowledge and skills that they will need in order to become competitive and productive in the field that they will choose.