CHAPTER 7
CURRICULUM INNOVATION
This Chapter discusses the concept of curriculum innovation and presents different
examples of curriculum innovations across different levels of education from preschool
to tertiary level. In this chapter, you should be able to:
1. define curriculum innovation
2. analyze the different types of curriculum innovations; and
3. appreciate the positive contribution of curriculum innovations in the education
system.
Curriculum Innovation
In general, innovation may mean a new object, new idea, ideal practice, or the
process by which a new object, idea, or practice comes to be adopted by an individual
group or organization (Marsh & Wills, 2007). It may also mean the planned application
of ends or means, new to the adopting educational system, and intended to improve the
effectiveness and efficiency of the system (Henderson, 1985). Curriculum innovations
are new knowledge about curriculum, new curriculum theories, outstanding curricular
practices, new curriculum, or new curriculum designs that are sometimes developed out
of a research in education or other studies from other disciplines and academic fields.
Oftentimes, curriculum innovation is associated with curriculum change. A term
in curriculum studies which means any changes in the curriculum that is either planned
or unplanned. Curriculum innovations, therefore, are positive changes or improvements
that are happening in the education system particularly in the area of curriculum.
Michael Fullan (1989) identified four core changes in educational context that shape the
definition of curriculum innovation. These core changes in schools include:
1. some forms of regrouping or new grouping (structure);
2. new curriculum materials;
3. changes in some aspects of teaching practices (new activities, skills, behavior);
and
4. a change in beliefs or understandings vis-à-vis curriculum and learning.
At the heart of any curriculum innovation are educators committed as change agents
facilitating a smooth implementation of any curriculum innovation. They are
professionals with expertise in various disciplines and with extensive knowledge in
pedagogy. They understand the school system and other variables that may influence
it. They developed curriculum innovations that are designed to bring about positive
changes and holistic development for the learners. Curriculum innovations may
focus on the classroom or school level, or they could be changes specific to a
particular discipline. In this book, curriculum innovations are clustered into several
ideas that continue to shape curriculum and education systems in general.
A. Standards-based Curriculum
A standards-based curriculum is designed based on content standards as
explicated by experts in the field (Glatthorn et al., 1998). Curriculum standards
include general statements of knowledge, skills, and attitudes that students should
learn and master as a result of schooling (Marzano, 1996; Glatthorn et al., 1998).
They are statements of what students should know and be able to do. Standards
generally include three different aspects: knowledge, skills, and dispositions.
1. Knowledge or Content Standards describe what students should know. These
include themes or conceptual strands that should be nurtured throughout the
students’ education.
2. Skills Standards include thinking and process skills and strategies that
students should acquire.
3. Dispositions are attitudes and values that should be developed and nurtured
in students.
Curriculum standards are different from competencies. Standards are broader
while competencies are more specific and prescriptive in terms of the scope of
knowledge, skills, and values that students should learn. Curriculum standards
provide more creativity and freedom for educators to explore various learning
opportunities and better forms of assessing students’ achievement (Morrison,
2006).
Literatures offer many reasons or positive benefits for developing curriculum
standards. For instance, curriculum standards provide a structure that allows
students to learn common knowledge, skills, and values. They give direction or
framework in designing a course. VanTassel-Baska (2008) identified varieties of
benefits of using curriculum standards to education:
1. Ensure that students learn what they need to know for high-level functioning in
the 21st century.
2. Ensure educational quality across school districts and educational institutions.
3. Provide educators with guideposts to mark the way to providing students with
meaningful outcomes to work on.
4. Provide a curriculum template within which teachers and candidates are able to
focus on instructional delivery techniques that work.
Activity 1.
What are the possible benefits of a multicultural curriculum?
B. Indigenous Curriculum
The idea of an indigenous curriculum was a product of a vision to make
curriculum relevant and responsive to the needs and context of indigenous people. It
links the curriculum with the society’s culture and history. It values the importance of
integrating indigenous knowledge systems of the people to the existing curriculum. The
Author’s earlier studies on indigenous curriculum provided a framework for linking
indigenous knowledge with the curriculum and provided several dimensions that serve
as a framework for the development of an indigenous curriculum:
1. Construct knowledge so that young children understand how experiences,
personal views, and other peoples’ ideas influence the development of scientific
concepts and scientific knowledge.
2. Use instructional strategies that promote academic success for children of
different cultures.
3. Integrate contents and activities that reflect the learners’ culture, history,
traditions, and indigenous knowledge in the curriculum.
4. Utilize community’s cultural, material, and human resources in the
development and implementation of the curriculum.
Specifically, indigenous curriculum may consider using and implementing the
following strategies at the school level:
1. Integrating contents and activities that reflect the learners’ culture, history,
traditions, and indigenous knowledge in the curriculum.
2. Using the local language as the medium of instruction for several subjects like
Math, Science, Social Studies, Physical Education, Music, Values Education, and
Home Economics and Livelihood Education.
3. Involving community folks and local teachers in the development of the
curriculum.
4. Developing local instructional materials and learning outside the classroom by
utilizing various community resources that are available for conducting
observations and investigations.
5. Using instructional strategies that are relevant to indigenous learning system.
As a form of innovation, an indigenous curriculum is founded on the way of life,
traditions, worldview, culture, and spirituality of the people, and it is a pathway of
education that recognizes wisdom embedded in indigenous knowledge. This
indigenous knowledge is very influential to the development of young children. It is
embedded in their daily life since the time they were born. They grow up into a social
and cultural setting-family, community, social class, language, and religion. An
indigenous curriculum, therefore, is a noble way of responding to the needs of
indigenous people. In an indigenous curriculum, the first frame of reference for
developing a curriculum must be the community, its environment, its history, and its
people (Pawilen, 2006, 2013).
Activity 2.
Answer the following questions:
1. What indigenous knowledge can be integrated in the curriculum?
2. What are examples of indigenous curriculum implemented in the Philippines?
C. Brain-based Education
Prominent advocates in brain-based education, Caine and Caine (1997)
considered curriculum and instruction from a brain-based approach. They begin with
brain-mind learning principles derived from brain research findings and apply these
principles in the classroom and in designing a curriculum. These principles are:
1. The brain is a whole system and includes physiology, emotions, imagination, and
predisposition. These must all be considered as a whole.
2. The brain develops in relationship to interactions with the environment and with
others.
3. A quality of being human is the search for personal meaning.
4. People create meaning through perceiving certain patterns of understanding.
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and wholes at the same time.
7. Learning includes both focused attention and peripheral input.
It is designed to engage the learners to the core of knowledge development in each
discipline.
Autonomous Learner Model
Betts (2004) pointed out that curricular offerings typically fall into three levels.
Level I is a prescribed curriculum and instruction that focuses on state standards. Level
II involves differentiation of curriculum based on individual differences. Level III
features learner-differentiated options where students are self-directed and teachers
provided opportunities for the learners to be in charge of their learning. This model
focuses on the third level.
The Autonomous Learner Model is divided into five major dimensions:
a. Orientation acquaints students, teachers, and administrators with the central
concept in gifted education and the specifics of this model. At this level, gifted
students work together in doing self-understanding exercises that will help them
be familiarized with each other. The students are expected to develop an Advance
Learning Plan as part of their orientation experience that includes information
about their giftedness, various personal and academic needs, learning
experiences they might need, and other things that will help them succeed in
school.
b. Individual Development focuses more clearly on developing skills, concepts, and
attitudes that promote lifelong learning and self-directed learning.
c. Enrichment Activities involve two kinds of differentiation of curriculum, namely
(1) differentiation of curriculum by the teacher and (2) differentiation by the
student. Students are exposed to various activities to develop their passion for
learning.
d. Seminars are designed to give each person in a small group the opportunity to
research a topic and present it in seminar format to other people or to a group.
e. In-depth Study is one in which students pursue areas of interest in long-term
individual or small group studies. The students will decide what will be learned,
the process of doing it, the product, how content will be presented, and how the
entire learning process will be evaluated.
Integrated Curriculum Model
This model is a popular way of organizing or designing different kinds of
curriculum. The Center for Gifted Education at the College of William and Mary
developed its curriculum based on this model and has trained many teachers around the
world in using their curriculum materials (Davis et al., 2011). The model presented three
dimensions based on the model of VanTassel-Baska (1987) that guide the development
of the curriculum.
a. Advance Content Dimension meets the needs of gifted students for acceleration
by providing content earlier and faster than same-age peers would normally
receive it. Content area experts and educators work collaboratively to develop the
content, and they align key topics, concepts, and habits of mind within a domain
to content area standards.
b. Process/Product Dimension incorporates direct instruction and embedded
activities that promote higher-order thinking skills and create opportunities for
independent pursuit in areas of student interest.
c. Issues/Themes Dimension is where learning experiences are organized. In doing
so, students are able to develop deeper ideas and philosophies that ultimately
promote understanding of the structure of knowledge learned.
Kids Academia Model
Kids Academia is a program for young Japanese children ages 5-8, which was
developed by Dr. Manabu Sumida in 2010. The program is designed to provide excellent
science experiences for gifted children in Japan. The kids who participated in the
program were rigorously selected using a checklist adopted from the Gifted Behavior
Checklist in Science for Primary Children. Faustino, Hiwatig, and Sumida (2011)
identified three major phases that are followed in the development of the curriculum.
a. Group Meeting and Brainstorming Activities. The teachers and teaching
assistants hold several meetings and brainstorming activities to decide on the
themes that will be included in the program. A general orientation of the program
is also done during in this phase.
b. Selection of Contents for Each Theme. The teachers and teaching assistants
carefully select the lessons and topics that are included in the theme. A rigorous
study of the topic is done in this phase.
c. Designing Lessons. This phase includes the careful preparation of lesson plans
and other instructional materials needed for implementing each lesson.
The activities for each lesson were selected based on the following guidelines
developed by Dr. Sumida:
a. Stimulates the interest of the children
b. Allows children to express their own ideas and findings
c. Uses cheap and easy-to-find materials
d. Teaches the correct use of scientific terms
e. Uses simple laboratory equipment
f. Allows individual or group activities
g. Encourages socio-emotional development
h. Connects to other subjects and to everyday life experiences
i. Includes topics related to family and community
j. Uses materials connected to family and community
k. Applies what children learned to their families and society
In addition, the program adapted the Wheel of Scientific Investigation and
Reasoning as a guide for developing skills of gifted children.
Activity 3.
1. What are the possible pitfalls of implementing a differentiated curriculum?
D. Technology Integration in the Curriculum
Technology offers multiple opportunities to improve teaching and learning and
in the total education system. The internet, for example, provides vast information that
people may need to know. The Internet is more than just a collection of knowledge. It
also offers different ways and opportunities for discovering and sharing information.
Nowadays, everything is almost possible with a single click of the computer mouse and
by using search engine.
Technology integration is breaking the geographical barriers in education. It is
creating a new space for meaningful learning. With technology, it is now possible to
connect and interact with other schools, educators, and other institutions from different
parts of the world. There are several innovations from basic education to graduate
education that are associated or influenced by technology integration. Some of these
innovations are:








distance education;
computer-assisted instruction;
online learning;
teleconferencing;
online libraries;
webinars;
online journals; and
e-books.
ICT literacy is now fast-becoming an important form of literacy that is essential for
each learner to learn and master. It also requires all teachers to be ICT literate to be able
to utilize technology to enhance or improve the way they teach. It is also important for
teachers to teach students how to use technology responsibly, especially with the current
popularity of social networking and other technological innovations.
Activity 4.
Answer the following questions:
1. How can ICT integration in education help to address educational issues
on quality and access?
2. What are the different curricular and instructional innovations related to
ICT integration being implemented in Philippine schools?
E. Outcomes-based Education
Outcomes-based education (OBE) is one of the dominant curriculum innovations
in higher education today. It came out as a curricular requirement for specific fields of
study in engineering, nursing, and tourism education, among others. ASEAN education
framework for higher education requires all colleges, universities, and institutes to
transform all their educational programs to OBE.
OBE is defined as a curriculum design that ensures coherent, logical, and
systematic alignment between and among the different levels of outcomes. OBE also
ensures connection among the essential elements of the curriculum: intent, content,
learning experiences, and evaluation. As a curriculum design, it seeks to ensure that the
necessary instructional support system, learning environment, and administrative
support system are in place based on the desired outcomes developed by a HEI. It
supports the quality assurance system.
Basically, an educational outcome is a culminating demonstration of learning
(Spady, 1993). It includes what the student should be able to do at the end of a course
(Davis, 2003). Outcomes are clear learning results that we want students to
demonstrate at the end of significant learning experiences and are actions and
performances that embody and reflect learner competence in using content,
information, ideas, and tools successfully (Spady, 1994).
Figure 18 shows the different levels of outcomes in OBE. At the institutional level, this
includes the philosophy, vision, mission, and aims of the institution. They are
statements of what a HEI hopes to contribute to the society. At the program level, these
are the goals, program competencies, and a course outcomes that all students should
master and internalize. At the instructional level, outcomes include the learning
objectives for every course in higher education. At any level, outcomes should be
mission-driven, evidence-based, and learning-focused.
Institutional Level




Philosophy
Vision
Mission
Aims
Program Level


Course Level
Program Goals
Program
Competencies


Course
Objectives
Instructional
Objectives
Figure 18. Different Levels and Types of Outcomes
OBE as a curriculum design enables higher education institutions to develop
various curricula based on the needs of students and the demands of society. It
encourages educational institutions to clearly focus and organize the learning
environment that supports the development of students and the implementation of the
curriculum. This means starting with a clear picture of what is important for students to
be able to do, then organizing the curriculum, instruction, and assessment to make sure
this learning ultimately happens. OBE is an approach to planning, delivering, and
evaluating instruction that requires administrators, teachers, and students to focus their
attention and efforts on the desired results of education (Spady, 1994). Hence, it is a
process that involves the restructuring of curriculum, assessment, and reporting
practices in education to reflect the achievement of high-order learning and mastery
rather than accumulation of course credit. It is important that when designing a
curriculum for OBE, the competencies and standards should be clearly articulated.
Writing the learning outcomes in OBE closely resembles Robert Mager’s guidelines
(1984) that include expected performance, the conditions under which it is attained, and
the standards for assessing quality.
According to Spady (1994), there are two common approaches to an OBE
curriculum, namely:
1. Traditional/Transitional Approach emphasizes student mastery of traditional
subject-related academic outcomes (usually with a strong focus on subject-
specific content) and cross-discipline outcomes (such as the ability to solve
problems or to work cooperatively).
2. Transformational Approach emphasizes long-term cross-curricular outcomes
that are related directly to students’ future life roles (such as being a productive
worker or a responsible citizen or a parent).
Spady (1994) also identified four essential principles of OBE. These are as follows:
1. Clarity of Focus means that everything teachers do must be clearly focused on
what they want learners to ultimately be able to do successfully.
2. Designing back means that the starting point for all curriculum design must
be a clear definition of the significant learning that students are to achieve by
the end of their formal education.
3. High expectations for all students.
4. Expanded opportunities for all learners.
Designing curriculum based on OBE principles is a noble process of making
curriculum relevant and responsive to the students’ needs and requires a paradigm shift
in teaching and learning. Malan (2000) identified several features of outcomes-based
learning.
 It is needs-driven. Curricula are designed in terms of the knowledge, skills, and
attitudes expected from graduates and aim to equip students for lifelong learning.
 It is outcomes-driven. The model has a line that runs from taking cognizance of
training needs to setting an aim (purpose) for the program, goals for syllabus
themes, learning outcomes, and finally assessing the learning outcomes in terms
of the set learning objectives.
 It has a design-down approach. Linked to the needs and the purpose of the
program, learning content is only selected after the desired outcomes have been
specified. Content becomes a vehicle to achieve the desired learning outcomes,
which are aimed at inculcating a basis for lifelong learning.
 It specifies outcomes and levels of outcomes. Learning objectives are described in
terms of Benjamin Bloom’s cognitive, affective, and psychomotor domains and
set according to Robert Mager’s guidelines for formulating objectives.
 The focus shifts from teaching to learning. The model has a student-centered
learning approach where lecturers act as facilitator. Study guides help the
learners to organize their learning activities and group work, continuous
assessment, and self-assessment are major features.
 The framework is holistic in its outcomes’ focus. Although the learning objectives
are aimed at learning at grassroots level, they are linked to goals and aims at
higher levels. Attaining learning objectives is, therefore, not an end in itself; it
provides building blocks for achieving higher-level outcomes.
As a curriculum innovation, OBE is a complete paradigm shift in higher
education. It calls for an education that is more focused and purposive. An OBE
curriculum is mission-driven that requires all institutions to anchor all their
curricular offerings to the curriculum and to the vision, mission, and philosophy of
the institution. Outcomes-based Education follows a logical and systematic process
that is linear, starting with the institution outcomes. The interrelated processes and
the expected outputs are clearly stated.
Figure 19 shows the entire process for designing outcomes-based education for
any college or university. There are three major phases involved in planning for OBE
at the program level.
Phase 1
Vision and
Mission
Charter (For
state University
and College)
Needs and
Demands of the
society
Course
Learning
Outcomes
Program
Outcomes
Institutional
outcomes


Goals
Competencies





Objectives
Content
Learning
Experiences
Evaluation
Figure 19. OBE Planning Process at Program Level

Phase 1. Developing Institutional Outcomes – the first phase of OBE is
conducting needs analysis to analyze the vision and mission of the HEI, analyze
the charter of the HEI if it is a state college or university, and examine the needs
and demands of the society. The result of the needs analysis will serve as the
basis for developing the institutional outcomes. The institutional outcome clearly
defines the ideal type of graduate that the HEI aims to develop to contribute to
the society. The institutional outcome defines the identity of the HEI, which
enables them to design the different academic programs and develop the
institutional culture that includes the core values of the HEI.

Phase 2. Developing Program Outcomes – the second phase of OBE is to
design the program. At this level, it is important to identify the desired
attributes, knowledge, skills, and values that an ideal graduate of the HEI aims to
develop. Development of program outcomes is assigned to different colleges or
academic units. The program outcomes reflect the necessary competencies that
an ideal graduate of the academic program should possess. It is important that
the program outcomes directly reflect the institutional outcome of HEI.

Phase 3. Developing Course Learning Outcomes – the third phase is to develop
the learning outcomes for different courses. It is important that these learning
outcomes reflect the program outcomes set by the college for a particular degree
program from undergraduate to graduate and postgraduate levels. Examples of
these include BS Biology, BS Mathematics, BS Nursing, BS HRM, Bachelor in
Elementary Education (BEED), MD, MA, MS, PhD, and other academic
programs offered in the university or college. There are three steps that should
be followed in developing learning outcomes:
For example, as shown in Figure 20, if the institutional outcomes is to develop
responsible leaders, the program outcome specific for the College of Science is to
develop responsible leaders who are scientists that are critical thinkers, nationalists,
innovators, and effective communicators, among others. The next step for developing
program outcomes is for the college involved to develop program outcomes. These
program outcomes are statements of the knowledge, skills, values, and professional
attitudes that the college wishes to produce for all its graduates. Harden, Crossby, and
Davis (1999) also suggested three categories of outcomes that are essential for OBE:
tasks, attitudes, and professionalism.
Step 1.
Step 2
(Ideal Graduate)
(Graduate Attributes)
Step 3
(Identify Program Outcomes)
Example:
Critical Thinkers
and Creatives
Nationalists
Scientist
Innovators
Effective
Communicators
Program Outcomes

Develop critical
thinking skills and
creativity

Produce scientific
research on Philippine
issues and problems

Communicate research
findings in various
forms to the academe
and to the public
Figure 20. Process for Developing Program Outcomes
Step 1. Developing Course Competencies. Each set of competencies should reflect the
nature of the courses, embody the course description, and focus on the learner and
learning. Costa and Kallick (2009) encouraged educators to include habits of mind in
the course outcomes or competencies. These habits of mind are essential for students to
accomplish the desired learning tasks or outcomes. These are behaviors such as striving
for accuracy, metacognition, persistence, creating, innovating, taking responsible risks,
remaining open to continuous learning, and applying past knowledge to new situations,
among others.
Step 2. Developing a Curriculum Map. In this process, it is important for the college
faculty to develop a curriculum map (see Figure 21) to plot the program outcomes with
the specific courses for a particular degree program. In the curriculum map, the
contribution made by each course to achieve the expected learning outcomes should be
clear. It is necessary to see that each set of course competencies be logically organized in
a spiral progression considering two architectonics of curriculum: the vertical
organization (sequence) and horizontal organization (scope and integration).
Program
Outcomes
Course 1
Course 2
Courses
Course 3
Course 4
Course 5
Program
Outcome
Competencies Competencies Competencies Competencies
Competencies
Program
Outcome
Competencies Competencies Competencies Competencies
Competencies
Program
Outcome
Competencies Competencies Competencies Competencies
Competencies
Figure 21. Sample Curriculum Map Template
Step 3. Developing the syllabus. In this process, the faculty will develop the syllabus for
each course. This includes identifying course content, learning activities, and course
requirements or assessment tools. OBE requires all teachers to focus on the outcomes
prescribed for each course. Contrary to many information and lectures that there is a
prescribed syllabus template, OBE does not prescribed any template of syllabus. It
simply directs teachers that the teaching and learning experiences as reflected in the
syllabus should be aligned perfectly with the course competencies.
Every faculty member in HEIs is required to prepare syllabus for the courses they
will teach. Figure 22 shows a sample of syllabus template that can be used for a class. In
OBE, it is important to ensure perfect alignment between and among the four elements
of instruction: objectives, contents, learning experiences, and assessment tools. It is also
imperative that all these elements contribute to the realization of the program outcomes
and institutional outcomes.
Course Title
Course Description
Course Credit Unit
Course Schedule
Course Objectives
Schedule
Objectives
Contents
Learning
Experiences
References
Class Requirements
Evaluation Criteria
Figure 22. Sample Syllabus Template
Assessment
Tools
In this step, it is imperative that the objectives are in behavioral terms. They
should be specific, measurable, attainable, realistic, and time bound. Objectives should
contribute to the realization of the course competencies for a particular course. They
should also contribute to the attainment of the program outcomes.
The content is based on the course competencies. Contents could be concepts,
themes, topics, issues, procedures, processes, projects, or problems that students will
learn in relation to the course. The learning experiences should be learner-centered and
learning focus. The teacher should use constructivist teaching approaches that will help
the students attain the desired course outcomes and contribute to the development of
life-long learning skills. It is also desirable to focus on activities that develop 21 st century
skills, such as communication skills, collaboration, critical thinking skills, and creativity
and innovation skills.
In OBE, it is also highly desirable that the assessment tools are best tools that will
truly measure students’ performance. It should be constructively aligned to the
achievement of the expected learning outcomes. Criterion-referenced assessment is
encouraged in OBE; therefore, a clear description of the assessment tool, methods of
assessment, and rubrics are included. The references should be updated and useful for
understanding the course. The class requirements and the evaluation criteria should be
clear and based on the competencies of the course. If a HEI prescribes standard
evaluation criteria, then it should be reflected in the syllabus.
Activity 5.
Answer the following questions:
1. What are the possible benefits of implementing an outcomes-based curriculum in
higher education?
2. How does OBE support academic freedom?
F. Transition Curriculum
The transition program is designed for special learners that are intellectually
disabled and those that are physically handicapped. It is designed to meet their special
needs and respond to their specific interests. It is like a care package that will empower
the learners in their transition from home to school, or from post-elementary or postsecondary to the world of work. In the transition program, the learners will also enjoy an
education that will enable them to become functional in their everyday lives.
In the Philippines, Quijano (2007) presented the Philippine Model of Transition
that focuses on enabling every special learner for community involvement and
employment. The model envisions full participation, empowerment, and productivity of
those enrolled in the program. The transition program includes three curriculum
domains: (1) daily living skills, (2) personal and social skills, and (3) occupational
guidance and preparation. This model necessitates the need for support from
professionals and other key people in the community in order for the individual with
special needs to attain independent living. According to Gomez (2010), this model of
transition program can also be used for children in conflict with the law (CICL).
The transition Program in the Philippines could be expanded to many different
possible of entry that will extend the scope of transition program from young children to
adults. These may include the following examples:
1. Transition to school life - may include children and adult special learners who
would like to attend or who have been assessed to be ready for regular school
under the inclusion program. This may also include students who would like to
learn basic literacy programs under the alternative Learning System.
2. Transition after post-secondary schooling – includes programs that will prepare
special learners for vocational courses and on-the-job trainings. It may also
include programs that will help students move to higher education if possible.
3. Transition from school to entrepreneurship – includes programs that will allow
special learners to become entrepreneurs in their respective communities.
4. Transition from school to adult life – includes programs that will allow students
to adjust and adapt to adult life.
5. Transition to functional life – includes learning of life skills that will allow the
special learners to learn how to take care of themselves and develop some special
skills that they can use every day.
These entry points for students are important for planning an effective and efficient
transition program that is truly relevant and responsive to the needs, interests, abilities,
and aspirations of special learners. Transition at any point is an important program to
empower special learners to experience normal lives.
The transition program aims to realize the aim of the K to 12 basic education
program of producing holistically developed and functionally literate Filipino learners in
the context of special education. This qualifies it as an organic part of the K to 12
curriculum by providing both academic and extra-curricular support systems to all
special learners.