1.

The concept of centralization or centralized education curriculum is briefly

described as the condition whereby the administrative authority for education is
vested, not only in the community, but in a central body (Brennen, 2012). This
means that there is a specific group of people that has been appointed or either
elected as a managing body of the learning resources that goes from the creation of
the curriculum and up to the implementation of it. This concept is mostly of
standardization and generalized plans as it assesses the entire education system as
a whole, which is also the exact same reason that it is being questioned by some as
it does not really provides solutions to problems in a differentiated classroom or a
specific educational institution.

Decentralization, on the other hand, generally refers to the process of transferring

decision making power, responsibility, and tasks from higher to lower organizational
levels (Bray, 1999). Instead of having executive powers to a national body or a
ministry of education, it promotes empowerment of the local authorities as it
provides them the opportunity to plan and implement curriculums that are tailored
to their needs and own contexts. But this concept is being criticized in being able to
come up with a uniform assessment of learning and the curriculum that may cause
differences that may impact the use education in society. 

This decentralization is also called today as School Based Curriculum Development

(SBCD). This approach in curriculum planning has been emerging in different
countries now, but of course with different levels of decentralization. The movement
towards SBCD is imminent in most nations as different institutions questions the
efficiency of a fully centralized curriculum.

2.
4.

1. Computer – Based. Subjects in the curriculum should be computer-based to meet

the rapid advancement of technologies. A lot of computer software is already
available in the market in almost all subjects in medicine, engineering, education,
business, nursing, architecture, etc. Current computer applications for classroom
instruction vary and include: Computer-Assisted Instruction (CAI) – uses the
computer as well as a self-contained teaching machine to present individual lessons
Computer-Managed Instruction (CMI) – uses the computer to organize instructions
and track student records and progress. The instruction itself need not be delivered
via a computer, although CAI is often combined with CMI Computer-Mediated
Education (CME) – computer applications that facilitate the delivery of instruction
and may involve electronic mail, fax, real-time computer conferencing, and World
Wide Web application. Computers indeed can be used in improving the quality of
student learning and the efficiency of teaching. With the CD-ROM and projection
facilities, the computer is used to supplement personal teaching methods. 2.
Environment – Focused. The continuing degradation of the environment has
captured the attention of concerned citizens around the globe. Integration of
environmental education in selected curricular programs is very important
especially for a developing country like the Philippines. Students must become
―earth-friendly‖ and commit to environmentally sound lifestyle. They must also
recognize interdependence in a ―global village‖ and be prepared to contribute to it.
In 1992, President Fidel V. Ramos signed Executive Order No. 15 that answers the
call for global action on the state of the environment. He created the Philippine
Council for Sustainable Development that adopted the Philippine Agenda 21which
takes a balanced and integrated approach to development issues by incorporating
sustainable development principles and concepts aligned with the national priorities
of the government. 228 One of the strategies of Philippine Agenda 21 is the
promotion of environmental education, information and public awareness. This
strategy reinforces P.D. 1152 or the Philippine Environment Code of 1977 that
mandates the integration of environmental education into the core curriculum of all
academic levels. Agenda 21 recognizes the fact that both formal and non-formal
environmental ethical awareness, values and attitudes, skills and behaviour are
consistent with sustainable development. As in the case of the engineering
program, during the July 1996 Philippine Association of Technical Education (PATE)
convention, the technical committee together with the different Technical Panel for
Engineering, Architecture and Maritime Education (TPEAME) which serves as the
technical arm of the CHED unanimously agreed to include Environmental
Engineering as one of the subjects in any Engineering Program to help develop in
future engineers an understanding of how humans relate to natural condition and to
instil in them the importance of making wise decision on the use of natural
resources. As approved, a 2- or 3– unit subject, preferably with the descriptive title
―Introduction to Environmental Engineering‖, is offered as compulsory subjects in
all Engineering programs nowadays. Among the most popular descriptive title of the
course as recommended by CHED are: Environmental Management Waste
Management Industrial Waste Control Waste Pollution Control, Treatment and
Disposal The topics outlined by the TPEAME include the following: Principles of
Ecology Sustainability Concept Global Environmental Issues Local and International
Regulations Environmental Impact Assessment Water and Waste Waster
Engineering Air Pollution Solid Waste Management Waste Minimization Noise
Pollution Thermal Pollution 3. Research – Oriented. With the complex problems
teachers face, they need to find solutions and it is in finding those solutions that
research plays an important role. Research enables educators to identify outcomes,
make predictions and establish cause-and-effect relationships. Assigning research
work to students will give them the opportunity to learn by themselves with
minimal supervision from their teachers. By doing research, students will have a
first-hand experience of applying the principles of scientific methodology and hence
make them better decision-makers in the future. Educators are encouraged to help
their students‘ develop research attitude (Baratang, 2003) by instilling in them the
so-called ―Problem-Orientedness‖ attitude. The following are worthy school-based
related researches (Hagos, 2007) from different universities: • The establishment
of the Central Philippines University – affiliated Non-Conventional Energy Centre
(CPU-NEC) in December 1989 to introduce, transfer, and encourage the utilization
of technically and economically viable non-conventional energy system that are
safe, cleaner and more sustainable than the conventional fuel based system.
Guimaras islands were the target 229 areas. This was established through the joint
effort of the Electrical Engineering students of CPU and the Department of Energy. •
A study in 2000 conducted by Civil Engineering students from the College of
Engineering of the Pamantasan ng Lungsod ng Manila on the production of particle
boards which are not of wood origin. • In 2000, a group of undergraduate
engineering students from the College of Engineering and Technology of the
University of the Philippines collaborated with the Department of Environmental and
Natural Resources in conducting an ―Air Pollution Study‖ in Norzagaray and San
Jose Del Monte Bulacan where there are three cement and two lime manufacturing
plants operating. • A student from Rizal Technological University conducted a study
in 2002 on the ―Immobilization of Toxic Heavy Metals from Academic Wastes‖ such
as copper, nickel, manganese, cadmium, lead and mercury by establishing a mix
design between academic waste, waste, fine and coarse aggregate. 4. Technology –
Enriched. The positive impact of technology is not limited to business, government
and medicine but extends to education as well. The advances in communication and
information technology is radically altering the shape and delivery of learning
throughout the world. Technological innovations have reshaped societies and
affected men‘s life. It is likewise revolutionizing and globalizing education to meet
business and industry needs. Realizing that technology is the most important area,
which the students must master, to succeed in the 21st century, many colleges and
universities have begun to install technological facilities in the campus. Computers,
CD-ROMs, the Internet. e-mail, television monitors, video equipment, and satellite
systems for distance learning are some of the technologies that schools have begun
to use. These technological devices interconnect, enabling students to maintain
continuous links with the rest of the world, to use the computers to do homework,
acquire new lessons, or consult with teachers and other experts outside the campus
and within the comfort of their home. The use of these technologies makes learning
more real, dynamic and more interesting. It also facilitates ease in students‘
comprehension and complements other available learning materials. 5. Value –
Laden. Although the main focus of the curriculum is to teach students a set of body
of knowledge, educators all over the world agree that values should also be
integrated in the learning process. Inculcating values in an academic program can
lead to the development of a human being committed to the building of a ―just and
humane society‖. All academic programs should, therefore, be strengthened with
values that are worthy of perpetuation for the rebuilding of society. Because of
widespread irregularities like graft and corruption, malpractice in some profession
and design activities (such as tampering designs and contracts) and degradation of
moral values among college graduates, it is imperative that the academe should do
something on values formation among students. Teaching the students ―values‖
gives them better preparation for the actual practice of their profession in the
future. Some universities have integrated values-formation in their academic
program. For instance, faculty members in the Mathematics department of the
Institute of Arts and Sciences at Far Eastern University have emphasized the
integration of the following values in their syllabus: 1. Responsibility 2.
Resourcefulness 3. Creativeness 230 4. Patience 5. Cooperation/Teamwork 6.
Neatness 7. Sportsmanship 8. Appreciation 9. Self-confidence 10. Humility 6.
Community-Involved. Participation in community service has become an essential
educational tool that enriches students‘ learning experiences. It bridges the gap
between the theories learned in the classroom and the realities of life in an actual
community where theories can be practiced. Mc Elhaney (1998) stated that serving
the community is not only an integral part of the mission of institutions of higher
education but also very much an actual tool of learning as it has been observed that
there are real academic learning outcomes in individuals who participated in
community service. Godwin (2001) also describes that community service is an
experiential learning and has been offered as a significant strategy to assist higher
education in producing the type of citizen needed for a healthy democracy.
Involving parents, teachers, members of the community and others in the process
of identifying academic goals and standards and measure of programs is seen as a
powerful vehicle in improving academic achievement and influencing the direction
and services of the school programs. During the time of United States President
Jimmy Carter, and through the help of his then Education Commissioner Ernest
Boyer, the US President saw the importance of connecting the university to
communities. He initiated community engagement, which called for the
commitment of community schools and universities to the country‘s most pressing
social, civic and ethical problems. (Godwin, 2001) Another US President Bill Clinton
demonstrated his belief in the educational potential of the community service by
signing into a law the National Commission Service and Trust Act 1993 (Diaz,
2007). Clinton viewed college students as the nation‘s best resources to meet the
challenge of rebuilding America through community service. The Philippine
government also acknowledges the value of community service as reflected in its
Constitution. Article XIV of the Philippine Constitution states that: ―The state shall
establish, maintain, and support a complete, adequate and integrated system of the
education relevant to the need of the people and society.‖ On the other hand,
because of its commitment to community, Far Eastern University was also
challenged to help uplift the lives of the people in its adopted communities, and
thus initiated schoolcommunity collaboration. The collaboration involved the
administration, faculty members, nonteaching personnel, students as well as
residents of their adopted communities. Helping the community is incorporated in
the Vision and Mission of the university: ―… Committed to the highest intellectual,
moral and cultural standards, it [FEU] strives to produce principled and competent
graduates‖. ―It nurtures a service-oriented community that seeks to contribute to
the advancement of society…‖ Its commitment to community service (Diaz, 2007)
led FEU to organize a ―Bisig Tamaraw‖ as the implementing arm of FEU extension
program. Bisig Tamaraw has identified and classified its projects into three
components: developmental projects which are long term and deals with
development of the community; facilitative projects which are projects in
partnership with other organizations and being done annually, and supplemental
projects which refers to traditional gift-giving and is done annually. 231 7.
Industry-Linked. Students are oriented to the world of work before they graduate.
Curriculums are now designed to enhance optimum individual adjustments toward
self-realization and career development. This means integrating classroom study
with planned and supervised practical experience in technological, educational or
cultural activities outside of the formal classroom environment usually in public or
private enterprises. The basic philosophy of the academe-industry linkage is that
personal growth and professional development are best achieved by an educational
method that combines classroom learning with periodic intervals of planned and
supervised practical experience away from the academic community (Profeta,
2003). It integrates theories learned in the classroom with relevant work in the
world of work. Hence, it is integrative and transformative since it combines theory
and practice with the end in view of developing a graduate who is creative and
responsible to the society in which he lives. Gomez (2006) said that as the country
moves towards the Information age, it becomes clearer that the education needs to
respond to the nature and requirements of industry and business work force of
today and tomorrow. The role of institution is to prepare individuals towards their
functional and proactive roles in society. It is also essential for education to become
active in understanding and internalizing the skills needed for the industry.
CONCLUSION Central to the realization of an institution‘s goal is continuity and
innovation anchored on a relevant curriculum. Change in strategies, in the course
contents, in methodologies for teaching, is well recognized as sensitive, difficult and
sometimes, impossible, so much so that the acceptance of the status quo is
pervasive. There is a great belief that if a plan is well planned and based on logical
theories and goals; there is nothing that will prevent it from being initiated. Yet, it
will also be noted that a quite a number of elaborately planned innovations and
curricular changes have floundered on the threshold of the bureaucratic
organization. REFERENCES Baratang, V. L. (2007). The research-oriented
individual, The Engineering Journal, Vol. 5, New Era University Buena, J.G. (2007).
Unpublished dissertation: Readiness of selected Quezon City public high schools and
teachers in integrating technology in teaching: Inputs for an action plan, Far
Eastern University, Manila Diaz, E. D. (2007). Unpublished dissertation:
Collaboration between FEU and the adopted community: Towards a framework on
community service, Far Eastern University, Manila Godwin, D. R. (2001).
Unpublished dissertation: Functional motivations: Recruiting college students to
perform community service, Widener University Gomez, M. E. (2006). Unpublished
thesis: Capability of selected institution in the NCR using on-line classes trough
distance learning, Rizal Technological University Hagos, L. C. (2002). Integration of
environmental perspectives in the engineering curriculum, Graduate School
Research Journal, New Era University Hagos, L. C. (2000). Re-structuring the
engineering curriculum to meet the challenges of the 21st century, Graduate School
Research Journal, New Era University