Curriculum Changes in the Basic Education Home Economics Program 1983-2015

Aurora S. Llige

Curriculum history is crucial in understanding how a subject curriculum came to be. A curriculum reform effort should include wisdom of the past endeavours for these events provide valuable information to understand the present and offer insights to guide future curricular activities. This qualitative research sought to determine the trend in the curriculum changes of a school subject. The basic education home economics curriculum was the context used in this study. Its curricula from 1983 to 2013 were studied using document analysis and interview of key informants. The results of the study revealed that the curriculum elements of intent and content in home economics changed in each of the past curriculum reforms to focus more on the vocational aspect, while the family life aspect was reduced. Some topics and competencies previously associated with home economics (e.g. family roles and responsibilities, nutrition etc.) were delegated to other subject areas to accommodate the in-demand technical-vocational knowledge and skills. On the other hand, the curriculum elements of strategy and evaluation in home economics had no major change. The resulting trend of the changes in the curriculum of home economics in basic education is the move toward emphasizing vocational proficiency making this subject a crucial tool for manpower development to help achieve the development goals set by the government. Recommendations for future researches included the possibility of updating the curriculum development models to incorporate and establish the significant contribution of curriculum history in understanding curriculum change and its resulting trend.