Implementation of CHED-General Education Curriculumin the Filipino Program of Higher Education Institutions: Its Implications on Language Planning in the Philippines

Abstract

— This paper was focused at evaluating the extent of implementation of Commisson on Higher
Education Memorandum Order (CMO) No. 59 s. 1996 in the Filipino program of Higher Education
Institutions (HEIs).It also aimed at assessing the language planning of HEIs particularly in Region 02,
Philippines. Evaluative analysis of data through the use of quantitative and qualitative analysis was
employed. The survey method for quantitative analysis and multi – method approach or triangulation for
qualitative analysis of data were employed. Results validated that the policy was fully implemented for two
(2)reasons: (1) The institutions are allowed to add but not to deduct from the prescribed minimum
requirements by CHED; and (2) Filipino must be recognized as one of the academic courses in General
Education Curriculum. Also, results vouched that Filipino GECcourses offered inHEIs were not unified. In
terms of medium of instruction, publications and communications, Filipino is not the official language used
but exclusively English. However, the use of English and Filipino is inseparable in actual classroom
instructions and oral communications. It was also evident that not having the language policies and
programs in Filipino of HEIs for its intellectualization implies theirlack of support, advocacy and political
will. Thus, the formulation of language policies and programs in Filipino must be given priority attention in
the micro-language planning.