Compulsory Education Curricula of Portugal and the Philippines: A Descriptive-Comparative Analysis with Recommendations

Abstract: This study presents a descriptive-comparative analysis of the compulsory education curricula of Portugal and the Philippines; examined through the core curriculum elements of curriculum structure, subject content, instructional time, learning resources, teaching approaches and assessment practices. Grounded in curriculum design, implementation and evaluation principles, the study employs a qualitative document-based methodology drawing on official curriculum frameworks, national education laws and institutional policy guidelines. The analysis describes how compulsory education is organized in Portugal and compares these structures with the Philippine K-12 curriculum, treating diverse Philippine delivery modalities as regulated implementations of a centralized national framework. Adopting a non-evaluative and interpretive approach, the study emphasizes curriculum consistency, alignment and contextual responsiveness rather than system ranking or policy prescription. The findings support reflective curriculum evaluation and informed professional judgment relevant to compulsory education practice within the Philippine K-12 context. NOTES: Publication status: This manuscript was submitted as a course-based academic study for EDUC6202: Curriculum Design and Development under the Certificate in Professional Teaching, College of Arts and Sciences, AMA University Online Education. The work is unpublished and has not undergone external peer review. It is archived for academic documentation, professional reference and teaching portfolio purposes.