Historical Foundation of Education

The Philippine Technical Vocational Education and Training (TVET) System

Desired Learning Outcomes: State the relationship of society and schools

State the relationship of society and schools
Prove that schools transmit cultural values by stating
facts from education history in the world and in the
Philippines
Explain the meaning of socialization as a function of
schools
Topic: Education in Primitive Society
Key Periods in Educational History
The History of the Philippines Educational System

Time frame: 3 hours

Activity
Read the quote from the famous John Dewey then answer the following questions:

When a school introduces and trains each child of society into membership within
such a little community, saturating him with the instruments of effective self-direction,
we shall have the deepest and best guaranty of a larger society which is worthy,
lovely, and harmonious”.

-John Dewey

Answer the following questions:

1. What is the function of schools according to John Dewey’s statement?
Thus according to john dewy, the main purpose of school decipline is the cultivation in the
pupilsof social attitudes, interests and habits, and ideas of conduct throughthe conjoint
activities of the school which has been organized as a community.
2. Who creates schools?
The school was created for learning purposes, the school staff together with the
administrators and teacher as well as students is one of the key why the school is created.
Without those one the school is not functionally well.

3. What is the relationship between schools and society?

The school and society is linked with each other. The school education is correlated with the
social environment of children, A good society is the product of good school system is the
product of a good society. So there must be intimate relationships between the school and the
society.
 Education or school is an institution created by society. Education is a function of Society and
as such arises from the nature and character of society itself. Society seeks to preserve itself and
to do this it maintains its functions and institutions, one of which is education, to assure its
survival, stability and convenience.
As John Dewey claimed, it is the school that "introduces and trains each child of society
into membership within such a little community, saturating him with the spirit of service, and
providing him with the instruments of effective self-direction..." When schools succeed to do
this, in the words of Dewey "we shall have the deepest and best guaranty of a larger society
which is worthy, harmonious, and lovely.
This is called the socialization process. Socialization is the "process of learning the roles,
statuses and values necessary for participation in social institutions (Brinkerhoff, D., 1989)
Socialization is a lifelong process. It occurs primarily during early childhood but as we
progress from infancy to old age we shed Old roles and adopt new ones. Role learning that
prepares us for future roles is termed anticipatory socialization. (Brinkerhoff, D., 1989) Because
of anticipatory socialization most of us are more or less prepared for our future roles like spouse,
parent, professional teacher.
The family is the most important agent of socialization. Psychology tells us that the self-
concept formed during childhood has lasting consequences. Besides, "the parents' religion, social
class and ethnicity influence the child's social roles and self -concept which in turn influence the
expectations that others have for the child, and they determine the groups with which the child
will interact outside the family". (Brinkerhoff, De, 1989)
The school is also an important agent of socialization. It is an institution charged by society
to impart specific knowledge and skills necessary for functioning in a society. They are also
charged with the task of transmitting society's cultural values. The next part of this Chapter is
devoted to how schools (formal or informal) did their task as agents of socialization in different
periods of history.
Education in Primitive Society
Brinkerhoof (1989) explains further:
In primitive societies, preliterate persons faced the problem of survival in an environment
that pitted them against natural forces and wild animals. To survive, human beings needed food,
shelter, warmth and clothing. To transform a hostile environment into one that is life-sustaining,
humankind developed life skills that eventually became cultural patterns.
These life skills included 1) tool or instrument making, 2) adherence to the moral behavior
code of group life and 3) language.
Early humankind found security in group life based on kinship and tribal patterns. Life in
the human group was educational as children observed and learned from the elders and as they
were deliberately taught by their parents and elders. For these cultural patterns to continue, the
adults had to teach these skills and values to their children. This is socialization, a function of
education in society. Socialization is the process by which individuals internalize the norms and
values of society and so social and cultural continuity are attained. This is also informal
education in action.
As abstract thinkers, human beings could create, use and manipulate symbols. They could
communicate with one another through gestures, sounds and words. These symbols were
expressed in signs, pictographs, letters. The creation and introduction of 0 and written language
made a great leap on literacy which in turn had tremendous educational consequences which
citizens of civilized society like netizens of the 21st century now enjoy.

Key Periods in Educational History

Below are key periods in educational history from 7000 B.C. to AD 1600. Study the table
thoroughly. The notes should make you see that education and school are a function of society
and schools reflect the nature and character of society itself. What society considers important is
what education focuses on to preserve society.
Table 1. Points of Emphasis on Education in History

Key Points in Education History, 1000 BC to A.D. 1600

Historical Educational Curriculum Agents Influences on
Group or Goals Western
Periods Education
Primitive To teach group Practical skills Parents, tribal Emphasis on the
Societies survival skills; of hunting, elders, and role informal
7000 B.C.- to cultivate fishing, food priests education in
5000B.C. group gathering transmission of
cohesiveness stories, myths, skills and values
songs, poems,
dances
Greek 1600 To cultivate Athenian: Athens: private Athens: The
B.C.-300 B.C civic reading, writing, teachers and concept of the
responsibility arithmetic, schools; well-rounded,
and identity with drama, music, Sophists; liberally educated
city-state physical philosophers person
education,
Athenian: to literature poetry Sparta: military Sparta: The
develop well- teachers, drill concept of the
rounded person Spartan: drill, sergeants military state
military songs
Spartan: to and tactics
develop soldiers
and military
leaders
To develop Reading, Private schools Emphasis on
sense of civic writing, and teachers; ability to use
responsibility arithmetic, schools of education for
 for republic and Laws of Twelve rhetoric practical
then empire; to Tables, law, administrative
develop philosophy skills; relating
administrative education to civic
and military responsibility
skills
Arabic A.D. To cultivate Reading, Mosques; court Arabic numerals
700- A.D. 1350 religious writing. school and computation;
commitment to mathematics, re-entry of
Islamic beliefs; religious classical materials
to develop literature; on science and
expertise in scientific medicine
mathematics, studies
medicine, and
science
Medieval A.D. To develop Reading Parish, chantry, Establishing the
500- A.D. 1400 religious writing, and cathedral structure, content,
commitment, arithmetic, schools; and organization
knowledge, and liberal arts, universities; of the University
ritual; to re- philosophy, apprenticeship; as a major
establish social theology, knighthood institution of
order, to prepare theology; crafts; higher education;
persons for military tactics the
appropriate roles and chivalry institutionalization
and perseverance
of knowledge
Renaissance A. To cultivate a Latin; Greek. Classical An emphasis on
D. 1350- A. D. humanist who classical humanist literally
1500 was expert in literature, educators and knowledge,
the classics- poetry, art schools such as excellence, and
Greek and Latin; lycee, style as expressed
to prepare gymanasium, in classical
courtiers for Latin grammar literature; a two-
service to school track system of
dynastic leaders schools
Reformation A. To cultivate a Reading, Vernacular A commitment to
D. 1500-A.D. sense of writing, elementary universal
1600 commitment to a arithmetic, schools for the education to
particular catechism, masses; classical provide literacy to
religious religious schools for the masses; the
denomination; concepts and upper classes origins of school
to cultivate ritual; Latin and systems with
general literacy Greek; theology supervision ensure
doctrinal
conformity

In primitive societies survival against natural forces was the need and so what were taught
were survival skills and values to cultivate group cohesiveness.
 For the Athenian in ancient Greece, what mattered most in education was the rounded
development of every individual while for the Spartan it was the development of soldiers and
military leaders.
For the early Romans, schools needed to develop sense of civic responsibility and to
develop administrative and military skills as citizens of the Roman Empire.
For the ancient Arabic world where Islam rose the most important concern of education
was to cultivate religious commitment to Islamic beliefs.
During the Medieval period, schools were concerned with the development of religious
commitment, knowledge and ritual to establish order.
Renaissance period was a fervent period of European cultural, artistic, political and
economic "rebirth" following the Middle Ages. Education was focused on the rediscovery of
classical philosophy, literature and art.
The Reformation period had as for its educational goals the cultivation of a sense of
commitment to a particular religious denomination and general literacy.

The History of the Philippine Educational System

Let us also see how the nature and character of Philippine society are reflected in the
education process in different periods of Philippine history.
As you study the summary of the Philippine educational system, just remember this
sociological concept, which is the focus of this Chapter - that education is a function of society and
as such what are taught in schools arise from the nature and character of society itself. What
society considers important is what schools teach. Be ready to answer this question at the end:
What Was/ were the focus/foci of education or schools during the: 1) pre Colonial period, 2)
Spanish period, 3) American regime, 4) Japanese occupation and 5) post-colonial period.

Education during the Pre-colonial period

Education was informal and unstructured, decentralized. Fathers taught their sons how to
look for food and other means of livelihood. Mothers taught their girls to do the household chores.
This education basically prepared their children to become good husband and wives. Children
were provided more vocational training but lesser academics. Teachers were tribal tutors
(Babaylan or Katalonan).

Education During the Spanish Era

Education was formal and organized. It was authoritarian in nature. Tribal tutors of the pre-
Spanish period were replaced by Spanish missionaries. Pupils attended formal schooling in the
parochial school. Instruction was Religion—oriented. Christian doctrines, sacred songs and music
and prayers were taught because they were required for confession and communion. There was a
separate school for boys and girls. Wealthy Filipinos or the ilustrados were accommodated in the
schools.
The Educational Decree of 1863
This law gave Filipinos a complete system of education from elementary to the collegiate
level. The law provided for the establishment of the elementary schools in all municipalities in the
country. Although religion was the core of the curriculum, the curriculum included subjects
reading, writing, arithmetic, history Christian doctrine Spanish language, vocal music, agriculture
for the boys and needlework for the girls. Attendance in school was compulsory between the ages
of seven and twelve.
Education during the American Regime 1898-1946
The Americans promoted democratic ideals and the democratic way of life. The schools
maintained by the Spaniards for more than three centuries were closed but were reopened on
August 29, 1898 by the Secretary of the Interior. A system of free and compulsory elementary
education was established by the Malolos Constitution
(Political Constitution of 1899). In May 1898, the first American school was established in
Corregidor, and shortly after the capture Of Manila in 1899, seven schools were opened in the city.
Training was done through the schools both public and secular manned by Chaplains and
Military Officers of the US Army.
Thomasites arrived in the Philippines on August 23, 1901, The University of the
Philippines was founded in 1908. UP was the first state school of university status.
The Department of Public Instruction set up a three-level school system. The first level
considered a four-year primary and three-year intermediate or seven-year elementary curriculum.
The second level was a four-year junior college and later a four-year program.

The Commonwealth Period (1935-1942)

 Free education in public schools was provided all over the country, in accordance with the
1935 Constitution.
 Vocational education and some household activities like sewing, cooking, and farming
were also given importance.
 Education also emphasized nationalism so the students were taught about the life of the
Filipino heroes.
 Vocational education and some household activities were also given importance. Good
manners and discipline were also taught to the students.
 The institute of private education was established in order to observe private schools.
 Formal adult education was also given.
 Executive Order No. 134 (of 1936) was signed by Pres. Manuel L, Quezon designating
Tagalog as our National Language.
 Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in
schools.
  Executive Order No. 263 in (1940) required the teaching of the Filipino, national language
in the senior year of all high schools and in all years in the normal schools
The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August
7, 1940, which provided for the following:
 Reduction of the 7 year elementary course to 6 years
 Fixing the school entrance age at 7
 National support for elementary education
 Compulsory attendance of primary children enrolled in Grade I Adoption of double-single
sessions in the primary grade with one teacher one class assignment of intermediate
teachers.
The Japanese Occupation
Aims of education during Japanese occupation:
 Make the people understand the position of the Philippines as a member of the East Asia
Co-Prosperity Sphere
 Eradication of the idea of reliance upon Western States particularly the US and Great
Britain
 Fostering a new Filipino culture based on the consciousness of the people as Orientals
 Elevating the moral of the people giving up over-emphasis on materialism
 Diffusion of elementary education and promotion of vocation education
 Striving for the diffusion of the Japanese language in the Philippines and the termination of
the use of English in schools
 Developing in people the love of labor
Post-colonial Philippines
 Education aimed at the full of realization of the democratic ideals and way of life.
 The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 in
June 15, 1954.
 A daily flag ceremony was made compulsory in all schools including the singing of the
National Anthem pursuant to R.A. 1265 approved on June 11, 1955.
— Curricular offerings in all schools, the life, the works and writings of Jose Rizal
especially the Noli Me Tangere and El Filibusterismo shall be included in all levels.
 Elementary education was nationalized and matriculation fees were abolished.
 Magna Carta for Teachers was passed into law by virtue of
R.A. 4670
The fundamental aims of education in the 1973 Constitution are: - foster love of country -
teach the duties of citizenship - develop moral character, self-discipline and scientific,
technological and vocational efficiency
Other Developments
— integration of values in all learning areas
— emphasis on mastery learning
 — YDT and CAT introduced as new courses Media of Instruction Bilingual Education
Policy: Mandates the use of English and Filipino separately as media of instruction in
schools.
— Education Act of 1982 - created the Ministry of Education, Culture and Sports.
— NCEE - National College Entrance Examination introduced
— Executive Order No. 117 - President Corazon C. Aquino renamed Ministry of
Education, Culture and Sports (DECS) in 1987
— Creation of the Board for Professional Teachers composed of 5 under PRC
— Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure
Examination for Teachers
— Transfer of authority of administering the LET from CSC and DECS to the Board of
Professional Teachers under PRC
— Trifocalization of Education System
— The trifocal education system refocused DECS' mandate to basic education which covers
elementary, secondary and nonformal education, including culture and sports. TESDA
now administers the post-secondary, middle-level manpower training and development
R.A. 7796 Technical Education and Skills Development Act of 1994
— CHED is responsible for higher education. R.A. 7722 — Higher Education Act of 1994
— In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education
Act, was passed transforming the name Department of Education, Culture and Sports
(DECS) to the Department of Education (DepEd) and redefining the role of field offices
(regional offices, division offices, district Offices and schools). RA 9155 provide the
overall framework for (i) school head empowerment by strengthening their leadership
roles and (ii) school-based management within the context of transparency and local
accountability. The goal Of basic education is to provide the school age population and
young adults with skills, knowledge, and values to become caring, self-reliant, productive
and patriotic citizens.
— Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS to
DepEd and redefining the role of field offices which include the regional offices, division
offices, district offices and schools.
— Values Education is offered as a separate subject in NSEC and integrated in all subject
areas in both curricula--Implementation of New Secondary Education Curriculum (NSEC)
— R.A. 10157, Jan 20, 2012 -- Kindergarten Act, an act institutionalizing the kindergarten
education into the basic education system
— K to 12 Program (R.A 10533), May 15, 2013 - The K to 12 Program covers Kindergarten
and 12 years of basic education (six years of primary education, four years of Junior High
School, and two years of Senior High School [SHSI]) to provide sufficient time for
mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and entrepreneurship.

The Varied Goals of Education in Different Historical Periods of Philippine history

What was considered important in each historical period of the country vas also the focus or
direction of the education of the Filipino.
 During the pre-colonial period, students were given vocational training but lesser academics
for them to be good fathers and mothers. During the Spanish period, schools focused on religious
formation to help them live the Christian faith. The American regime educated the Filipinos to
become good citizens of a democratic country while the Japanese regime taught them love of
labor. The post-colonial period educational system was devoted to the following goals: 1) foster
love of country; 2) teach the duties of citizenship; 3) develop moral character self-discipline; and
4) scientific, technological and vocational efficiency. The present DepEd vision and mission
statement and core values and the fourth mission of the Commission on Higher Education add light
to the present goals of Philippine education. They are given below:
To produce thoughtful graduates imbued with l) values reflective of a humanist orientation (e.g.
fundamental respect for others as human beings with intrinsic rights, cultural rootedness,
avocation to serve;) 2) analytical and problem solving skills; 3) the ability to think things through
the ethical and social implication of a given source of action; and 4) the competency to learn
continuously throughout life --- that will enable them to live meaningfully in a complex, rapidly
changing and globalized world while engaging (in) heir community and the nation's development
issues and concern. - Commission on Higher Education

The Department of Education has the following vision, mission and core values:

The DepEd Vision

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation...

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where;
Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

Our Core Values

Maka-Diyos
Maka-tao
 Makakalikasan
Makabansa

The Importance of Studying History of Education

Why do we have to bother with the educational goals of the past which is past and so we can no
longer undo? Dewey explains why a study of the history of education is valuable:
1. Educational issues and problems are often rooted in the past; the study of educational history
can help us to understand and solve today's problems,
2. Realistic effort to reform education begin with present conditions which are a product of our
past; by using our past, we can shape the future.
3. The study of education's past provides a perspective that explains and illuminates our present
activities as teachers.

The Philippine Technical Vocational Education and Training (TVET) System

The Philippine Education and Training System The education system in the Philippines
embraces formal and non-formal education. It is closely related to the American mode of
education but differs in the number of school years as other countries have 12 years basic
education. In the country however, elementary education is composed of 6 years and secondary
 education is 4 years which together with the tertiary education comprise the formal education
system.
On the other hand, non-formal education includes education opportunities, even outside
school premises, that facilitate achievement of specific learning objectives for particular
clienteles, especially the out of-school youths or adult illiterates who cannot avail of formal
education. An example is functional literacy programmes for non-literate and semi-literate adults
which integrate basic literacy with livelihood skills training.

The Congressional Commission on Education

The Congress enacted in 1990 Joint Resolution No. 2 creating the Congressional
Commission for Education or EDCOM to review and assess the education and manpower training
system of the country inclusive of formal and non-formal educational system in both public and
private. The EDCOM concluded that the different levels/categories of education should be
managed separately so that the specific needs of each category can be identified and well attended
to for effective and efficient implementation. Thus, the trifocalization of the management of the
country’s educational system paved way for the following changes:
Basic Education was subsequently changed to Department of Education (DepEd) through
the passage of RA 9155 or Governance of Basic Education Act on August 2001.
Technical-Vocational Education became the jurisdiction of Technical Education and
Skills Development Authority (TESDA) as legally mandated through RA 7796 otherwise known
as the TESDA Act which was signed into law on August 25, 1994; and
Higher Education involving tertiary education in community colleges, universities and
specialized colleges became the domain of the Commission on Higher Education (CHED) which
was established through the enactment of RA 7722 or Higher Education Act on May 18, 1994
ASSESSMENT
A. Answer the following questions.
1. In not more than two sentences, state the relationship of society and schools.
A good society is the product of good school system is the product of a good society. So
there must be intimate relationships between the school and the society.

2. What is meant by socialization as a function of schools?

Socialization pre[pares a people to participate in a social group by teaching them its
norms and expectations.Socialiozation has three primary goals:teaching impulse
controland developing a conscience, preparing people to perform certain social roles,
and culrivating shared sources of meaning and values.

B. LET Clinchers
1. Education is the function of society. What does this imply?
I. Citizens are taught what society considered most important.
II. Society determines curriculum to be taught.
III. Those in education taught what they believed should be taught regardless of
society’s need.

A. I only C. II and III

B. I and II D. III
2. If education is a function of society then it has to be ____?
A. relevant C. for selected a few
B. complete D. free
3. Complete the analogy. Athenian education:well-rounded development of individuals
Spartan education: _________
A. military training
B. religious formation
C. liberally educated
D. wholistically developed person
4. While Japanese taught the Filipinos love for labor, the Americans taught the Filipino
________.
A. Citizenship in the country.
B. survival skills
C. love for country
D. dignity of labor
5. Schools are tasked for socialization. Which is a Correct explanation of socialization?
A. Developing the young to become socialite
B. Learning the roles, status and values necessary for participation in society
 C. Developing speaking and relating skills
D. Developing the socialite to remain forever young

REFERENCES
 Prieto, N., Arcangel, C. & Corpuz, B. (2019) The teacher and the community, school
culture and organizational leadership. Lorimar Publishing Inc. Metro Manila
 Syjuco, A. The Philippine Technical Vocational Education and Training (TVET)
System retrieved from https://www.tesda.gov.ph/uploads/file/Phil%20TVET
%20system%20-%20syjuco.pdf