The History of

Philippine
Education System

Lecture No. 4
 KEY PERIODS IN EDUCATIONAL
HISTORY

Historical Educational Curriculum Agents Influences on

Group or Goals Western
Period Education
Primitive To teach group Practical skills of Parents, tribal Emphasis on
societies 7000 survival skills; hunting, fishing, elders, and the role of
B.C.- 5000 B.C to cultivate food gathering priests informal
group stories, myths, education in
cohesiveness songs, poems, transmission of
dances skills and values
 KEY PERIODS IN EDUCATIONAL HISTORY
Historical Educational Curriculum Agents Influences on
Group or Goals Western
Period Education
Greek To cultivate civic Athenian: reading, Athens: private Athens: The
1600B.C-300 responsibility writing, teachers and concept of the
B.C and identity with arithmetic, drama, schools; well-rounded,
music, physical
city-state; Shopists; liberally
education,
Athenian: philosophers educated person
literature, poetry
to develop well-
rounded person Spartan: drill, Sparta: military
Spartan: military songs teachers, drill Sparta: The
to develop and tactics sergeants concept of the
soldiers and military state
 KEY PERIODS IN EDUCATIONAL HISTORY
Historical Educational Curriculum Agents Influences on
Group or Goals Western
Period Education
Roman 750 To develop Reading, writing, Private schools Emphasis on
B.C.-A.D. 450 sense of civic arithmetic, Laws and teachers; ability to use
responsibility of Twelve Tables, schools of education for
law, philosophy
for republic and rhetoric. practical
then empire; to administrative
develop skills; relating
administrative education to
and military civic
skills responsibility.
 KEY PERIODS IN EDUCATIONAL HISTORY
Historical Educational Curriculum Agents Influences on
Group or Goals Western
Period Education
Arabic A.D. To cultivate Reading, writing, Mosques; court Arabic numerals
700- A.D.1350 religious mathematics, schools and
commitment to religious computation;
literature;
Islamic beliefs; re-entry of
scientific studies.
to develop classical
expertise in materials on
mathematics, science and
medicine and medicine.
science.
 KEY PERIODS IN EDUCATIONAL HISTORY
Historical Educational Curriculum Agents Influences on
Group or Goals Western
Period Education
Medieval A.D. To develop Reading, writing, Parish, chantry, Establishing the
500-A.D. 1400 religious arithmetic, liberal and cathedral structure,
commitment, arts; philosophy, schools; content, and
theology, crafts;
knowledge and universities; organization of
military tactics
ritual; re- apprenticeship; the university
and chivalry
establish social knighthood as a major
order; to institution of
prepare persons higher
for appropriate education; the
roles institutionalizati
on and
 KEY PERIODS IN EDUCATIONAL HISTORY
Historical Educational Curriculum Agents Influences on
Group or Goals Western
Period Education
Renaissance To cultivate a Latin, Greek, Classical An emphasis on
A.D 1350-A.D. humanist who classical humanist literary
1500 was expert in literature, poetry, educators and knowledge,
art
the classics – schools such as excellence, and
Greek and lychee, style as
Latin; to gymnasium, expressed in
prepare Latin grammar classical
courtiers for school. literature; a
service to two- track
dynastic leaders system of
schools.
 KEY PERIODS IN EDUCATIONAL HISTORY
Historical Educational Curriculum Agents Influences on
Group or Goals Western
Period Education
Reformation To cultivate a Reading, writing, Vernacular A commitment
A.D. 1500- A.D. sense of arithmetic, elementary to universal
1600 commitment to catechism, schools for the education to
religious concepts
particular masses; provide literacy
and ritual; Latin
religious classical schools to the masses;
and Greek;
denomination; for the upper the origins of
theology
to cultivate class. school systems
general literacy. with supervision
to ensure
doctrinal
conformity.
 The History of the
Philippine Education
System
 Education during the Pre-colonial Period

Education was informal and unstructured, decentralized.

Fathers taught their son how to look for food and other means
of livelihood. Mothers taught their girls to do the household
chores. This education is 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 Katalo nan).
 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 college 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.
 Education during the American Regime
1898-1946

(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.
 Education during the American Regime
1898-1946

 Training was done through the schools both public and secular manned
by Chaplains and Military Offi cers 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 fi rst
state school of university status.

 The Department of Public Instruction set up a three level school

system. The fi rst 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.
 The Commonwealth Period (1935-1942)

 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.

 The Commonwealth Period (1935-1942)

 Executive Order No. 134 (of 1936) was signed by Pres.

Manuel L. Quezon designating Tagalog as our National
Language.

1. Executive Order No. 217 otherwise known as the

Quezon Code of Ethics was taught in schools.

2. Executive Order No. 263 (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 Commonwealth Period (1935-1942)

 The Education Act of 1940 (C.A. 586) was approved by the Philippine
Assembly on August 7, 1940, which provided for the following:

1. Reduction of the 7 year elementary course to 6 years

2. Fixing the school entrance age at 7

3. National support for elementary education

4. Compulsory attendance of primary children enrolled in Grade I

5. 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:

1. Make the people understand the position of the Philippines

as a member of the East Asia Co-Prosperity Sphere

2. Eradication of the idea of reliance upon Western States

particularly the US and Great Britain

3. Fostering as new Filipino culture based on the

consciousness of the people as Orientals
 The Japanese Occupation

 Aims of education during Japanese occupation:

4. Elevating the moral of the people giving up over-emphasis on

materialism

5. Diff usion of elementary education and promotion of vocation

education

6. Striving for the diff usion of the Japanese language in the

Philippines and the termination of the use of English in schools

7. 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 fl ag ceremony was made compulsory in all

schools including the singing of the National Anthem
pursuant to R.A. 1265 approved on June 11, 1955.
 Post-colonial Philippines

 Curricular off erings 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
 Post-colonial Philippines

 The fundamental aims of education in the 1973

Constitution are:

1. Foster love of country

2. Teach the duties of citizenship

3. Develop moral character, self-discipline and

scientifi c, technological and vocational effi ciency
 OTHER DEVELOPMENTS

 Integration of values in all learning areas

 Emphasis on mastery learning

 Replacement of PBET (Professional Board Examination

for Teachers) by LET (Licensure Examination for
Teachers)

 CHED is responsible for higher education. R.A. 7722 –

Higher Education Act of 1994
 OTHER DEVELOPMENTS

 In August 2001, Republic Act 9155, otherwise called the Governance

of Basic Education Act , was passed transforming the name Depar tment
of Education, Culture and Spor ts (DECS) to the Department of Education
(DepEd) and redefi ning the role of fi eld offi ces (regional offi ces, division
offi ces, district offi ces 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.
 OTHER DEVELOPMENTS

 Values education is off ered as a separate subject in NSEC and

integrated in all areas in both curricula

 Implementation of New Secondar y Education Curriculum (NSEC)

 R.A. 10157, Jan 20, 2012 – Kindergarten Act, an act institutionalizing

the kindergar ten 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 primar y
education, four years of junior High School, and two years of Senior High School
(SHS) to provide suffi cient time for master y of concepts and skills develop
lifelong learners, and prepare graduates for ter tiary education, middle –
level skills development, employment and entrepreneurship.
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