HISTORICAL DEVELOPMENT OF PHILIPPINE

EDUCATION
PRE-SPANISH PERIOD
Before 1521

GOAL

 Integration of individuals into the tribe

Objective was basically to promote reverence for, and adoration of Bathala (Supreme Being)
FOCUS

 Customs and Traditions

 Tribal members learned traditions, beliefs, values, customs, and patterns of behaviour by
listening to elders, storytellers, and chroniclers

METHOD

 Oral immersion

GENERAL CHARACTERISTICS

 Not formal

 Community-based

 No educational system

 Education was oral, practical, and hands-on

 Islanders knew how to read and write with certain characters almost like Greek or Arabic

 Ideas and facts were acquired through suggestion, observation, example, and imitation

 Early Filipinos had an early system of writing which was believed from Indian Sanskrit

 The old alphabet was called Alibata, later on Abakada. It consisted of fourteen consonants and
three vowels

SPANISH PERIOD
1521-1898
GOAL
  Spread of Christianity

 The friars established parochial schools linked with churches to teach catechism to the natives

 The primary goal of colonial education is to spread Christianity throughout the islands

 The early teachers were missionary friars who taught reading, writing, and church music in aid of
religious instruction

 The friars taught in the dialect but trained the Filipinos to read and write in the Castilian Alphabet

 The curricular goals were the acceptance of Catholicism and the Spanish rule

FOCUS

 Religion

 Spanish curriculum then consisted of the 3 R’s- reading, writing, and religion with undue
emphasis on the last as a total for perpetuating the colonial order

METHOD

 Catechetical instruction

 Use of corporal punishment

 Rote memorization

COURSE OF STUDY

 Not prescribed

 Flexible

 Not centralized

GENERAL CHARACTERISTICS

 No grade level

 Church-based

 No educational system
  The friars failed to establish an educational system in the country during the first 300 years of
Spanish rule

 There were no grade level

AMERICAN PERIOD
1899-1940

GOAL

 Spread of democracy

 Conquering the Filipinos not only Physically but also intellectually

 prohibition of compulsory religious instruction in public schools

FOCUS

 Academic English Language and literature

 train Filipinos after the American culture and way of life

METHOD

 Democratic English as medium of instruction

COURSE OF STUDY

 Prescribed

 Uniform

 Centralized

 English was the medium of instruction

GENERAL CHARACTERISTICS

 Formal

 Structured

 Existence of an educational system

 curriculum was based on the ideals and traditions of America and her hierarchy of values
  primary curriculum prescribed three grades pertaining to two aspects, the body training and the
mental training

 intermediate curriculum consisted of subjects such as Arithmetic , geography, science and

English

 in collegiate level normal schools were opened with a teachers training curriculum

 Reading materials were about Tom, Dick and Harry, George Washington and Abraham Lincoln

JAPANESE PERIOD
1941-1945

GOAL

 Spread of the New Asian Order

 Six basic principles of Japanese Education attempted to:

-Explain Japanese Educational Thrust

-New Order
-Denounce Western Nations
-Support Oriental hegemony

 East-Asia co-prosperity

 eradicate old idea of reliance to Western nations

 endeavor the morals of people

 diffusion of Japanese language

 diffusion of elementary education and promotion of vocational education

 spirit to love labor

FOCUS

 Principles of the new order

 Role of education in the Propaganda War

 Role of education in their vision of a New Order in Asia

  threats and coercion

 Japanese occupation

METHOD

 Rote memorization

 Use of threat and punishment

COURSE OF STUDY

 Prescribed

 Uniform

 Centralized

GENERAL CHARACTERISTICS

 Propaganda tool

 Repressively anti-American and anti-British

 Military backed existence of an educational system

 Changes in the Curriculum during the Japanese Occupation:

-School calendar became longer

-Class size increased
-Teacher rendered service during Saturday

 Discarded textbooks

 Eliminated Anti Asia Opinions

 Banned singing American Songs

 Classroom Instruction included the Teaching of Traditional Subjects for Elementary

ONWARDS
1945-present
ELEMENTARY
  1946- 1956 (General Education Curriculum)

- Shortening of the elementary curriculum from seven to six years

-The Educational Act of 1940, then called the Educational Magna Carta of the Philippines
-Commonwealth Act No. 589 Approved on August 19, 1940. An act of Establishing a School Ritual in all
Public and Private Elementary and Secondary Schools.

 1957- 1982 ( Revised Elementary Education Curriculum)

-The vernacular was the auxiliary medium of instruction in Grade I and II; Pilipino and English were
offered as subjects
-1970 -1971 – the Continuous Progression Scheme ( CPS) was implemented in the Elementary

 1983-2001 (New Elementary School Curriculum)

-Experimental Elementary Education Program (EEEP) was launched by the Bureau of Elementary
Education
-Program for Comprehensive Elementary Education (PROCEED)
-Program for Decentralized Education (PRODED)

 2002-2011 ( 2002 Basic Education Curriculum)

-One of the feature of curriculum is Makabayan, integrating the learning areas of Values Education,
PEHM, Araling Panlipunan and Technology and Home Economics
-Greater emphasis on computer literacy

 2012 ( R.A 10157 Kindergarten Education Act, January 20, 2012)

-Kindergarten is mandatory and compulsory for entrance to Grade I

SECONDARY
1973 – 1988

 Revised Secondary Education Program (RSEP

-Among objectives of the curriculum was to acquire the basic occupational skills acknowledge and
information essentials for gainful employment and for making intelligent choice of occupation or career.
-Introduced the “by the hour programming” instead of 40 minutes per learning area
-The Bilingual Education Policy was issued as Dept. Order No. 25, s. 1974
-The Revised Teacher Education Curriculum embodied in Dept. Order No. 8, s. 1970 was issued by the
Bureau of Higher Education
1989 – 2001
  The New Secondary Education Curriculum (NSEC)

-Values Education was offered as a separate subject in high school

-The teacher education institutions were encourage to offer Values Education as a specialization in BSE

 2010 Secondary Education Curriculum (SEC)

- Per DepEd Order No. 76, s. 2010 the SEC was implemented in the first year level only.
- The refinement of the curriculum followed the Understanding by Design (UBD) framework which covers
three stages:
1. Results/Desired Outcome
2. Assessment
3. Learning/Instructional Plan
K-12
2012 – 2013
• The Roll- out Implementation of the K to 12 Basic Education Curriculum for Grade 1 and 7 started during
the SY 2012 – 2013
The 10- point Agenda on education of President Aquino’s Administration:
1. Expansion to a 12 year Basic Education Cycle
2. Universal Pre School
-Pre school available to all kids regardless parents income
3. Madrasah Education / Madaris Education
-Education system that respects the beliefs and culture of Muslims
4. Tech- Voc Education in Senior High School
5. Every child a reader by Grade 1
6. Proficiency in Math and Science
-Strong curriculum in Math and Science starting from Grade 1
7. Assistance to private schools
8. Multilingual Education
9. Quality Textbooks
10. Covenant with LGU’s to build more schools
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