Historical Foundation of Education

HISTORICAL FOUNDATION OF EDUCATION
To fully understand the deep and true meaning of education precisely to the present
setting and educational system, we need to scrutinize and study the evolution of the philosophy
of education. We must know how they gave or valued education before. How did it affect to their
lives? Did it influence to the society or to the universe in general? How did it transcend to the
present generations?
Education has ever been indispensable to all mankind. It was then treated and the
most essential part of their lives because this would give them the great opportunity to rule their
countrymen. Education for them before was power and prestige. There was even discrimination
in attaining education before. Only the elite people were then being prioritized or being provided
with the highest receiving the most education the students who were intellectually gifted had flair
for science can only get education. Highly educated people were then considered as the most
influential being in the society.
As generation passes by, the system of attaining education has totally changed. At
this point, education is being offered and provided for all regardless of his or her economic
status in life. Constant research and studies have been conducted to attest the validity and the
effectively of the previous theories of the educational philosophies. They continually search for
the most effective and efficient philosophy in the parlance of education thus defining education
as a continuous process of learning. A learning that would change the perception and lives of
the people, increase knowledge, or even changes behavior in measurable manner as a
determining factor of an experience.
All of these transforming changes of the educational system and curriculum are strong
manifestation of the perpetuating existing power structure and the evolution according to the
context and needs of the time period. Finally, educational system or curriculum evolves to the
present context and needs as well as to the present structure of existing power in our society.
PHILOSOPHICAL FOUNDATIONS OF EDUCATION
Foundations of Education refers to a broadly-conceived field of educational study that
derives its character and methods from a number of academic disciplines, combinations of
disciplines, and area studies, including: history, philosophy, sociology, anthropology, religion,
political science, economics, psychology, cultural studies, gender studies, comparative and
international education, educational studies, and educational policy studies. As distinct from
Psychological Foundations of Education, which rely on the behavioral sciences, these
Standards address the Social Foundations of Education, which rely heavily on the disciplines
and methodologies of the humanities, particularly history and philosophy, and the social
sciences, such as sociology and political science.
The purpose of foundations study is to bring these disciplinary resources to bear in
developing interpretive, normative, and critical perspectives on education, both inside and
outside of schools. The interpretive perspectives use concepts and theories developed within
the humanities and the social sciences to assist students in examining, understanding, and
explaining education within different contexts. Foundational studies promote analysis of the
intent, meaning, and effects of educational institutions, including schools. Such studies attend
particularly to the diverse contexts within which educational phenomena occur, and how
interpretation can vary with different historical, philosophical, and cultural perspectives. The
normative perspectives assist students in examining and explaining education in light of value
orientations. Foundational studies promote understanding of normative and ethical behavior in
educational development and recognition of the inevitable presence of normative influences in
educational thought and practice.
Foundational studies probe the nature of assumptions about education and schooling.
They examine the relation of policy analysis to values and the extent to which educational
policymaking reflects values. Finally, they encourage students to develop their own value
positions regarding education on the basis of critical study and their own reflections. The critical
perspectives employ normative interpretations to assist students to develop inquiry skills, to
question educational assumptions and arrangements, and to identify contradictions and
inconsistencies among social and educational values, policies, and practices. In particular, the
critical perspectives engage students in employing democratic values to assess educational
beliefs, policies, and practices in light of their origins, influences, and consequences. Particular
disciplinary studies in, e.g., the history, philosophy, or sociology of education shall be
considered as study in the Foundations of Education provided the above perspectives are
addressed and promoted. The objective of such study is to sharpen students’ abilities to
examine, understand, and explain educational proposals, arrangements, and practices and to
develop a disciplined sense of policy-oriented educational responsibility. Such study develops
an awareness of education and schooling in light of their complex relations to the environing
culture.
Study in Foundations of Education shall NOT be equated with “Introduction to
Education” coursework unless such study clearly addresses the three perspectives indicated in
this Standard and is taught by individuals specifically trained in Foundations of Education.
Foundations of Education study employs a number of different disciplinary perspectives
to discern how. At the center of this evaluation is the importance of individual student needs.
Effective senior secondary pathways and curricula are linked to how well schools have
responded to the individual learning and career pathways of their students.
This evaluation identifies the need for schools to be more innovative to meet the needs
of all their students. It signals that the future success for secondary school students is
dependent on schools identifying and responding to the aspirations, strengths, culture and
needs of their students. The most responsive schools put considerable effort into ensuring
teachers understood the goals for each student and designed programs that encouraged
students to increase their own self awareness and self management to monitor progress
towards achieving their goals. The question that remains is – how can such leadership and self
managing skills be developed in all schools, to help students find out about their future
opportunities and what they need to do to achieve them?
The innovation required in secondary schools should be supported by robust self review
that can determine whether new approaches are making the intended improvements for
students. Many of the schools ERO identified as responsive to the individual pathways and
strengths of students are relentless in the development of their curricula, careers and pastoral
systems. When new approaches are developed, they are examined in terms of how they
support individual students, and changes are made to ensure that they can respond as
necessary.
The pattern of underachievement across the schools in this evaluation reflects the
central focus on designing a school curriculum and having systems that work for each student
enrolled at the school. However, while responsive schools had systems that tended to work for
individuals, most of these schools did not have high numbers of students with challenging social
needs. Many of the schools that had limited responsiveness tended to have significant areas to
develop in their curricula, careers or pastoral care systems. They also had higher proportions of
students who were already well behind when they started in Year 9 and brought with them
challenges associated with their socio-economic status.
An increasing response to the individual pathways of students necessitates the need for
greater coordination between the educational, social and business programs available for
students and their families. Almost all schools in this evaluation had students who did not
achieve national qualifications. Improvements cannot be achieved by schools working in
isolation. Schools need to have families, iwi, and community businesses, along with other
government agencies and education providers, working together with them to support the
diverse interests of each student.
To achieve greater numbers of students succeeding across the education system more
coordinated social support is needed for some students to complement the curriculum
improvements that are required in some secondary schools. Further work is needed to highlight
and introduce good practice related to how schools with high numbers of priority learners, in
particular, can work with families, outside agencies and other educational institutions to meet
the educational and social needs of learners.
PHILOSOPHICAL FOUNDATION OF EDUCATION
Foundations of Education
Philosophy Provides the Foundation for Educational Theories
Philosophy -- Theory
􀁺 Educational theory is the application of philosophy to the classroom.
􀁺 Organization of Curriculum
􀁺 Manner of Instruction
􀁺 Character of school environment
􀁺 Grading and testing (assessment)
􀁺 Varies from school to school and state to state
Authoritarian / Nonauthoritarian
􀁺 Idealism / Realism
􀁺 Pragmatism / Existentialism
Convergent / Divergent Thinking
􀁺 One Possible Answer
􀁺 Possibility of Many Answers
Authoritarian
􀁺 Purpose of education is to train pupil’sminds so they can deal with intellectual concepts of life.
􀁺 Mastery of facts and information
􀁺 Any child can learn any subject at any level if the subject matter is properly presented
􀁺 “Mastery Teaching”
Authoritarian
􀁺 Attention to test scores
􀁺 Grade level achievement
􀁺 P.A.S.S
􀁺 Accountability
􀁺 More traditional teaching strategies
􀁺 Convergent Thinking—One answer to question, and the teacher has it!
Authoritarian--Idealism
􀁺 Learning Focus—subject matter of the mind: literature, history, philosophy,religion
􀁺 Curriculum goal—same education for all
􀁺 Teaching method—lecture, discussion
􀁺 Character development—imitation
􀁺 Aesthetic development—study of masterworks, values of past heritage
Authoritarian--Realism
􀁺 Learning Focus—subject matter of physical world: math, science
􀁺 Curriculum goal—Mastery of laws of the universe
􀁺 Teaching method—mastery of information and skills: lecture, recitation, demonstration
􀁺 Character development—rules of conduct
􀁺 Aesthetic development—study of design in nature
Nonauthoritarian
􀁺 Mind is not just a muscle to be developed (John Dewey)
􀁺 Human beings are problem solvers who profit from experience
􀁺 Importance of the individual and personal awareness
􀁺 Interest aroused through student inquiry
􀁺 Divergent thinking—possibility of multiple answers to question
Nonauthoritarian--Pragmatism
􀁺 Learning Focus—social experience
􀁺 Curriculum goal—creation of new social order
􀁺 Teaching method—problem solving, project method and development
􀁺 Character development—group decision making in light of consequences
􀁺 Aesthetic development—participation in art project based on cross-culture and universal
values
Nonauthoritarian--Existentialism
􀁺 Learning Focus—subject matter of personal choice
􀁺 Curriculum goal—personal freedom and development
􀁺 Teaching method—Individual exploration:discovery method
􀁺 Character development—development of individual responsibility
􀁺 Aesthetic development—personal view of the world, self-initiated activities
􀁺 Perennialism
􀁺 Essentialism
􀁺 Behaviorism
􀁺 Positivism
􀁺 Progressivism
􀁺 Reconstructionism
􀁺 Humanism
􀁺 Constructivism
Relationship of Philosophies to Educational Theories
􀁺 Idealism
– Perennialism & Essentialism
􀁺 Realism
– Behaviorism & Positivism
􀁺 Pragmatism
– Progressivism & Reconstructionism
􀁺 Existentialism
– Humanism & Constructivism
Perennialism--(Idealism)--Basic View
􀁺 Principles of knowledge are enduring --“Everlasting”
􀁺 Stress the time-honored ideas, the “Great Works”, and the ability to reason
􀁺 The intellect must be nourished by contact with ideas
􀁺 Truth resides in the nature of the things rather than the sensory aspects of things.
Perennialism--Focus of Learning
􀁺 Discipline the mind
􀁺 Learner assumed to be rational and spiritual person
􀁺 Reading, Writing, Recitation, Computation are considered important
􀁺 Stress “Higher-Order Thinking Skills”
Perennialism--Curriculum
􀁺 Early schooling best directed toward preparing children for maturity--3Rs
􀁺 Secondary school level directed more toward “intellectually elite”
􀁺 Vocational training for less gifted
􀁺 Strong use of Great Books Program
– Hutchins and Adler
– Studying the works of the leading scholars of history is the best way to a general education
Essentialism--(Idealism)--Basic View
􀁺 Formulated by William C. Bagley--1938
􀁺 Common Core of information and skills needed
􀁺 Three basic principles of Essentialism
– Core of information
– Hard work
– Teacher-centered instruction
Essentialism--Basic View
􀁺 “Back to the Basics”
􀁺 Not so intent on transmitting underlying basic truths
􀁺 Advocate teaching that will help a person live a productive life today
􀁺 Therefore this “core” of information can and will change
Essentialism--Focus of Learning
􀁺 Transmit cultural heritage
􀁺 Develop good citizens
􀁺 How?--
􀁺 emphasize core of fundamental knowledge and skills
􀁺 develop sound habits of mental discipline
􀁺 demand respect for authority in a
structured learning situation
Essentialism--Focus of Learning
􀁺 School is a place where children come to learn what they need to know, and the teacher is
the person who can best instruct students in essential matters
􀁺 Role of teacher is “imparter of knowledge”
􀁺 Role of student is “learner”
Essentialism--Curriculum
􀁺 Subject matter of symbol and content (Idealism)—laws of nature and universal truths of the
physical world
􀁺 Literature, history, foreign language, religion
􀁺 Lecture, required reading, memorization, recitation, examinations
Essentialism--Curriculum
􀁺 Truth is defined as observable fact, therefore field trips, laboratories, A/V
materials and nature studies
􀁺 Subject matter is the core of education
􀁺 School is the curator of knowledge
Essential Schools Movement

􀁺 Theodore Sizer
􀁺 Strip away the nonessentials
􀁺 Focus on students “using their minds well”
􀁺 Does not specify what specific content is essential
􀁺 Essential schools required to analyze what curriculum should be and change the curriculum
to emphasize this core.
Behaviorism--(Realism)--Basic View
􀁺 “Control the environment and you will control the individual’s behavior”
􀁺 B.F. Skinner (1904-1990)
􀁺 followed Pavlov
􀁺 suggested that human behavior also could be explained as responses to external
stimuli
Behaviorism--Basic View
􀁺 Share common belief that a student’s misbehavior can be changed and reshaped in a socially
acceptable manner by directly changing the student’s environment.
􀁺 All people will attempt to avoid experiences and stimuli that are not pleasing and will seek
experiences that are pleasing and rewarding.
Behaviorism--Focus of Learning
􀁺 Behavior is determined by environment, not heredity
􀁺 School environment highly structured
􀁺 Curriculum based on behavioral
objectives
􀁺 Knowledge is best described as behaviors that are observable
􀁺 Mastery of Facts
􀁺 Empirical evidence is essential—Scientific methodology
􀁺 Develop learning environments that lead to desired behaviors in students for which
they are rewarded and will be motivated to continue
Behaviorism--Reinforcement
􀁺 Positive reinforcement
􀁺 Negative reinforcement
􀁺 Some believe negative reinforcement is ineffective
􀁺 Punishment
􀁺 “Extinguished”
Behaviorism--Reinforcement
􀁺 Not concerned about the cause of student’s problems
􀁺 Discover what is happening in the classroom environment and change it to
allow student’s behavior to change
Positivism (Realism)
􀁺 Auguste Comte (kont) (1798-1857)
􀁺 Divided thinking of humankind into three historical periods—each characterized by distinct
way of thinking
􀁺 Theological era—people explained things by reference to spirits and gods
􀁺 Metaphysical era—explained by causes, essences, and inner principles
􀁺 Positive period—do not attempt to go beyond observable, measurable facts
Positivism—Focus of Learning
􀁺 Acquisition of facts based on empirical observation
􀁺 Schools must develop content standards that represent understandings of experts
􀁺 Students are encouraged to master these understandings and to develop their own
skills of observation, classification, and logical analysis
􀁺 Objective testing—all tested with same objective set of criteria
Progressivism--(Pragmatism)--Basic Views
􀁺 Pierce (1839-1914) founded Pragmatism-
--1800s
􀁺 Need for people to be able to adjust to change
􀁺 Alvin Toffler--”Future Shock”
– First wave--agriculture
– Second wave--industry
– Third wave--information
Progressivism--Basic Views
􀁺 William James (1842-1914)--Pragmatism-- theory of truth
– Meaning and value of ideas only found in practical results
– Satisfactory working of an idea constitutesits whole truth
􀁺 John Dewey (1859-1952)--founder of Progressivism
– Ideas must always be tested by experiment
Progressivism--Focus of Learning
􀁺 Educational theory that emphasizes that ideas should be tested by experimentation
􀁺 Learning is rooted in questions developed by the learners
􀁺 Progressivists favor human experience as basis for knowledge
􀁺 Emphasize learning how to think rather than what to think
􀁺 Should actively prepare students for change
􀁺 Flexibility is important in curriculum design
􀁺 Life experience determines content
Progressivism--Curriculum
􀁺 Encourages divergent thinking
􀁺 Experience-centered curricula stresses process of learning rather than the results
􀁺 Interest in an intellectual activity will generate the practice needed for learning.
Progressivism
􀁺 Sees the learner as an experiencing, thinking, exploring individual
􀁺 Goal is to expose the learner to the subject matter of:
􀁺 social experiences,
􀁺 social studies,
􀁺 projects,
􀁺 problems, and
􀁺 experiments that…..
Progressivism
􀁺 when studied, by the scientific method, will result in functional knowledge from all
subjects.
􀁺 Books are tools of learning—not a source of indisputable knowledge.
Reconstructionism--(Pragmatism & Existentialism)--Basic Views

􀁺 Founded by Counts, Rugg, and Brameld
􀁺 Recognized that Progressivism had made advances beyond Essentialism in the area of
teacher-pupil relations and teaching methodology
􀁺 However--Progressivism fixated too heavily on needs of the child and failed to develop long-
range goals for society
Reconstructionism—Basic Views
􀁺 Calls for new social order that will fulfill basic democratic ideals
􀁺 People should control institutions and resources
􀁺 This can happen if international democracy of world government
Reconstructivism--Focus of Learning
􀁺 Critically analyze world events
􀁺 Explore controversial issues
􀁺 Develop vision for new and better world
􀁺 Promote programs of cultural renewal
Reconstructivism--Curriculum
􀁺 Critical Pedagogy
– Unites theory and practice
– Provides students with critical thinking tools
􀁺 Public Education should be the direct instrument of world reformation
􀁺 Use moral dilemmas to direct attention
toward social and world reform
Humanism--(Existentialism)--
Basic Views
􀁺 Based on the writings of Jean Jacques Rousseau (1712-1778)
􀁺 In “Émile,” Rousseau states “God makes all things good; man meddles with them and they
become evil.”
􀁺 Humans are born free and “good” at birth
􀁺 Become enslaved by institutions
Humanism--Basic Views
􀁺 Concerned with enhancing the innate goodness of the individual
􀁺 Rejects group-oriented educational system
􀁺 Believe that most schools de-emphasize the individual and the relationship between the
teacher and the student.
Humanism--Focus of Learning
􀁺 Education should be a process of developing a free, self-actualizing person, centered on the
feelings of the student.
􀁺 Education does not start with great ideas, the world, or humankind, but with the
individual self.
Humanism--Curriculum
􀁺 Goal--complete autonomous person
􀁺 Education should be without coercion or prescription
􀁺 Students should be active and encouraged to make their own choices
Humanism--Curriculum
􀁺 Instruction based on student interest, abilities, and needs
􀁺 Students determine rules, books, and exercises
􀁺 Divergent thinking is completely honored
Humanism School Environments

􀁺 “We are people, not numbers!”
􀁺 Nel Noddings—”an environment of caring”
􀁺 A.S. Neil--Summerhill
􀁺 Block Scheduling
􀁺 Open classrooms
􀁺 Area Vocational Centers
Constructivism (Existentialism)
􀁺 Hands-on, activity-based teaching & learning
􀁺 Considers students as “active” learners who should be given opportunities to construct
their own frames of thought.
􀁺 “True” learning is the active framing of personal meaning rather that the framing of someone
else’s meaning.
Constructivism (Existentialism)
􀁺 Encourage development of critical thinking
􀁺 Understanding of big ideas rather than mastery of factual information
􀁺 Teach “how to learn” rather than facts
􀁺 Students learn by shaping their own understandings about their world
􀁺 This does not “fit” with current school structure.
Education, as an idea and as a practice in today’s society, has its philosophical roots, as
do all institutions do today. These philosophies, which have derived from old Western
European civilization, have all manifested themselves differently in the education system. These
manifestations come along with many different values and practices, some of which I agree with
and some of which I disagree with. By examining and sharing my opinions about the five
foundational philosophies of idealism, realism, pragmatism, existentialism, and postmodernism
that I have learned from class, I hope to shed some light on which manifestations are effective
and ineffective in our current education system. The first educational philosophy I’d like to
examine is idealism, which is the belief that latent truths preexist in one’s mind. I fundamentally
disagree with this philosophy based on this definition of it. I just don’t believe it to be true. In
response to learning about this philosophy, I continually question from what basis these
convictions about latent truths are being made. To me, it seems biologically impossible. Based
off of this, I don’t agree with the teacher’s role of helping students bring these truths to
consciousness from their subconscious.
The teacher should help to impart the knowledge to the students because the students
don’t come into the class knowing the information in my opinion. Additionally, I disagree with
the Socratic Method, which is the idealism teaching method where the teacher stimulates the
learner’s awareness of ideas with questions, which then enables the learner to realize these
ideas latent in their minds. I believe that this method is too uncommon for most students, which
would make them uncomfortable with it and unresponsive to it.
The only two aspects of idealism I agree with are that education should be open to all
students and that the main focus should be on intellectual development. The next educational
philosophy I’d like to delve into is Realism, which is the belief that reality is objective, or outside
of our minds, and not internal.
I fundamentally agree with this philosophy based on this definition. I believe that we
humans have the ability to know the world surrounding us through the scientific method. As a
result, we formulate accurate theories of the world around us to base our rational decisions and
behaviors. Based on this, I believe that students should gain the knowledge they need from
their teachers, who should be experts at the knowledge they teach and who should be external
and objective sources of knowledge for the students.
The only aspect of realism that I disagree with is that the teacher should focus less on
the therapeutic values of education and the teaching methods the teachers implement. Even
though the content is very important, these two aspects are quite important as well. Education
can serve as a safe haven for students from their home lives and definitely serve in a child’s
psychological and social well-being. Also, teaching methods are just as important as the
content itself. From past experience, I have seen the positive effects of both of these aspects of
education, especially when I was in middle school. The fact that realism puts a lesser emphasis
on these two aspects of education concerns me.
The next philosophy on education I’d like to share my opinions on is Pragmatism, which
is the theory that stresses the continual testing of the validity of our “tentative” ideas and
knowledge through the scientific method. Based on this definition of pragmatism, I mostly agree
with this philosophy. This philosophy actually excites me and others because it allows for
individuals to experiment and grapple with knowledge and ideas through interactive means.
Through these “experiences”, I feel that the most effective type of learning occurs.
Additionally, I agree that school is a microcosm of society, that it is interdisciplinary, and
that it is open to all. Although I mostly agree with pragmatism, one issue that I disagree with is
that all knowledge is tentative. I believe that some knowledge, due to extensive research,
observations, tests, and agreement, is not tentative and that it does not necessarily need to be
continually grappled with. Additionally, I don’t agree that the focus should be more on problem
solving than the content itself.
Both of these aspects of learning are equally important in my view. Especially in middle
school, I have experienced first-hand the confusion and ineffectiveness of solving problems
collaboratively without a solid foundation in the content needed to solve the problem.
Another educational philosophy I’d like to shed some light on is Existentialism, which
examines the way in which humans define themselves by making personal decisions and
choices in their daily lives. Additionally, this philosophy incorporates the idea of angst, which
expresses that we will eventually die and that the decisions we make throughout our lifetime will
not make any real difference in the world we live in today.
Based on these aspects, I partially agree with this philosophy. I agree that we will
eventually die. This is obviously the case. But I don’t believe that we should use this as a
reason to dismiss and negate the choices we make and the effect our decisions have on the
world around us. We certainly can make a difference in this world through the choices we
make. I have personally learned about, through my economics courses (our role as consumers)
and through my environmental studies courses (our role in global climate change) that our
decisions certainly do have a profound effect on the world we live in.
One other aspect of existentialism that I agree with is that education should influence
and promote personal examination with deep reflection. School is a time when students think
critically, so why not think critically about one’s self as well? In relation to this, I also believe that
class should have a discussion element of sharing one’s feelings, questions, and personal
experiences that existentialism calls for.
In my opinion and from past experience, this adds an interesting supplemental element
to the classroom that all the students can relate to and learn from. The last philosophy on
education that I would like to discuss is Postmodernism, which asserts that education and the
scientific method reflect elitist perceptions of reality so that these elitists can have power over
others.
Based on this definition, I mostly disagree with this philosophy. I just don’t see how this
is true. In class, as I’ve experienced myself, all students learn material that has been tested and
approved by many who are experts in the academic field.
Many common subjects and topics have existed for generations and are taught an
accepted by all across the world. Additionally, I don’t believe that text books and famous works
are just biased constructions with political power relationships.
I firmly believe that all texts can be great sources of information, learning lessons, and of
knowledge. I find the notion that texts are seen as a means to political control completely
preposterous. In my opinion, that is completely unfair to those who devote their lives to writing,
constructing, and doing the research for these texts.
One aspect of postmodernism that I do agree with is that education should raise
awareness in students about inequalities that exist in society today. I believe this because I
have seen, from personal experience, how one’s family, community, or home life can distort a
student’s perception of inequality that exists in society. I believe that it is the job of the school to
set these inequalities straight in the minds of students. Many different people today share
different views and philosophies about what they feel is the best way to conduct education. For
the most part, the views and philosophies we hold today are derived from the five philosophies I
have discussed. These five philosophies, in my opinion, are all effective and ineffective in their
own ways. In my view, I feel that a blend or combination of certain aspects of each of the five
philosophies is necessary for our education system to be truly effective. By sharing my views
on each philosophy, I hope that I have shed some light on what this blend or combination
should be to ensure the success of future students.
examining and sharing my opinions about the five foundational philosophies of
idealism, realism, pragmatism, existentialism, and postmodernism that I have learned from
class, I hope to shed some light on which manifestations are effective and ineffective in our
current education system. The first educational philosophy I’d like to examine is idealism, which
is the belief that latent truths preexist in one’s mind(Ornstein, Levine, & Gutek, 2011). I
fundamentally disagree with this philosophy based on this definition of it. I just don’t believe it to
be true. In response to learning about this philosophy, I continually question from what basis
these convictions about latent truths are being made. To me, it seems biologically impossible.
Based off of this, I don’t agree with the teacher’s role of helping students bring these truths to
consciousness from their subconscious(Ornstein, Levine, & Gutek, 2011).The teacher should
help to impart the knowledge to the students because the students don’t come into the class
knowing the information in my opinion. Additionally, I disagree with the Socratic Method, which
is the idealism teaching method where the teacher stimulates the learner’s awareness of ideas
with questions, which then enables the learner to realize these ideas latent in their minds. I
believe that this method is too uncommon for most students, which would make them
uncomfortable with it and unresponsive to it. In my freshman high school English class, my
teacher tried using the Socratic Method. He only tried it that one time due to the fact that we
students were not used to it and were, for the most part, unresponsive to it.
As a result, the learning process during the Socratic Method lesson was ineffective. The
only two aspects of idealism I agree with are that education should be open to all students and
that the main focus should be on intellectual development. The next educational philosophy I’d
like to delve into is Realism, which is the belief that reality is objective, or outside of our minds,
and not internal. I fundamentally agree with this philosophy based on this definition. I believe
that we humans have the ability to know the world surrounding us through the scientific method.
As a result, we formulate accurate theories of the world around us to base our rational
decisions and behaviors. Based on this, I believe that students should gain the knowledge they
need from their teachers, who should be experts at the knowledge they teach and who should
be external and objective sources of knowledge for the students. From personal experience
here at Bucknell, I can say that this system of experts imparting knowledge onto students is very
successful and it is something that I have been very excited about during my time on campus. It
exists across the country. I have also experienced when a teacher, particularly while I was in
high school, is not an expert and does not teach the knowledge to the students. This usually
resulted in confusion throughout the class and dislike for the teacher. The only aspect of
realism that I disagree with is that the teacher should focus less on the therapeutic values of
education and the teaching methods the teachers implement. Even though the content is very
important, these two aspects are quite important as well. Education can serve as a safe haven
for students from their home lives and definitely serve in a child’s psychological and social well-
being. Also, teaching methods are just as important as the content itself.
From past experience, I have seen the positive effects of both of these aspects of
education, especially when I was in middle school. The fact that realism puts a lesser emphasis
on these two aspects of education concerns me. The next philosophy on education I’d like to
share my opinions on is Pragmatism, which is the theory that stresses the continual testing of
the validity of our “tentative” ideas and knowledge through the scientific method (Ornstein,
Levine, & Gutek, 2011). Based on this definition of pragmatism, I mostly agree with this
philosophy. This philosophy actually excites me and others because it allows for individuals to
experiment and grapple with knowledge and ideas through interactive means. Through these
“experiences”, I feel that the most effective type of learning occurs. I experienced this first hand
during my geology class freshman year here at Bucknell. Each week, we traveled to different
geologically significant sites across central PA and learned first-hand about the material covered
in class.
Additionally, I agree that school is a microcosm of society, that it is interdisciplinary, and
that it is open to all. Although I mostly agree with pragmatism, one issue that I disagree with is
that all knowledge is tentative. I believe that some knowledge, due to extensive research,
observations, tests, and agreement, is not tentative and that it does not necessarily need to be
continually grappled with. Additionally, I don’t agree that the focus should be more on problem
solving than the content itself (Ornstein, Levine, & Gutek, 2011). Both of these aspects of
learning are equally important in my view. Especially in middle school, I have experienced first-
hand the confusion and ineffectiveness of solving problems collaboratively without a solid
foundation in the content needed to solve the problem. Another educational philosophy I’d like
to shed some light on is Existentialism, which examines the way in which humans define
themselves by making personal decisions and choices in their daily lives.
Additionally, this philosophy incorporates the idea of angst, which expresses that we will
eventually die and that the decisions we make throughout our lifetime will not make any real
difference in the world we live in today. Based on these aspects, I partially agree with this
philosophy. I agree that we will eventually die. This is obviously the case. But I don’t believe
that we should use this as a reason to dismiss and negate the choices we make and the effect
our decisions have on the world around us. We certainly can make a difference in this world
through the choices we make. I have personally learned about, through my economics courses
(our role as consumers) and through my environmental studies courses (our role in global
climate change) that our decisions certainly do have a profound effect on the world we live in.
One other aspect of existentialism that I agree with is that education should influence and
promote personal examination with deep reflection. School is a time when students think
critically, so why not think critically about one’s self as well? In relation to this, I also believe that
class should have a discussion element of sharing one’s feelings, questions, and personal
experiences that existentialism calls for (Ornstein, Levine, & Gutek, 2011). In my opinion and
from past experience, this adds an interesting supplemental element to the classroom that all
the students can relate to and learn from. The last philosophy on education that I would like to
discuss is Postmodernism, which asserts that education and the scientific method reflect elitist
perceptions of reality so that these elitists can have power over others.
Based on this definition, I mostly disagree with this philosophy. I just don’t see how this
is true. In class, as I’ve experienced myself, all students learn material that has been tested and
approved by many who are experts in the academic field. Many common subjects and topics
have existed for generations and are taught an accepted by all across the world.
Additionally, I don’t believe that textbooks and famous works are just biased
constructions with political power relationships. I firmly believe that all texts can be great
sources of information, learning lessons, and of knowledge. I find the notion that texts are seen
as a means to political control completely preposterous. In my opinion, that is completely unfair
to those who devote their lives to writing, constructing, and doing the research for these texts.
One aspect of postmodernism that I do agree with is that education should raise
awareness in students about inequalities that exist in society today. I believe this because I
have seen, from personal experience, how one’s family, community, or home life can distort a
student’s perception of inequality that exists in society. I believe that it is the job of the school to
set these inequalities straight in the minds of students. Many different people today share
different views and philosophies about what they feel is the best way to conduct education. For
the most part, the views and philosophies we hold today are derived from the five philosophies I
have discussed.
These five philosophies, in my opinion, are all effective and ineffective in their own ways.
In my view, I feel that a blend or combination of certain aspects of each of the five philosophies
is necessary for our education system to be truly effective. By sharing my views on each
philosophy, I hope that I have shed some light on what this blend or combination should be to
ensure the success of future students.
LEGAL BASES, ADMINISTRATIVE ORGANIZATION AND FINANCING OF THE

EDUCATIONAL SYSTEM
AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC

EDUCATION SYSTEM AND APPROPRIATING FUNDS
Be it enacted by the Senate and House of Representatives of the Philippines in Congress

assembled:
Section 1. Short Title. - This Act shall be known as the "Kindergarten Education Act".
Section 2. Declaration of Policy. - In consonance with the Millennium Development Goals on
achieving Education for All (EFA) by the year 2015, it is hereby declared the policy of the State
to provide equal opportunities for all children to avail of accessible mandatory and compulsory
kindergarten education that effectively promotes physical, social, intellectual, emotional and
skills stimulation and values formation to sufficiently prepare them for formal elementary
schooling. This Act shall apply to elementary school system being the first stage of compulsory
and mandatory formal education. Thus, kindergarten will now be an integral part of the basic
education system of the country.
Kindergarten education is vital to the academic and technical development of the Filipino
child for it is the period when the young mind's absorptive capacity for learning is at its sharpest.
It is also the policy of the State to make education learner-oriented and responsive to the needs,
cognitive and cultural capacity, the circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and learning.
Section 3. Definition of Terms. - The terms used in this Act are defined as follows:
(a) DepEd shall refer to the Department of Education;
(b) BEE shall refer to the Bureau of Elementary Education;
(c) Kindergarten education shall be understood in this Act to mean one (1) year of preparatory
education for children at least five (5) years old as a prerequisite for Grade I; and
(d) Mother tongue refers to the language first learned by a child.
Section 4. Institutionalization of Kindergarten Education. - Kindergarten education is hereby

institutionalized as part of basic education and for school year 2011-2012 shall be implemented
partially, and thereafter, it shall be made mandatory and compulsory for entrance to Grade 1.
Section 5. Medium of Instruction. - The State shall hereby adopt the mother tongue-based
multilingual education (MTB-MLE) method. The mother tongue of the learner shall be the
primary medium of instruction for teaching and learning in the kindergarten level. However,
exceptions shall be made to the following cases:
(a) When the pupils in the kindergarten classroom have different mother tongues or when some
of them speak another mother tongue;
(b) When the teacher does not speak the mother tongue of the learners;
(c) When resources, in line with the use of the mother tongue, are not yet available; and
(d) When teachers are not yet trained how to use the MTB-MLE program.
In such exceptional cases, the primary medium of instruction shall be determined by the DepEd
aligned with the framework being used in the elementary level including teacher training and
production of local resources and materials under DepEd Order No. 74, series of 2009.
The DepEd, in coordination with the Commission on Filipino Language and in close
collaboration with academic and research institutions concerned with education, shall formulate
a mother tongue-based multilingual framework for teaching and learning: Provided, That the
DepEd will include teaching strategies as defined in Section 7(c) which aims to introduce and
eventually strengthen the child's understanding of English, which is the official language.
Section 6. Implementing Agency. - The authority to regulate the organization, operation and/or
implementation of the kindergarten education program of both public and private schools shall
be vested upon the DepEd, through the creation of a new Division under the BEE and other
necessary support to achieve successful implementation of kindergarten education to
6
Elden D. Orbeta DR. EDGARDO M. SANTOS
Ph. Student EdM 702 Professor
include, but not limited to, increasing the number of kindergarten teacher positions with the
required salaries and benefits, enhancing teacher training in early education, and providing the
necessary allocations for classrooms and chairs, facilities and equipment, and
textbooks.1avvphi1
Section 7. Duties, Powers and Functions. - The DepEd, through the BEE, shall exercise the
following powers and functions:
(a) Oversee and supervise the organization, operation and implementation of the kindergarten
education program;
(b) Develop the curriculum for kindergarten education consistent with the universally accepted
norms and standards, including values formation all of which shall be developmentally
appropriate, and use of the MTB-MLE as a medium of instruction and to periodically review
such for purposes of upgrading;
(c) Develop teaching strategies using the unique feature of the MTB-MLE which shall include,
but not limited to, the following:
(1) The two-track method (storytelling and reading, listening story, oral communication
activities);
(2) Interactive strategies;
(3) Use of manipulative games; and
(4) Experiential, small group discussions and total physical response (TPR) among others.
7
The learning development materials shall consist of the following at the minimum:
(i) Listening story;
(ii) Small books;
(iii) Big books;
(iv) Experience story;
(v) Primer lessons; and
(vi) Lessons exemplars;
(a) Conceive, develop and extend a continuing professional development program for
kindergarten teachers to ensure constant updating of their knowledge in current trends,
pedagogy, methodologies and concepts on early childhood education;
(b) Prescribe the necessary qualifications for the hiring and accreditation of teachers who will
handle the kindergarten education program;
(c) Exercise authority over the operation of private kindergarten institutions;
(d) Supervise the establishment of various venues for early childhood education which may be
institution-based, home-based, hospital-based or community-based, and which shall be duly
accredited by the DepEd; and
8
(e) Introduce innovative programs in kindergarten that shall include educational technologies,
whenever applicable.
Section 8. Appropriations. - The DepEd shall immediately include in the program of the
Department the operationalization of the free, mandatory and compulsory public kindergarten
education, the initial funding of which shall be charged against the current appropriations for
kindergarten education of the DepEd. Thereafter, such sums which shall be necessary for the
continued implementation of the free public kindergarten education program shall be charged to
the General Fund and included in the annual General Appropriations Act.
Section 9. Implementing Rules and Regulations. - Within ninety (90) days after the effectivity of
this Act, the DepEd, in consultation with the Department of Budget and Management, shall
promulgate the rules and regulations needed for the implementation of this Act.
Section 10. Separability Clause. - If any provision of this Act is held invalid or unconstitutional,
the same shall not affect the validity and effectivity of the other provisions hereof.
Section 11. Repealing Clause. - Pertinent provisions of all other laws, decrees, executive orders
and rules and regulations contrary to or inconsistent with the provisions of this Act are hereby
repealed or modified accordingly.
9
Section 12. Effectivity Clause. - This Act shall take effect fifteen (15) days after its publication in
the Official Gazette or in two (2) newspapers of general circulation.
Approved,
(Sgd.) JUAN PONCE ENRILE
President of the Senate
(Sgd.)FELICIANO BELMONTE JR.
Speaker of the House of Representatives
This Act which originated in the House of Representatives was finally passed by the House of
Representatives and the Senate on November 23, 2011 and November 21, 2011, respectively.
(Sgd.) EMMA LIRIO-REYES
Secretary of Senate
(Sgd.) MARILYN B. BARUA-YAP
Secretary General House of Representatives
Approved: JANUARY 20, 2012
(Sgd.) BENIGNO S. AQUINO III
President of the Philippines
10
THE PROBLEM AND ITS SETTING
Background of the Study
The Universal Kindergarten Bill was passed into law as RA 10157. This law is part of the
commitment of the Philippines to Millennium Development Goal and Education for all to be
targeted by 2015. The Department of Education has welcomed the passage of this law which
means that beginning this coming school year, the kindergarten will now be an integral part of
the basic education. With this new law, all incoming grade one pupil throughout the country are
required to undergo first the kindergarten program and this is free just like the elementary.
According to President Aquino, this law will prevent the early drop out among students. What is
not clear to me is how the government will address the new problems with this implementation?
It has been a common knowledge to everyone that the public sector of education in the country
is full of problems. Currently, there are problems with regard to teachers and facilities. These
problems have not been solved and with the implementation of this new law, I am sure that
another problem will surface. It seems that the present administration is not really aware of the
problems in our education system. Instead of creating solutions to the problems, they are
making another problem. The counting begins with one and not by two, but seemingly the
government in haste to solve those problems wants to begin counting with three. This is a big
problem that all of us will bear for so many years until someone who is brilliant and good
enough will eventually lead the Philippine government. The Universal Kindergarten Bill just like
any law
11
enacted in the country is good only as law, but not in reality especially when it comes to
implementation (Giosites, 2012) http://coffeeatbreak.blogspot.com/2012/02/universal-
kindergarten-law.html
In the USA, a movement gained ground in the United States as public opinion changed from
viewing young children as the responsibility of only families to viewing it as a shared
responsibility between families and society. That date, various states have begun
implementation of a Universal Preschool system including Georgia, Florida, New Jersey,
Oklahoma, Illinois and others. Many programs have been started by the Legislature and
Governor. New Jersey's program came out of a court decision based on the poor quality of
education in large parts of the state (New Jersey Abbott versus Burke). Florida's Universal
Preschool was established by initiative approved by the voters that left much of the program to
be implemented by the Governor and Legislature. Georgia dedicated their lottery profits for
preschool (Wikipedia, 2010).
Review of Related Literature
This section presents various reactions, concepts and other related materials that provide a
clearer understanding to this paper. The review included the views, publications, selected
literatures regarding this subject under investigation.
THE Department of Education (DepEd) welcomed Monday the passage of Republic Act 10157,
or the Universal Kindergarten Bill into law, saying it
12
would allow the agency greater elbow room to institute reforms in the country’s basic education
system, especially at the pre-school level.
Education Secretary Armin Luistro said the passage of the law would boost the department’s
effort to deliver quality education to school children in line with the country’s commitment to the
Millennium Development Goals (MDG) and the Education For All (EFA) by 2015.
According to Luistro that ―The Kindergarten Education Act‖ was just among the components of
our thrust to push for serious education reforms. This should be propelled by strong political will
and commitment to help the school children reach their maximum potential through a variety of
carefully selected and meaningful experiences just like what is expected of a premium
kindergarten education program.http://news.xinhuanet.com/english/culture/2013-
05/15/c_132383902.htm.
The policy statement of the new law provides for equal opportunities for all children to avail
themselves of accessible mandatory and compulsory kindergarten education that effectively
promotes physical, social, intellectual, emotional, and skills stimulation and values formation to
sufficiently prepare them for formal education.
The DepEd chief likewise said its passage marks a milestone as it achieved one of the 10-point
education agenda of the Aquino administration and that by institutionalizing pre-school
education in the country, it will not be
13
affected by any changes in the political landscape.
http://news.xinhuanet.com/english/culture/2013-05/15/c_132383902.htm.
In 2011, DepEd has implemented the universal public kindergarten program for five-year-olds to
give new entrants to basic education the proper preparation on the rigors of schooling as it
continues to explore possibilities that will scale up basic education performance in the country.
For the next school year, kindergarten education shall be made mandatory and compulsory for
entrance to Grade 1.
As stated in the law, kindergarten education shall apply to elementary school system being the
first stage of compulsory and mandatory formal education. Thus, kindergarten will now be an
integral part of the basic education system of the country, Luistro explained. Moreover, he said
the DepEd shall adopt the mother tongue-based multilingual education (MTB-MLE) method as
the primary medium of instruction for teaching and learning to pre-school kids.
http://news.xinhuanet.com/english/culture/2013-05/15/c_132383902.htm.
Moreover, the DepEdNew Agency (2012) published that the Education Secretary Bro. Armin
Luistro FSC welcomed the passing of the Universal Kindergarten Bill into law, the Republic Act
(R.A.) 10157, giving the department more elbow-room to institutionalize reforms in basic
education which include the implementation of the universal kindergarten program in all public
schools.
14
President Benigno S. Aquino III delivered the keynote address, declaring the policy statement of
the new law—to provide equal opportunities for all children to avail of accessible mandatory and
compulsory kindergarten education that effectively promotes physical, social, intellectual,
emotional, and skills stimulation and values formation to sufficiently prepare them for formal
education.
Luistro seconded that by saying ―with the Kindergarten Education Act, DepEd believes that it
can achieve more in delivering quality education to the school children in line with its
commitment Millennium Development Goals on achieving Education for All (EFA) by the year
2015.‖
Among the ten-point education agenda of President Benigno S. Aquino III, the universal
kindergarten program will prepare the young learners for the rigors of regular schooling.
Specifically, the R.A. 10157 or the Kindergarten Education Act is important so that the program
becomes a permanent stage in the school children’s school life without it being affected by
changes in the political landscape.
R.A. 10157 or ―An Act Institutionalizing the Kindergarten Education into the Basic Education
System and Appropriating Funds Therefore‖ marks a milestone reached by the Aquino
government—an achievement of one of the President’s education agenda four years ahead of
the target year.
In 2011, the Department of Education [DepEd] has implemented the universal public
kindergarten program for five-year olds to give new entrants to basic education the proper
preparation on the rigors of schooling as it
15
continues to explore possibilities that will scale up basic education performance in the country.
For the next school year, kindergarten education shall be made mandatory and compulsory for
entrance to Grade 1.
As stated in the Act, kindergarten education shall apply to elementary school system being the
first stage of compulsory and mandatory formal education. Thus, kindergarten will now be an
integral part of the basic education system of the country.
Lastly, the DepEd shall adopt the mother tongue-based multilingual education (MTB-MLE)
method. The mother tongue of the learner shall be the primary medium of instruction for
teaching and learning in the kindergarten level.
Based on Villafania (2012) published an article, he quoted from Secretary Armin Luistro that the
new law would give the Department of Education (DepEd) more ―elbow room‖ to
institutionalize numerous reforms, which are mostly part of wthe massive K+12 project. Luistro
added that with this Kindergarten Education Act, DepEd believes that it can achieve more in
delivering quality education to the school children in line with its commitment Millennium
Development Goals (MDGs) on achieving education for all by 2015. Luistro noted the ten-point
education agenda of the Aquino administration includes universal basic education for all
children.
Additionally, Villafania (2012) also expressed that the law mandates kindergarten education for
children at least five years old prior to better
16
prepare them for entry to Grade 1 for the school year 2012 to 2013. The law adopts the mother
tongue of the students, allowing for teachers to teach in their native language. Development of
mother tongue-based materials for kindergarten and up to the third grade in elementary is
underway. The K+12 program, which includes kindergarten and 12 years of basic education,
seeks to improve the quality of education in the country by adding two more years in basic
learning. It works under the principle of giving voice to the voiceless, empowering Filipinos and
uplifting the image of the Philippines by highlighting its unique culture. To do this, the loQal.ph
team produces stories, video, photos and other multimedia content types to inspire and
celebrate Filipino achievements, ideas, products and places.
Also, this Republic Act 10533 otherwise known as the Enhanced Education Act of 2013 seeks
to institutionalize the "K to 12 program," which started last school year.The law added two more
years on basic education and mandated the establishment of a universal kindergarten in public
and private schools. The law also required teaching fundamental lessons in the mother tongues
of the students during the first three years of elementary education and enhancing knowledge
transfer of Filipino, English, Math, and Science lessons to junior high school students.
The Philippines has only a 10-year basic education cycle prior to the implementation of K to 12
program. Aquino said that a 10- year education cycle was an "educational handicap" for Filipino
students.Apart from our
17
students having less time to thoroughly understand their lessons, our students will also have to
compete with graduates from other countries who have had more time to learn and prepare for
their careers (English.news.cn, 2013).
Synthesis/ Reflection:
This tremendous undertaking by the Philippine Government to strengthen the basic education
simply implied to the strong believed in the attainment of Education for all by 2015 in line with
the country’s commitment to the Millennium Development Plan (MDP). The Pnoy Administration
through the Department of Education. It would direct Philippine education towards global
competitiveness and the production of internationally competent graduates.
Albert Einstein once stated that bear in mind that the wonderful things you learn in your schools
are the work of many generations, produced by enthusiastic effort and infinite labor in every
country of the world. All this is put into your hands as your inheritance in order that you may
receive it, honor it, add to it, and one day faithfully hand it to your children. Thus do we mortals
achieve immortality in the permanent things which we create in common." This purely suggests
that in order to produce a whole man, students must be fully exposed and trained in a well-
structured school with well-rounded teachers and constantly supported by the community.
Lastly, this passage of the universal kindergarten law only strengthens the platform for poverty
reduction and sustained socio-economic growth, and
18
Deped is looking forward to introducing more innovations in the way government educated the
youth.
References:
DepEd New Agency (2012), http://news.xinhuanet.com/english/culture/2013-
05/15/c_132383902.htm
English.news.cn, (2013).Philippine president signs law on enhanced basic education. Retrieved
from: http://news.xinhuanet.com/english/culture/2013-05/15/c_132383902.htm
Villafania, 2012, Universal kindergarten law set to improve education in PH. Retrieved from:
http://ph.news.yahoo.com/universal-kindergarten-law-set-improve-education-ph-
101808288.html
Wikipedia, 2010.Universal preschool article. Retrieved from
http://news.xinhuanet.com/english/culture/2010-05/15/c_132383902.htm
19
ELDEN D. ORBETA
Ph. D. student Dr. Edgardo M. Santos
EdM 702 Professor
PRESIDENTIAL DECREE NO. 6PRESIDENTIAL DECREE NO. 6PRESIDENTIAL DECREE
NO. 6PRESIDENTIAL DECREE NO. 6PRESIDENTIAL DECREE NO. 6 PRESIDENTIAL
DECREE NO. 6 PRESIDENTIAL DECREE NO. 6 PRESIDENTIAL DECREE NO.
6PRESIDENTIAL DECREE NO. 6 PRESIDENTIAL DECREE NO. 6PRESIDENTIAL DECREE
NO. 6PRESIDENTIAL DECREE NO. 6PRESIDENTIAL DECREE NO. 6PRESIDENTIAL
DECREE NO. 6PRESIDENTIAL DECREE NO. 6 PRESIDENTIAL DECREE NO.
6PRESIDENTIAL DECREE NO. 6 -A
THE EDUCATIONAL ACT OF 1972 THE EDUCATIONAL ACT OF 1972 THE EDUCATIONAL
ACT OF 1972 THE EDUCATIONAL ACT OF 1972 THE EDUCATIONAL ACT OF 1972 THE
EDUCATIONAL ACT OF 1972 THE EDUCATIONAL ACT OF 1972 THE EDUCATIONAL ACT
OF 1972 THE EDUCATIONAL ACT OF 1972 THE EDUCATIONAL ACT OF 1972 THE
EDUCATIONAL ACT OF 1972 THE EDUCATIONAL ACT OF 1972 THE EDUCATIONAL ACT
OF 1972 THE EDUCATIONAL ACT OF 1972 THE EDUCATIONAL ACT OF 1972
(Reflection Paper)
AUTHORIZING THE UNDERTAKING OF EDUCATIONAL DEVELOPMENT PROJECTS,
PROVIDING FOR THE MECHANICS OF IMPLEMENTATION AND FINANCING THEREOF,
AND FOR OTHER PURPOSES
Section 1 Title: This Decree shall be known as the "Educational Development Decree of 1972."
SECTION 2 Declaration of Policy:
• To achieve and maintain an accelerating rate of economic development and social progress;
• To assure the maximum participation of all the people in the attainment and enjoyment of the
benefits of such growth;
• To strengthen national consciousness and promote desirable cultural values in a changing
world.
Section 3 Statement of Objectives:
1. Provide for a broad general education that will assist each individual, in the peculiar ecology
of his own society
2. Train the nation's manpower in the middle level skill required for national development
20
3. Develop the high-level professionals that will provide leadership for the nation.
4. Respond effectively to changing needs and conditions of the nation through a system of
educational planning and evaluation
Section 4 Guiding Principles of the Ten-Year Program
• Improvement of curricular programs and quality of instruction of all levels by way of upgrading
physical faculties, adoption of cost-saving instructional technology, and training and re-training
of teachers and administrators
• Upgrading of academic standards through accreditation schemes, admissions testing and
guidance counseling
• Democratization of access to educational opportunities through the provision of financial
assistance to deserving students, skills training programs for out-of-school youth and continuing
education program for non-literate adults
• Restructuring of higher education to become more responsive to national development needs
through a planned system of incentives and assistance to both public and private colleges and
universities
• Expansion of existing programs and establishment of new ones designed to train middle-level
technical and agricultural manpower
• Instituting reform in the educational financing system to facilitate the shift of funding
responsibility for elementary and secondary education from the national to the local
government, thereby increasing government participation in higher education
21
Section 5 Educational Development Projects
• Management study of the Department of Education and Culture and institution of
administrative improvements therein
• Establishment and/or operation or improvement of secondary schools which may include
provision for extension services, facilities and equipment to allow the use of expanded and
improved curriculum
• Establishment and/or operation, upgrading or improvement of technical institutes, skills training
centers, and other non-formal training programs and projects for the out-of-school youth and the
unemployed in collaboration with the programs of the National Manpower and Youth Council
• Curriculum and staff development including mathematics and science teaching
• Expansion of agricultural secondary and higher education programs and extension activities
which may include radio broadcasting and rural training services, and the provision of facilities
therefor including seed capital and revolving funds
• Design, utilization and improvement of instructional technology and development/production of
textbooks and other instructional material
• Assistance and incentives, including loans and grants, toward the planned development and
improvement of programs and facilities in both public and private universities, colleges and
schools
22
Section 6 Working Arrangements
• Approve and evaluate the specific projects, endorsed to it by the National Board of Education,
to be financed out of the resources provided for in this Decree
• Administer the Educational Institutions Development Fund as hereinafter provided, except that
the resources accruing into the Fund shall be managed by reputable fund managers or financial
institution
Section 7 Authority to Borrow
The President of the Philippines, in behalf of the Republic of the Philippines, may contract loans,
credits or indebtedness with any foreign source or lender, under such terms and conditions as
may be agreed upon, and any provision of law.
Section 8 Utilization of Proceeds
The proceeds of such loans, credits or indebtedness, as well as the appropriations under
Section 9 hereof, shall be used exclusively for financing the educational development projects
authorized under this Decree: Provided, That for the purpose of ensuring continued assistance
to the planned development and improvement of programs and facilities in both public and
private universities, colleges and schools, there is hereby authorized to be established an
Educational Institutions Development Fund in an amount of not less that ten million pesos
( 10,000,000), Philippine currency, annually for a period of ten (10) years.
23
Section 9 Appropriations
In addition to the proceeds of the loans, credits or indebtedness mentioned in Section 7 hereof,
there is hereby appropriated for the projects authorized herein the sum of five hundred million
pesos (P500,000,000) out of the funds in the National Treasury not otherwise appropriated
which shall be programmed and released in the following manner: fifty million pesos
(P50,000,000) for Fiscal Year 1972-73 and fifty million pesos (P50,000,000) annually thereafter
until June thirty, nineteen hundred eighty-two.
Section 10 Creation of Educational Special Account
• Proceeds form bond issues as provided for under Section 11 of this Decree
• Twenty million pesos (P20,000,000) annually from the share of the National Government in the
Special Education Fund under Republic Act Numbered Fifty-four hundred forty-seven as
provided in Section 12 hereof
• Fifteen million pesos (P15,000,000) from the Special Science Fund for Fiscal Year 1972-73,
and fifty percentum (50%), annually thereafter until June 30, 1982, of the total annual receipts
from the taxes provided for under Republic Act Numbered Fifty-four hundred and forty-eight, as
provided in Section 13 hereof
• Future savings of the Department of Education and Culture
• Augmentations from the General Funds which are hereby authorized in cases where the
above sources are not sufficient to cover expenditures required in any year, as provided in
Section 15 of this Act.
24
Section 11 Bond Issues
The Secretary of Finance may issue and sell bonds not exceeding twenty million pesos annually
under the authority of Republic Act Numbered Four thousand eight hundred sixty-one, any
provision of law to the contrary, notwithstanding
Section 12 Portions of the Special Education Fund
Any provision of law to the contrary notwithstanding, effective July 1, 1972, until June 30, 1982,
twenty million pesos (P20,000,000) of the annual share of the National Government from the
Special Education Fund provided for under Republic Act Numbered Fifty-four hundred and forty-
seven shall accrue to the Educational Special Account herein provided. Thereafter, the said
share shall accrue to the General Fund.
Section 13 Portions of the Special Science Fund
Fifteen million pesos (P15,000,000) of the Special Science Fund established under Republic Act
Numbered fifty-four-hundred and forty-eight as amended as hereby transferred to the
Educational Special Account herein provided. Starting July 1,1972, until June 30, 1982, fifty per
centum (50%) of the total collections from the taxes imposed under Republic Act Numbered
fifty-four hundred and forty-eight as amended shall accrued to the Educational Special Account.
Thereafter, said portion shall accrue to the General Fund.
Section 14 Future Savings
Such amount of savings resulting from the implementation of reforms consequent to the
management study authorized under Section 5 as may be necessary to
25
prosecute the projects under this Decree shall accrue to the Educational Special Account
Section 15 Augmentation from General Fund
In cases where funds from sources specified in Section 10 (a), (b), (c) and (d) are not sufficient
to meet the requirements in any fiscal year, such amounts as are necessary to meet such
requirements are hereby appropriated out of the funds in the General Funds not otherwise
appropriated, and transferred to the Educational Special Account
Section 16 Tax Exemption
The loans, credits or indebtedness incurred pursuant to this Decree, the payment of the
principal, interests and other charges thereon, the earnings of the fund created under Section 8,
as well as the importation of articles, materials, equipment, machineries and supplies, including
all building materials by the Department of Education and Culture or other offices, agencies or
instrumentalities of the government and by private or chartered entities authorized by Education
Special Committee to undertake the projects authorized in this Act shall be exempt from all
taxes, duties, and fees.
Section 17 Additional Appropriations
There is hereby authorized to be appropriated, out of any funds in the National Treasury not
otherwise appropriated, such sums as may be necessary to pay the principal, interests and
other charges on the loans, credits or indebtedness incurred under the authority of this Decree
as and when they become due.
Section 18 Repealing Clause
26
All laws, executive orders, rules or regulations or parts thereof which are inconsistent with this
Decree are hereby repealed and/or modified accordingly.
Section 19 EffectivityEffectivityEffectivityEffectivityEffectivityEffectivityEffectivity Effectivity
Effectivity
This Decree shall take effect immediately.
Done in the City of Manila, this 29th day of September, in the year of Our Lord, nineteen
hundred and seventy two.
Approved:
Ferdinand E. Marcos
President of the Philippines
Signed on September 29, 1972
Summary / Reaction:
This law PD No. 6-A also known as ―The educational Act of 1972‖ is thereby passed giving
authority of maximizing the rights for Educational Development Projects which provides the
guidelines of implementation and financial proceedings. The said law is mandated to achieve
and maintain a fast-tracking rate of economic development and social progress; to reassure the
optimum participation of all the educational sectors in the attainment and enjoyment of the
benefits of the development; and to reinforce national awareness and uphold needed
27
cultural values in the fast-changing economic progress. Through this, all concern citizens in the
educational institutions would adhere to the country’s unanimous objectives for global
competitiveness.
The formulated objectives are directly geared towards the Ten-Year Programs. This
undertakings anchored with the following principles: The improvement of curricular programs
and quality of instruction of all levels by way of upgrading physical faculties, adoption of cost-
saving instructional technology, and training and re-training of teachers and administrators, the
upgrading of academic standards through accreditation schemes, admissions testing and
guidance counseling, democratization of access to educational opportunities through the
provision of financial assistance to deserving students, skills training programs for out-of-school
youth and continuing education program for non-literate adults, restructuring of higher education
to become more responsive to national development needs through a planned system of
incentives and assistance to both public and private colleges and universities.
Moreover, it also deals with the expansion of existing programs and establishment of new ones
designed to train middle-level technical and agricultural manpower, instituting reform in the
educational financing system to facilitate the shift of funding responsibility for elementary and
secondary education from the national to the local government, thereby increasing government
participation in higher education. All of these guiding principles should be internalized within ten
(10) years duration to assure remarkable change towards Philippines economic challenges.
This law aims to undertake these Educational Development Projects: theManagement study of
the Department of Education and Culture and institution
28
of administrative improvements therein; establishment and/or operation or improvement of
secondary schools which may include provision for extension services, facilities and equipment
to allow the use of expanded and improved curriculum; formation and/or operation, upgrading or
improvement of technical institutes, skills training centers, and other non-formal training
programs and projects for the out-of-school youth and the unemployed in collaboration with the
programs of the National Manpower and Youth Council; curriculum and staff development
including mathematics and science teaching; expansion of agricultural secondary and higher
education programs and extension activities which may include radio broadcasting and rural
training services, and the provision of facilities therefor including seed capital and revolving
funds; design, utilization and improvement of instructional technology and
development/production of textbooks and other instructional material and the assistance and
incentives, including loans and grants, toward the planned development and improvement of
programs and facilities in both public and private universities, colleges and schools.
The Working Arrangements of these programs shall approve and evaluate the specific projects,
endorsed to it by the National Board of Education, to be financed out of the resources provided
for in this Decree and administer the Educational Institutions Development Fund as hereinafter
provided, except that the resources accruing into the Fund shall be managed by reputable fund
managers or financial institution. One of the programs will highlight the allocation of funds for
Special Education Fund, the Special Science Fund, and other special purposes.
29
Synthesis:
As a person practicing this teaching profession, this Decree known as the "Educational
Development Decree of 1972" is a paramount step moving forward in the attainment of world
class workforce of the country. Well, 21st century is indeed a challenging generation for our
educational system because it requires massive thinking and planning to be globally inclined
with the trends in economy, communication, transportation and education.
In effect, based on the statements from section 2 to section 5, this act aims on developing the
educational system of the country to meet the needs and demands of our global society. What I
think is lacking in this educational act is that, it does not speak about building our educational
system to go and race with what is now the global trend directly. If I'm not mistaken, the English
language was not really given importance based on the underlying statements in section 5
focusing only on the curriculum and staff development in mathematics and science teaching. It
fails to foresee the importance of English as a language for Global market, trade and industry.
This makes me want somehow to consider this act a mediocre which is ironic on how Pres.
Marcos approved this. After all, its intentions are so clear which aspires only for the betterment
of the present and that what makes it good, it’s practicality.
30
ELDEN D. ORBETA
Ph. D. student Dr. Edgardo M. Santos
EdM 702 Professor
REPUBLIC ACT NO. 7784
AN ACT TO STRENGTHEN TEACHER EDUCATION IN THE PHILIPPINES BY
ESTABLISHING CENTERS OF EXCELLENCE, CREATING A TEACHER EDUCATION
COUNCIL FOR THE PURPOSE, APPROPRIATING FUNDS THEREFOR, AND FOR OTHER
PURPOSES
THE MANDATE
With the passage of R.A. 7722 on May 18, 1994, the Act creating the Commission on Higher
Education (CHED), the supervision of higher education, including teacher education was
transferred from the Department of Education, Culture and Sports (DECS), to the Commission
on Higher Education (CHED). This caused the gap between the pre-service teacher training
(teacher education) and the major employer of the graduates of Teacher Education Institutions
(TEIs) which is the Department of Education Culture and Sports (DECS).
Whereas, before R.A. 7722,there was direct communication between and among the three
DECS bureaus: Higher Education, Secondary Education and Elementary Education such
mechanics was not provided for in R.A. 7722.To bridge the gap, R.A. 7784 was enacted into law
on August 4, 1994 which sought ―to strengthen teacher education in the Philippines by
establishing Centers of Excellence, and creating Teacher
31
Education Council (TEC) for the purpose, appropriating funds therefore and for other purposes‖.
SECTION 1. Declaration of Policy
It is the declared policy of the State to protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such education accessible to all.
It is likewise universally recognized that the teacher is the key to the effectiveness of the
teaching learning process by drawing out and nurturing the best in the learner as a human being
and a worthy member of society. Thus, this Act aims to provide quality education by
strengthening the education and training of teachers nationwide through a national system of
excellence for teacher education.
Section 2. Definition of Terms.
a) "Teacher" shall mean all persons engaged in the classroom teaching of any subject, including
practical/vocational arts, at the elementary and secondary levels of instruction including persons
performing guidance and counseling, instructional supervision in all public or private education
institutions.
(b) "Teacher education" shall mean the pre-service education, in-service education, and
graduate education of teachers, in various areas of specialization.
32
c) "Excellence" pertains to the efficient, effective and innovative delivery of relevant, functional,
and quality programs in teacher education, training, research and community service.
(d) "Center of excellence" shall be a public or private college, institute, school or agency,
engaged in the pre-service and continuing education, formal and non-formal, of teachers and
top-notch educators, that has established and continues to maintain a good record in teacher
education.
Section 3. Teacher Education Centers of Excellence
There shall be identified, designated, established and developed in strategic places in each of
the regions of the country, one or more centers of excellence for teacher education based on
criteria listed hereunder, assessed and adjudged by the Council.
The criteria for identifying schools and colleges as centers of excellence shall include the
following:
(a) highly educated, professionally qualified and experienced faculty dedicated to the
Philosophy, mission, vision and goals of the institution and education;
(b) well-settled students;
(c) adequate library, research and study facilities;
(d) competent administrative and support staff;
33
(e) well-planned and relevant instructional programs;
(f) adequate student development programs;
(g) adequate student services;
(h) relevant extension service and outreach programs;
(i) percentage of graduates who become teachers; and
(j) such other criteria as may be established and operationalized by the Teacher Education
Council.
Section 4. Objectives and Functions of a Center of Excellence.
(a) Experiment and try out relevant and innovative pre-service teacher education/training
programs;
(b) Organize and coordinate collaborative research on identified areasfor systematic
investigation in teacher education as basis for improving teacher education/training programs;
(c) Serve as teacher resource center for curricular/instructional materials development;
(d) Serve as the center mode for networking specific data;
(e) Provide professional assistance to Teacher Education Institutions (TEIs) that have
expressed the need for such assistance;
(f) Encourage mutual support among TEIs in the region for upgrading their programs; and
(g) Facilitate and help expedite accreditation among TEIs.
34
Section 5. Creation of the Teacher Education Council.
There shall be a Teacher Education Council composed of eleven (11) members with the
Secretary of Education, Culture and Sports as ex officio chairman, and three (3) other ex officio
members, namely: a Commissioner of the Commission on Higher Education (CHED), a
representative of the National Commission on Culture and Arts (NCAA), and the Chairman of
the Professional Regulations Commission (PRC).
The seven (7) regular members of the Council who shall be appointed by the President of the
Republic of the Philippines are:
(a) Three (3) representatives of centers of teacher education: one (1) from Luzon, one (1) from
the Visayas, and one (1) from Mindanao who shall take into account the views of the parents-
teachers and community associations, student associations, nongovernmental organizations,
and people organizations concerned with basic education;
(b) One (1) representative of science teachers;
(c) One (1) representative of mathematics teachers;
(d) One (1) representative of social studies teachers; and
(e) One (1) representative of language teachers.
35
Section 6. Criteria for the Selection of Regular Council Members
(a) Integrity;
(b) Expertise and experience in teacher education;
(c) Recognized as an expert, nationally or internationally; and
(d) Willingness to serve.
Section 7. Powers and Functions of the Council.
(a) To identify and designate among existing private and public schools, teacher education
institutions as Centers of Excellence for Teacher Education, at the national, regional, and
provincial levels;
(b) To formulate policies and standards that shall strengthen and improve the system of teacher
education in all existing public and private schools;
(c) Initiate a periodic review of curricula and programs for teacher education and training
through participatory methods, such as self-assessment by institutions;
(d) To adopt an adequate and effective system of incentives such as scholarship grants, loan
programs, subsidies, stipends and other similar benefits and incentives, in order to attract and
encourage outstanding high school graduates whether from public or private schools, to pursue
teacher education;
36
(e) To encourage the establishment of consortia and other cooperative arrangements among
teacher education schools, public or private, for greater efficiency and economy in the use of
resources;
(f) Design collaborative programs or projects that will enhance pre-service teacher training, in-
service training, re-training orientation and teacher development.
(g) To direct the conduct of relevant studies as may be needed in the formulation of policies and
in the planning and successful implementation of plans, programs and projects required in
attaining the purposes of this Act;
(h) To review existing and recommend new legislation and policies of the government in order to
improve teacher education and promote the welfare of teachers;
(i) To recommend appropriate measures to the President, Congress, and heads of other
government offices and agencies to improve, enhance and strengthen teacher education; and
(j) To call upon any department, bureau, office, or government corporation, local government
unit and other concerned agencies for assistance in areas falling within their mandate.
Section 8. Secretariat
The Council shall organize and appoint a secretariat headed by an executive director, that shall
assist the Council in executing its policies
37
and programs and provide the necessary administrative support therefore.
Section 9. Active Participation of Local Government Units
Local government units shall include in their plans, programs, and projects the development and
improvement of teacher education through the centers of excellence in their respective regions.
Section 10. Appropriation
The sum of One hundred million pesos (P100,000,000) is hereby authorized to be appropriated
from the income of duty-free shops or otherwise known as the Trust Liability Account of the
Department of Tourism, for the initial organizational and developmental activities of the Centers
and the Council: Provided, however, That not more than five percent (5%) shall be devoted to
Council's expenses. Thereafter, such amount as may be included in the annual budget of the
Department of Education, Culture and Sports.
Section 11. Implementing Rules and Guidelines.
The Teacher Education Council created under this Act shall promulgate the implementing rules
and regulations sixty (60) days from the approval of this Act.
38
Section 12. Repealing Clause
All laws, presidential decrees, rules or regulations or parts thereof inconsistent with the
provisions of this Act are hereby repealed or modified accordingly.
Section 13. Effectivity Clause
This Act shall take effect upon its approval.
Approved: August 4, 1994
REFERENCES
Republic Act No. 7784.An Act to Strengthen Teacher Education in the Philippines by
Establishing Centers of Excellence Creating a Teacher Education Council of 1994.
Llagas, A. T. (2008). Educational laws and surveys programs and projects of the DepEd.
Teacher Education Council, DepEd: Pasig City.
39
THEMES FOR REVIEW OF R.A 7784 EDCOM REPORT OF 1991
Responsiveness to Global Market
In partnership with the education sector, TEC is designed to gear up with the international
standards. Hence, the law creates center of excellence and identify institutions suited to receive
one. Specific standard, which is much cruel and strict, sees if an institution is qualified to be a
center of excellence. For example, Philippine Normal University is granted as the Center of
Excellence in Teacher Education. Standards set forth by the council made our educational
sector keep in pace with the global market.
Attainment of National Objectives
The objectives of creating center of excellence and the council is geared toward the attainment
of our national objectives. Both have ensured the quality that will be observed and scrutinized
towards the attainment of it. Programs and innovations are also seen developed by the council
and centers.
• Quality of Output and Competitiveness
In result, identified institutions as center of excellence have brought their maximum performance
to achieve a quality output and
40
competence. Rumors have said that others are struggling to compete with the said standard.
Still, the point is towards the attainment of a quality output and competence.
“Education in the country must also
address global calling on quality standards”
STRENGTH
Sole and foremost feature of this act is the establishment of centers of excellence. Identifying
such institutions promotes a high quality perspective. Other who was not identified will be
geared to include them to be one. Hence, standards are getting high and services will be
aligned to the set criteria. The created Council in the law is also a strength where it sees how
TEIs perform and set standards in their institutions.
WEAKNESS
Though the law is geared toward high quality and competence, Philippines is not yet aligned
with the international standards. The top universities of the country, Ateneo De Manila and
University of the Philippines, ranked beyond the 200 spot according to the THES-QS World
University Rankings from the last five years.
“Still, PH higher education is left behind
competing with international standards”
41
GRANTS AND BENEFITS CMO # 24 and 33 s 2010
Grants and benefits for identified COEs and CODs.
 priority in the selection of CHED institutional partners with regards to CHED developmental
projects,
 entitled to other non-monetary subsidies and awards such as faculty:
( a. )scholarships for graduate studies
(b.) priority for research grants
FINANCIAL ASSISTANCE
 Project proposal based on CHED criteria
 Subject to availability of funds
ROLES AND RESPONSIBILITIES OF IDENTIFIED COEs AND CODs
 Act as role models/leaders in teacher education programs.
 Sustain and enhance research capabilities and upgrade professional or research graduate
programs in teacher education.
 Provide assistance to agencies/institutions within their geographical area of coverage.
 Undertake activities/ projects necessary in developing quality Teacher Education programs.
 Accelerate the development of the teacher education programs through strategic agenda and
projects.
42
 Develop quality instructional programs through faculty development and upgrading of facilities
and library holdings.
 Undertake basic and applied research activities on emerging trends and developments in the
field of teacher education.
 Undertake extension and linkages through consortia and collaboration with academia.
 Establishes linkages with COEs in teacher education to further improve instructional and
research capabilities toundertake research in the said programs
STATUS AND DURATION
The status of being COEs or CODs in teacher education does not apply to other programs
offered by an institution.
The designation as COEs and CODs for teacher education shall be for a period of 3 years
which shall take effect from the date it has been awarded by the commission.
CENTERS OF EXCELLENCE
 UNIVERSITY OF MINDANAO, DAVAO CITY
 UNIVERSITY OF THE IMMACULATE CONCEPTION, DAVAO CITY
 UNIVERSITY OF SOUTHEASTERN PHILIPPINES, DAVAO CITY
43
Summary / Reflections:
This law RA No. 7784 was created for strengthening teacher education in the country by
founding centers of excellence and forming a teacher education council to oversee the standard
operating procedures of higher education institutions in the nation. This mandate was approved
and enacted last August 4, 1994 which envisioned to poster teacher education in the country by
creating Best Performing Higher Education Intuitions to be dubbed as ―Center of Excellence‖
and organizing TEC. Through this law, it would greatly encourage HEIs in different regions to
align their educational standards to global competitiveness and aspire even more to be granted
such financial support from the government.
As stated in the Philippine Constitution, the state is assumed to protect and promote the right of
all citizens to quality education at all levels and shall take appropriate steps to make such
education accessible to all. Also, it is similarly universally recognized that the teacher is the key
to the efficiency of the teaching learning process by drawing out and nurturing the best in the
learner as a human being and a worthy member of society. So, this Act intents to provide quality
education by firming the educational system and training/seminars of all the teachers across the
country through a national mandate of excellence for teacher education. With this, recognition
all teacher education institutions in the Philippines would seek and upgrade their schools in the
attainment of international standards and be able to align their teacher education programs to
44
meet the country’s aspirations of not just having an ―ideal teachers‖ but being a great molder
of our future leaders.
A recognized Centers of Excellence for Teacher Education would be identified, designated,
established and developed in such strategic places in each of the regions in the country, one or
more centers of excellence for teacher education based on criteria listed hereunder, assessed
and adjudged by the TEC. The selection of such COEs must adhere with the following criteria:
(a) highly educated, professionally qualified and experienced faculty dedicated to the
Philosophy, mission, vision and goals of the institution and education; (b) well-settled students;
(c) adequate library, research and study facilities; (d) competent administrative and support
staff; (e) well-planned and relevant instructional programs; (f) adequate student development
programs; (g) adequate student services;(h) relevant extension service and outreach programs;
(i) percentage of graduates who become teachers; and (j) such other criteria as may be
established and operationalized by the Teacher Education Council.Such criteria are very ideal
to guarantee that the acknowledgement will not just be simply achieved but barely attain by only
HEIs with culture of excellence and best practices to compete intercontinentally and globally.
The said recognition will be renewed after every (3) to assure continuity of its best practices and
sustenance of culture of excellence by abiding the Objectives and its functions as a Center of
Excellence and model HEIs across the region. Here are the following indicators the Center of
Excellence HEIs
45
must perform: experiment and try out relevant and innovative pre-service teacher
education/training programs; organize and coordinate collaborative research on identified
areasfor systematic investigation in teacher education as basis for improving teacher
education/training programs; serve as teacher resource center for curricular/instructional
materials development; serve as the center mode for networking specific data; provide
professional assistance to Teacher Education Institutions (TEIs) that have expressed the need
for such assistance; encourage mutual support among TEIs in the region for upgrading their
programs; and facilitate and help expedite accreditation among TEIs.
The said directive will be implemented by the Teacher Education Council created under this Act.
It shall promulgate the implementing rules and regulations so that it would be strictly supervised
and monitored by the authority.
The recognition of Center of Excellence will not just solely for the culture of excellence but it
must also cater to the production of graduates in response to global market, attainment of
National Goals, quality research out and competitiveness as to the statement goes, “Education
in the country must alsoaddress global calling on quality standards”. In factin Region XI, there
are three (3) recognized Center of Excellence teacher education institutions namely;
UNIVERSITY OF MINDANAO, UNIVERSITY OF THE IMMACULATE CONCEPTION and
UNIVERSITY OF SOUTHEASTERN PHILIPPINES all located in Davao City. This just plainly
entails that we have best teachers in the region.
46
Synthesis:
As a teacher practicing my profession now, this law would be a very good motivation to any
HEIs offering teacher education to strive harder in continuing attainment of academic
excellence. Indeed, this law was enacted to provide system of excellence for students to acquire
quality learning and quality teaching, since this is the right of all citizens anyway. I should say
that it is an advantage for all students to be more competitive and be able to actualize one’s
vocation to achieve optimum human satisfaction.
Centers of excellence shall be a good call outs for any agencies, institutions, public or private
schools engaged in pre-service and continuing education which established and continued to
maintain good track record in teacher education, research and community service, whose
graduates are models of integrity, commitment and dedication in education. One must meet the
standards given by our government so that we will be able to align our educational system with
the international standards.
Adopting this scheme of quality standards of education, we can really assure the high quality of
our products – the graduates. With this practice somehow we can say the high level of maturity
in our educational system. That’s why it is necessary that every student as well as the teachers
must have a sufficient way of learning-teaching process so therefore the way of having
programs, seminar workshop and upgrading of school library should be provided. This law
should be intensified even more because this will be a big help to everyone making education
as the key for everyone to be successful and all graduates will have an enough learning and
knowledgeable to be ready
47
in the field. On this manner, the government should always focus on the development of our
education so that we can surely have great leaders in the future.
Meanwhile, I actually asked an education student named Mary Joy Tumlos, currently enrolled
as BSED 2nd year, about how would she reacted on this law she said that this R.A No. 7784
purpose is to improve quality education at all levels in the country by means of enhancing the
skills and competence of the teachers in their respective field of specialization. It creates
globally competitive students by establishing Centers of Excellence. These will provide
measurement to test the teacher's sufficient knowledge when it talks about their proficiency.
This simply implied that even student currently taking up education course is plainly aware of
what is really her ultimate goal on this vocation.
Also, this law primarily seeks to set up a training program for teacher’s education in both private
and public universities and colleges for the reason of improving the quality of tertiary education
in the country by the ways of enhancing the capability and competence of teachers. Likely, it is
an effort to improve the quality of education; government often institutes changes in the course
offerings of educational institutions and allocates funding for research and school facilities.
But on the other sight, education cannot be upgraded through the above-mentioned
measurements. In line of the pivotal role of teachers in the learning process the success of any
educational system depends greatly on the ability of teachers to communicate efficiently with its
learners. College
48
teachers may have sufficient grasp or even mastery of their fields of study but if they do not
employ the appropriate teaching methods, the quality of tertiary education will continue to
decline.
To somehow find remedy this setback, it is therefore need to bring in a program for the
continuing education of college instructors similar to that required of teachers in the primary and
secondary levels so as to complete the reform of our current educational system. Such program
must focus on training on the proper teaching pedagogies but it may also cover other areas of
study where continuing education is necessary. The purpose of the program is to revive the
human resource components of the government’s education program by enhancing the skill.ls
of our college instructors. Through this, we call really guarantee the quality of education and the
culture of excellence. Thus, it is more ideal and practical mean of assuring quality graduates.
However, there are also other citizens who are not in favor with this initiative by the government.
Like this named Ms. Bernales, according to her, during I interview with her that she was not
going to give her all-out support to this law for it flawed many things. Why? …Because based on
her observation that this was not the immediate tools to produce quality graduates. It would form
part of the tools but not really the main. What she was trying to point out was, when we need to
produce quality graduates, it should start at the basic one. In elementary level which in this
stage, teachers are nurturing the pupils. They are just so young that there mind still have
spaces for new and good learning, so why not provide them good education. Good education
which include good learning materials. For instance, based on observation, one book
49
is shared by three pupils or more so how can someone make a quality education? How can the
other pupil study if the book is carried by other pupil since they are sharing of it? Sometimes,
this situation can make some pupils turn out to be discouraged and not prepared for the class
and even will result to loss of interest. Establishment of center for excellence is good but can we
address first and study backward the situation in elementary level. Government is allocating
budget for education so why not provide the following: learning materials for one pupil, not in
sharing scheme and build more school buildings to have a maximum of 20 pupils per teacher.
And also, she stressed out the issue regarding hiring more teachers for elementary and
secondary as well to address the number of pupils/students per class. Many are graduates of
education course, why not hire them and let them practice their profession so that we cannot
see them working in malls, call center, domestic helper and many more. It's one way of
minimizing job mismatching, right? and for everyone's verdict to work and teach by heart not
just by feeding learning materials but see to it a pupil/student learned from it. It's a matter of
educator's attitude towards work on other hand. When you read my comments, you might think
of why I am talking about elementary level where the R.A. is all about higher education. Well,
before we go higher we passed through the very foundation. I guess, if we can establish good
education in the first hierarchy of learning process there is no reason that our graduates is not
quality. Indeed, the saying goes "Quality graduates came from a very quality foundation."
50
Synthesis:
As a person practicing this teaching profession, this Decree known as the "Educational
Development Decree of 1972" is a paramount step moving forward in the attainment of world
class workforce of the country. Well, 21st century is indeed a challenging generation for our
educational system because it requires massive thinking and planning to be globally inclined
with the trends in economy, communication, transportation and education across the globe.
In effect, based on the statements from section 2 to section 5, this act aims on developing the
educational system of the country to meet the needs and demands of our global society. What I
think is lacking in this educational act is that, it does not speak about building our educational
system to go and race with what is now the global trend directly. If I'm not mistaken, the English
language was not really given importance based on the underlying statements in section 5
focusing only on the curriculum and staff development in mathematics and science teaching. It
fails to foresee the importance of English as a language for Global market, trade and industry.
This makes me want somehow to consider this act a mediocre which is ironic on how Pres.
Marcos approved this. After all, its intentions are so clear which aspires only for the betterment
of the present and that what makes it good, its practicality. This government efforts attempt to
clear out the educational roadmap of our educational system to further align it with the demand
of international market towards the war against global economy.

Historical Foundation of Education

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HISTORICAL FOUNDATION OF EDUCATION

Essential Schools Movement

Reconstructionism--(Pragmatism & Existentialism)--Basic Views

Humanism School Environments

LEGAL BASES, ADMINISTRATIVE ORGANIZATION AND FINANCING OF THE

AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC

Be it enacted by the Senate and House of Representatives of the Philippines in Congress

Section 4. Institutionalization of Kindergarten Education. - Kindergarten education is hereby

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