PRE SPANISH

SYSTEM ADMINISTERED BY WHOM:

Parents and elders in balanghay.

LEVEL OF LEARNERS CATERED:

Informal education system. No levels of learners.

GOVERNED BY WHAT LAW/POLICY:

Policy of the social cultures, norms and customs. The system was mandated by the tribes.

PEDAGOGICAL USED BY THE TEACHER/GURU:

• Traditional approach in teaching. Pre-Hispanic education in the Philippines was not formal
Education was oral, practical, and hands-on

LEARNING OUTCOME: The objective was basically to promote reverence for, and adoration of Bathala,
respect for laws, customs, and authorities represented by parents and elders

SPANISH ERA

SYSTEM ADMINISTERED BY WHOM:

The Augustinians, Franciscans, Dominicans, and Jesuits introduced the parochial school concept
practiced in Europe during the Dark Ages.

a.) Colegio de San Ignacio by the Jesuits in 1589 in Manila was the first colegio.

b.) The Dominicans put up the Colegio de Santo Rosario w/c later became Colegio de Santo Tomas now
the Pontifical University of Santo Tomas.

c.) The Beaterio de Santa Isabel was founded in 1632 and became the oldest existing school for girls.

LEVEL OF LEARNERS CATERED:

Primary levels and secondary levels.

PEDAGOGICAL USED BY THE TEACHER/GURU:

- Teacher-centered approach. Dictation

- Memorization
- Other techniques such as moro-moro, cenaculo and other theatrical performances
- Authoritarianism
- Teacher-dominated
- Subject centered
- Imposition of severe discipline

GOVERNED BY WHAT LAW/POLICY:

The first educational system for students in the country was established by the virtue of the Educational
Decree of 1863 w/c required the government to provide school institutions for boys and girls in every
town. First attempt of the Spaniards to establish an overall public school system.

LEARNING OUTCOME:

The Royal decree of 1555 mandated these goals of Spanish education in the country:

- Indoctrination of Christianity

- Promotion of the Spanish language

- Imposition of Spanish Culture

- Subjects other than Doctrina were arithmetic, music & various arts and trades

AMERICAN ERA

SYSTEM ADMINISTERED BY WHOM:

- A system of free and compulsory elementary education was established by the Malolos
Constitution.
- Training was done through the schools both public and secular manned by Chaplains and
military officers of the US army and the Thomasites brought here by the vessel Thomas.
-
LEVEL OF LEARNERS CATERED:

Primary, secondary and tertiary levels catered.

PEDAGOGICAL USED BY THE TEACHER/GURU:

Teacher-centered approach. Philippine education during this period was highly influenced by the
Philosophy of John Dewey.

GOVERNED BY WHAT LAW/POLICY:

- The EDUCATIONAL ACT OF 1901, also known as ACT NO.74 of the Philippine Commission, was
promulgated to establish a Department of Public Instruction to oversee the operation of public schools.

a.) Sections 1 to 13 of the Act were meant to establish a highly centralized system.

b.) Section 14 to 15 provided for the importation of American teachers (Thomasites). Section 16
provided for the separation of church and state.

c.) Section 17 crated the Philippine Normal School, now Philippine Normal University (PNU).

- The Department of Public Instruction set up thee level school system. The 1 st level consisted of a
four-year primary and a three-year intermediate or seven-year elementary school. The 2 nd level
was a four-year high school. The 3rd level was at first a two-year junior college and later a four-
year program.
 - In 1925, the Monroe Survey Commission, headed by Paul Monroe was created to evaluate the
entire school system the Americans set up, the first of its kind in the country. Act No.3162 &
3196 made possible the conduct of the Monroe survey and recommended the following:
a.) educational reforms regarding methods & techniques of teaching, supervision, teaching training and
curriculum

b.) evaluation of teaching and learning

- In 1927, there is the provision of English as a common language, by the American Director of the
Bureau of Education.

LEARNING OUTCOME:

Reading, Writing, Arithmetic, good manners and right conduct (GMRC), civics, hygiene and sanitation,
gardening, domestic science, American history, and Philippine history were the subjects for study.

JAPANESE ERA

SYSTEM ADMINISTERED BY WHOM:

Proclamation No.1

- Informed the people that sovereignty of the United States over the Philippines was over and
that Martial Law was to reign. The Japanese troops take over the educational system.

LEVEL OF LEARNERS CATERED:

Primary, secondary and tertiary levels catered.

PEDAGOGICAL USED BY THE TEACHER/GURU:

- Teacher-centered approach. Training was done formally through the schools, which gave more
emphasis on: vocational, technical and agriculture.

GOVERNED BY WHAT LAW/POLICY: Order No.2 of the Japanese Imperial Forces set-up the war-time
educational objectives in the country on February 17, 1942.

• Education aimed at:

- Making the people understand the position of the Philippines as a member of the East Asia Co-
Prosperity Sphere.

- Eradication of the old idea of reliance upon western states particularly the US and Great Britain.
- Fostering a new Filipino culture based on the consciousness of the people as Orientals.
- Elevating the morals of the people giving up over-emphasis on materialism.
- Diffusion of elementary education and promotion of vocational education.
- Striving for the diffusion of the Japanese language in the Philippines and the termination of the
use of the English language in schools, and
- Inspiring the people with the spirit to love labor.
LEARNING OUTCOME:

- Curricular content was centered on values rooted on love for labor; emphasizing
vocational education; spread the use of Nippongo, and teaching physical education and singing
Japanese songs.

1986-PRESENT

SYSTEM ADMINISTERED BY WHOM:

• The Congressional Commission on Education (EDCOM) report of 1991 recommended the

division of DECS into three parts.
• On May 18, 1994, Congress passed Republic Act 7722, the Higher Education Act of 1994
a) Creating Commission on Higher Education (CHED), which assumed the functions of the Bureau
of Higher Education and supervises tertiary degree programs
• On August 25, 1994, Congress passed Republic Act 7796, the Technical Education and Skills
Development Act of 1994
a) Creating the Technical Education and Skills Development Authority (TESDA), w/c absorbed the
Bureau of Technical-Vocational Education plus the National Manpower and Youth Council, and
supervises non-degree technical-vocational programs.
-DECS retained responsibility for all elementary and secondary education.

• It also enacted into the establishment of Centers of Excellence in Teacher Education in each
region of the country (R.A. 7784) August 4, 1994, good for a period of 5 years.
• THESE EDUCATIONAL DEVELOPMENTS HAPPENED DURING THE TERM OF PRESIDENT FIDEL
RAMOS.
LEVEL OF LEARNERS CATERED:

Primary, secondary and tertiary levels catered.

PEDAGOGICAL USED BY THE TEACHER/GURU:

Learner-centered approaches in teaching the lesson.

GOVERNED BY WHAT LAW/POLICY:

 P.D. 1001 R.A. 7836 was signed into law on December 16, 1994 has these important provisions
a) Creation of the Board for Professional Teachers composed of 5 commissioners under PRC.
b) Replacement of PBET by LET
c) Transfer of authority of administering LET from CSC and DECS to the Board of Professional
Teachers under PRC.
d) The formulation, adoption and promulgation of the Code of Ethical and Professional Standards
for Professional Teachers Pursuant to paragraph(e), Article II of R.A. 7836.
 THE TRIFOCAL EDUCATION SYSTEM
- In August 2001, R.A. 9155 otherwise called the Governance of Basic Education Act, was passed
transforming the name of the Department of Education, Culture and Sports(DECS) to the
Department of Education (DepEd) and redefining the role of field offices
 - The goal of basic education is to provide the school age population and young adults skills,
knowledge, and values to become caring, self-reliant, productive and patriotic citizens.
 Under President Noynoy Aquino
- Aquino’s 10-point basic education agenda
1) 12-year Basic Education Cycle
2) Universal pre-schooling for all.
3) Madaris education as a sub-system within the educational system
4) Technical vocational education as an alternative stream in high school
5) “Every child a reader” by grade 1
6) Science and Math proficiency
7) Assistance to private schools as essential partners in basic education
8) Medium of instruction rationalized
9) Quality textbooks
10) Covenant with the local governments to build more schools.

The Enhanced Basic Education Act of 2013 Republic Act No. 10533 , or the K-to-12 Act, establishes a
“universal kindergarten” and introduces Grades 11 and 12 to high school education in public and private
schools. The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary
education, four years of Junior High School, and two years of Senior High School [SHS]) to provide
sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development, employment, and entrepreneurship.
The Academic track includes three strands: Business, Accountancy, Management (BAM); Humanities,
Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).
Students undergo immersion, which may include earn-while-you-learn opportunities, to provide them
relevant exposure and actual experience in their chosen track.
TVET (TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National Certificate
Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a
National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the
Technical Education and Skills Development Authority (TESDA).
NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.

LEARNING OUTCOME:

- Implementation of New Elementary School Curriculum (NESC)

Its features are:

a) Fewer learning areas, emphasis on mastery learning

b) Focused on the development of 3r’s and
c) Emphasis on the development of intellectual skills which as are important as work skills
d) Focus on the development of humanism and Filipinism in all learning areas
- Implementation of the New Secondary Education Curriculum (NSEC)
Its features are:

a) Student centered
b) Cognitive-affective manipulative based curiculum uses bilingual policy
c) Values education offered as separate subject area
d) Emphasis on Science and Technology
e) Critical thinking emphasized
• 1987 Constitution – Educational Provisions
- Complete, adequate and integrated systems of education
- Free public education in the elementary and high school levels
- Scholarship grants, student loan programs, subsidies and other incentives
• 1987 Constitution fundamental aims of education
- Shall inculcate patriotism and nationalism
- Foster love of humanity
- Respect for human rights
- Appreciation of the role of the national heroes in the historical development of the country
- Teach the rights and duties of citizenship
- Strengthen ethical and spiritual values
- Develop moral character and personal discipline
- Encourage critical creative thinking
- Broaden scientific and technological knowledge
- Promote vocational efficiency