BALIWAG POLYTECHNIC COLLEGE

COLLEGE OF EDUCATION

THE TEACHING PROFESSION

Name: Gabriel DC. Castro Weeks: 5-7

Course/Year/Section: BSED 2-B Module: 3

LESSON 1 (PAGE 53-54)

Let’s Try This

Write the development of the Philippine educational system from Pre-Spanish era to the Japanese era by
means of the table below.

Pre-Spanish Era Spanish Era Revolutionary American Japanese Era

Era Regime
 The economic  The education  The schools  Americans used  Under the Military
situation had system became established and education as an Order No. 2 in 1942
been a great formal, maintained by avenue to fulfill were the provided
contributor to the religious, and Spain was their goal of guidelines and
system of patriarchal. temporarily disseminating principles of education
education.  King Philip II’s closed and was their culture, that the Japanese
 The system of Leyes de Indias reopened on specially the Government wanted for
provided (Law of the August 29, English the Filipinos. There
education was Indies) 1896. language. were:
simple and plain. mandated the  Under the  Children aged 7 o Enrichment of
 Filipinos used Spanish Malolos years old were Filipino culture
Alibata as the authorities to Constitution, the obliged to instead of
medium of teach the system of free register at patronization of
instruction. natives how to and compulsory nearest school. the cultures of the
 Beliefs and read and write, elementary  There were three Western countries,
traditions were and learn education was levels of including the
the focal points Spanish, but established. education period United States and
of instruction of there are – (1) elementary Great Britain;
the Babylans and constraints that level composed o Acknowledgement
Katalonans. made learning of four primary of Philippines’
 Fathers taught Spanish years and three membership in the
their sons on impossible, at intermediate Greater East Asia
how to maintain first. years; (2) Co-Prosperity
livelihood while  The public- secondary/high Sphere to build
mothers school system school level stronger
instructed their was born in consisted of 4 relationship to
daughters on 1863. Separate years; and (3) Japan;
how to do schools for college or o Boost of Filipinos’
household chores boys and girls tertiary level. morality;
in preparation for were  Religion was not o Adoption of
their children’s established in part of the school Niponggo and
future as every pueblo curriculum. neglecting of
 husbands and (town or  The expenses of English language;
wives. village) the students who o Fostering of sense
 Both men and  Not everyone excelled in of love for work;
women learned can access academics and
to read and write education (referred to as o Propagation of
using Alibata – despite the scholars) were primary and
their own existence of shouldered by vocational
alphabet systematic the Government, education.
comprised of 17 education. provided that  Establishment of
symbols (14 they will teach or Commission of
consonants and 3 work in Education, Health and
vowels) government Public Welfare.
 Most of the offices once they  The teaching of
communities at finished their Philippine History and
that time were studies. Character Education
followers of  Volunteer were observed in
Islam; thus, most American schools.
of things taught soldiers were the
were related Filipinos’ first
from the teachers,
teachings of followed by the
Islam. Thomasites.
 The overall  Agricultural,
depiction of business, normal,
Philippines’ and vocational
education in this schools were
period was established.
“informal” and  Public schools
“unstructured.” offered free
education in
accordance with
the 1935
Constitution.

Let’s See What You Have Learned

Give distinct characteristic of the educational system from the Commonwealth period to present.
LESSON 2 (PAGE 58)

Let’s See What You Have Learned

Explain the complementary roles of public and private institutions. Are these roles of the public and
private institution reflected in the pre-service education of teachers?

The complementary roles of public and private institutions paved way to an enhanced private education system
in the Philippines. The constitution recognizes their roles for they are potential innovators in the quality of
education that everyone can achieve. With the guide of the Commission on Higher Education, and at the same
time, the private schools were able of producing “high-caliber” professionals, including educators.

Aspiring educators are given better opportunities to forge their skills through enrolling at private colleges and
universities. Although State Universities and Colleges provide quality affordable education for them, private
colleges and universities offer additional comfort which not all schools have, such as fully-airconditioned
facilities, advanced equipment for learning, etc.

LESSON 3 (PAGE 59-60)

Let’s See What You Have Learned

1. Explain the policy of Higher Education Act

Under the Section 2 of RA 7722, the State shall exert efforts to ensure that every Filipino enjoys the right to
quality and affordable education. Through the Higher Education Act of 1994, the State is being committed to
the continuation of the development of every Filipino’s intellect, leading them to a higher educational
attainment, which lets the production of professional and innovation in the field of research and other aspects of
society possible.

2. How is the Higher Education Development Fund (HEDF) managed? What are the sources of the
HEDF?

Higher Education Development Fund (HEDF) is managed by the Commission, with the help of its assigned
reputable government financial institution responsible for managing the portfolio of the fund. The Government
contributed PHP 500,000,000 as its seed capital, PHP 50,000,000 for the Commission’s initial operation, 40%
from the annual total gross collections of the travel tax, 30% from the Professional Registration Fee collection,
and 1% from the total gross sales of lotto operation under the Philippine Charity Sweepstakes Office. Apart
from that, donations are also some of the sources of HEDF.

3. Explain the goals and objectives of the TESDA Act.

One of the goals of the Technical Education and Skills Development Authority (TESDA) Act OF 1994 is to
promote and strengthen the quality of technical education so that our country can get along with other countries
across the globe whose technical education is already developed and continuously developing.

The Act also focuses on the development of the education for the middle-level manpower. With the ongoing
changes in the system in different industries brought by the worldwide innovation and advancement of
technology, there must also be an ongoing improvement with the knowledge that should be imparted to the
middle-level manpower.
Moreover, the Act let the creativity and critical-thinking skills of the middle-level manpower be flourished.
TESDA offers various technical-vocational programs to choose from so that aside from what they already
know, they can also affirm if they know it right by taking courses related to their program.

In addition, compliant to the Section 2 of Article XIV of the 1987 Constitution, the Authority also recognizes
the complementarity of public and private institutions in terms of technical education. Public-private
partnerships open doors for innovation of the quality of education; thus, not only the knowledge of middle-level
manpower will be upgraded, but their kills as well.

Lastly, apart from providing the skills advancement, the Authority wants to impose the value of character
development and work ethics, which are important aspects of an effective employee.

4. What are the sources of the TESDA Development Fund?

Aside from the Government’s provision of one-time lump sum fund appropriation for TESDA, the Overseas
Workers Welfare Administration’s (OWWA) annually contribute to the financing of the expert group on
funding schemes commissioned by the TESDA Board. Donations and other bequests are also some of the
sources of TESDA Development Fund.

LESSON 4 (PAGE 61)

Let’s See What You Have Learned

1. Explain the policy that “the school shall be the heart of the formal education system.”

The school is a specialized venue for children to learn. At school, there is a system on what to learn, why to
learn, and how to learn, making it a formal institution. The school must take all the necessary steps to make sure
that they can provide the best and the highest quality of education that they can do for their students.

2. What significant relations do you see between the teachers’ education institutions and the DepEd as far
as pre-service education is concerned?

Internships are often done in primary or secondary schools depending on what specialization in education a
student teacher is taking (BEED or BSED). Internships provide student teachers a glimpse of how teachers must
work in their field. Through this, student teachers can envision their future profession. They can be prepared on
what are the things that they may encounter in the future. They can plan better on how they can help to address
the issues. At the end of their pre-service education, they can bring their experiences in their internship as they
become real educators and apply every possible and applicable thing that they learned during their pre-service
education.

Aside from that, internships in schools are often one of the ways to convince the student teachers to work in the
country. Since we all know that Philippines has lots of dilemma in the education field, particularly, in terms of
scarcity of teachers, there is a need for the country to have effective and efficient professional teachers. There
must be reasonable ratio of teachers to students to that the quality of education of every Filipino student will not
be compromised.
LESSON 5 (PAGE 63)

Let’s See What You Have Learned

What could be the reason behind the renaming of the Bureau of Non-Formal Education to Bureau of
Alternative System?

If we are to compare and contrast the non-formal education and the Alternative Learning System, the latter has
broader scope than the former. Non-formal education, as defined by Section 4 of RA 9155, is a systematic
educational activity providing selected types of learning only to a portion of a population. On the other hand,
the Alternative Learning System (ALS) covers both non-formal and informal education. Since ALS can be
accessed by more people, and since it is more systematic than the non-formal education, the Government came
not just with an idea of renaming of the said bureau into Bureau of Alternative Learning System, but also
promoting an alternative and flexible education system made especially for out-of-school youth (OSY) and
adult learners. This step of the Government is pursuant to Article XIV, Section 2 of the 1987 Constitution which
imposes that education must be accessed by every Filipino, and that the State must take necessary measures to
do so.

LESSON 6 (PAGE 69)

Let’s See What You Have Learned

Cite educational development projects aimed to achieve the educational objectives.

a. Improvement of secondary schools, particularly the expansion of facilities and upgrade of equipment
complementary to the improvement and expansion the curriculum.
b. Establishing and/or upgrading the technical institutions built for out-of-school youth (OSY) and the
unemployed.
c. Additional assistance and funding of the developmental plan for the improvement of programs and facilities
for public and private schools, colleges, and universities.
d. Production and development of instruction and the instructional materials.

LESSON 7 (PAGE 70)

Let’s See What You Have Learned

1. Explain the meaning of voluntary accreditations and deregulation.

Voluntary accreditation and deregulation, in simpler terms, often pertains to the autonomous or deregulated
status of an educational institution. The State recognizes the initiative of an educational institution to go beyond
the minimum standards for them to be recognized to self-regulate as well. One concrete example for this is the
Baliuag University. It was the first university in Region III that was granted autonomous status since 2001.
Despite being self-regulated, they still conform with the standards of the Commission on Higher Education,
especially when it comes to the courses that they offer.
2. You may wish to establish your school someday. What requirements should you meet for the
establishment and recognition of your school?

If I want to establish my school and let the State recognize it, I have to make sure that it is a non-stock
educational institution – or in other terms, it is not owned by other people by the means of share of stocks. This
requirement will be waived if the educational institution that I wish to established will be under the
administration of my whole family. There must also an authorization coming from the Government that my
school is permitted to operate.

Apart from the prior authorization from the Government, during the implementation of Batas Pambansa Blg.
232, the Ministry of Education, Culture and Sports prescribe the recognition of an educational institution. The
Ministry was the one responsible for the granting of permit ad certificate of recognition subject to the terms and
conditions and in compliance with the law.