REPUBLIC OF THE PHILIPPINES

POLYTECHNIC COLLEGE OF LA UNION

San Joaquin Sur Agoo, La Union 2504
Member: Philippine Association of Colleges and Universities

TOPIC: ORGANIZATION AND STRUCTURE OF THE SYSTEM

INTRODUCTION
Education in the Philippines has undergone several stages of development in meeting the needs of the
society.It serves as focus of emphases/priorities of the leadership at certain periods in our national struggle as a
race.

Development of Education in the Philippines from Pre-Spanish to Present times

Timeline
Before 1521 Education before the coming of Spaniards
1521-1896 Education during the Spanish Regime
1896-1899 Education during the Philippine Revolution
1898-1935 Education during the American Occupation
1935-1941 Education during the Philippine Commonwealth
1941-1944 Education during the Japanese Occupation
1944-1946 Education after the World War II
1946-present Education under the Philippine Republic

Pre- Hispanic Education

 Pre- Hispanic education in the Philippines was informal, unstructured and devoid in methods.
 Education was oral, practical, and hands-on
 Children were provided more vocational training and less academics (3Rs) by their parents and in the
houses of tribal tutors
The objective was basically to promote reverence for, and adoration of Bathala, respect for laws, customs, and
authorities represented by parents and elders.When the Spaniards arrived in the Philippines they encountered
islanders who knew how to read and write.

Education during the Spanish Regime

The Friars established parochial schools linked with churches to teach catechism to the natives (Tribal tutors
were replaced by Spanish Missionaries).
• Instruction was in the dialect and was religion oriented.
• Education was limited only for the elites
• Primary instruction was free.
• Teaching of Spanish language was compulsory.
• Education was managed, supervised, and controlled by the friars
• Education in the country was not uniform
• The system of schooling was not hierarchical nor structured, thus there were no grade levels
• Established at least one primary school for boys and girls in each town by the Decree of 1863
• Establishment of normal school for male teachers under the supervision of the JESUITS.

Major Problems
• Lack of trained teachers
• Lack of teachers (150 teacher-missionaries to instruct over half a million inhabitants)
• Lack of funds, instructional materials, and in many instances school houses
REVOLUTIONARY GOVERNMENT
• Established the BURGOS INSTITUTE in Malolos, Military Academy of Malolos and Literary
University of the Philippines.
 • Free and compulsory elementary education.
• Illustrados spearheaded the Propaganda Movement
• Curricular reforms
1. Secularization of education
2. Instruction of Spanish
3. Greater attention to natural science
4. The design of a relevant curriculum
5. Improvement of higher centers of learning
6. Improvement of educational system

AMERICAN REGIME
 Upon the recommendation of the Schurman Commission free primary instruction that trained the people
for the duties of citizenship and avocation was enforced by the TAFT Commission per instructions of
President McKinley.
 Chaplains and non-commissioned officers were assigned to teach using English as the medium of
instruction.
 Highly centralized public school system was installed in 1901 by Philippine Commission by virtue of
Act No. 74
 The implementation of this Act created a heavy shortage of teachers so the Philippine Commission
authorized the Secretary of Public Instruction to bring 600 teachers from USA, the THOMASITES
 Bureau of Public Instruction became Bureau of Education under Act No. 477 which passed on Nov. 1,
1902.
 High School was supported by the Governments.
The Americans used education as a vehicle for its program benevolent assimilation. American soldiers were the
first teachers.Restore damaged school houses, build new ones and conduct classes.Trained teachers replaced
soldiers. Filipinos warmly received their new teachers, Thomasites. American teachers infused their students the
spirit of democracy and progress as well as fair play. Americans discarded the religious bias.
 Educational Act of 1901- Separation of Church and State in education. Encourage Filipino in the field of
teaching. Outstanding Filipino scholars were sent to US to train as teachers
 Established the following on 1902 by the Philippine Commission
Special Education Institutions
Schools of Arts and Trade
Agricultural School
Commerce
Marine Institutes

The Philippine Legislature approved Act No. 1870 which created the University of the Philippines. The
Reorganization Act of 1916 provide the Filipinization of all department of the secretaries except the secretary
of Public Instruction.

JAPANESE ERA
 Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine executive
Commission established the Commission of Education, Health and Public Welfare and schools were
reopened in June 1942.
On October 14, 1943 they sponsored Republic created the Ministry of Education.
 Taught Tagalog, Philippine History and Character Education.
 Love for work and dignity of labor was emphasized.
 On February 27,1945 the Department of Instruction made part of the Department of Public
Instruction

 In 1947, by virtue of executive Order No. 94 the department of Instruction was changed to
Department of Education.
 In that period, the regulation and supervision of public and private schools belonged to the Bureau
of Public and Private Schools.
 In 1947, by virtue of executive Order No. 94 the department of Instruction was changed to
Department of Education.
 In that period, the regulation and supervision of public and private schools belonged to the Bureau
of Public and Private Schools.
Education after 1940’s
 The objective of the Philippine Education was to established “integrated, nationalistic, and
democracy- inspired educational system” included the ff.
 1. Inculcate moral and spiritual values inspired by an abiding faith in God
2. To develop an enlighten, patriotic, useful and upright citizenry in a democratic society
3. Conservation of the national resources
4. Perpetuation of our desirable values
5. Promote the science, arts and letters
Great experiments in the community school and the use of vernacular in the first two grades of the primary
schools as the medium of instruction were some of them.
An experiment worth mentioning that led to a change in the Philippine Educational Philosophy was that of
school and community collaboration pioneered by Jose V. Aguilar.
Schools are increasingly using instructional materials that are Philippine-oriented.
Memorandum No. 30, 1966 sets the order of priority in the purchase of books for use in the schools were as
follows:
Books which are contributions to Phil. Literature
Books on character education and other library materials
Library equipment and permanent features

In 1972 it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of
Education and Culture by virtue of P.D. No. 1397 .
 13 regional offices was created and major organizational changes were implemented in the
Educational System.
The Education Act of 1982 created the Ministry of Education Culture and Sports in 1987 by virtue executive
Order No. 117.
On 1994, Commission of Higher Education (CHED) and the Technical Education and skills Development
Authority (TESDA) were established to supervise tertiary degrees, programs and non-degree technical-
vocational programs.

6 basic principles of Japanese Education

1. Realization of NEW ORDER and promote friendly relations between Japan and the Philippines to the
farthest extent
2. Foster a new Filipino culture based
3. Endeavor to elevate the morals of people, giving up over emphasis of materialism
4. Diffusion of the Japanese language in the Philippines
5. Promotion of VOCATIONAL course
6. To inspire people with the spirit to love neighbor

Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722
and RA 7796 in 1994 creating CHED and TESDA. And non formal Education. That system focused to mandate
basic education which covers elementary, secondary and non formal education, including culture and
sports.TESDA now administer the post secondary, middle level man power training and development.
CHED is responsible for Higher Education

In 2001 Republic Act 9155 or Government of Basic Education Act was passed transforming Department of
Education Culture and Sports(DECS) to Department of Education ( DepEd) redefining the role of field
offices(regional , division, district and school offices)
Republic Act 9155 provides the overall framework for (1) school head empowerment by strengthening their
leadership roles and (2) school based management within the context of transparency and local accountability.

The main goal is to provide the school age population and young adults with skills, knowledge, and values to
become caring, self reliant, productive and patriotic citizens.

Take Note!
 Spanish- Reign for 300 years
 American- 50 years
 Japanese- about four years
It is thus not surprising that despite the measure they had instituted, the Japanese failed to succeed in
transforming the values and attitudes of the people in line with their vision of the NEW ORDER.
A contributory factor was widely reported brutalities that ushered in the Japanese occupation that the Filipinos
did not experience with the same degree during the American period
From 1986 to the present

 The bilingual policy in education was reiterated in the 1987 Constitution of the Philippines.  
 (EDCOM), Congress passed Republic Act 7722 and Republic Act 7796 in 1994, creating the
Commission on Higher Education (CHED) and the Technical Education and Skills Development
Authority (TESDA). The institute governing basic education was thus renamed in 2001 as
the Department of Education (DepEd).
 The quality of public school education is generally considered to have declined since the post-war years,
mainly due to insufficient funds. The Department of Education aims to address the major problems
affecting public education by 2010.
 Private schools are able to offer better facilities and education, but are also much more expensive. There
is a wide variety of private schools, including all-boys’ and all-girls’ schools, religious schools, non-
sectarian schools, Chinese schools, special schools, and international schools. Due to economic
difficulties, there has been a recent increase in the popularity of home schooling and open universities in
the Philippines.

THE EDUCATIONAL SYSTEM PRIOR TO PROCLAMATION 1081

 THE GOVERNMENT SHALL ESTABLISHED AND MAINTAIN A COMPLETE AND ADEQUATE

SYSTEM OF PUBLIC EDUCATION AND SHALL PROVIDE AT LEAST FREE PUBLIC
PRIMARY INSTRUCTION AND CITIZENSHIP TRAINING TO ADULT CITIZENS.

 THE PHILIPPINE GOVERNMENT ESTABLISHED AND MAINTAINED THE ELEMENTARY,

SECONDARY, AND TERTIARY LEVELS OF EDUCATION, THE OPERATION OF WHICH WAS
EITHER BY THE GOVERNMENT, OR PRIVATE PERSONS OR CORPORATIONS.

 CHARTERED STATE COLLEGES AND UNIVERSITIES WERE ALSO ESTABLISHED IN

DIFFERENT PLACES OF THE COUNTRY.

 THE NUMBER OF YEARS REQUIRED TO COMPLETE THE ELEMENTARY AND SECONDARY

LEVELS WAS SIX YEARS AND FOUR YEARS RESPECTIVELY; WHILE THE TERTIARY
LEVEL REQUIRED AT LEAST FOUR YEARS FOR AN ACADEMIC DEGREE.

ORGANIZATION AND STRUCTURE OF THE SYSTEM BEFORE THE REORGANIZATION

SECRETARY – A CABINET MEMBER

UNDERSECRETARY
 ADMINISTRATIVE OFFICE
 TECHNICAL ADVISORY
STAFF
 PLANNING DIVISION
 SPANISH LANGUAGE AND CULTURE
DIVISION
 SPECIAL EDUCATION
STABILIZATION FUND
ADMINISTRATIVE OFFICE
BUREAU OF PUBLIC SCHOOLS
BUREAU OF VOCATIONAL EDUCATION
BUREAU OF PRIVATE