SCIENCE AND

TECHNOLOGY IN THE
PHILIPPINES
PRE-COLONIAL
PERIOD
- Spaniards arrived in 1521.
- Information about society before this
period was based on archaeological
findings by early traders.
• The country used to have a
“barangay”, a geographically
scattered, self-sufficient autonomous
communities which were more of a
social unit.
• Homo sapiens were the early settlers
of the country. They came from
Mainland Asia and lived in Palawan
and Batangas.
• They formed communities in other parts of the
country including Sulu, Negros, Samar and regions
in Luzon
• They learned to make simple tools by sawing,
drilling and polishing stones
• They created ornaments out of shells and pottery
which were later replaced by imported Chinese
porcelains.
• They gradually learned to manufacture tools made
of metals.
• Filipinos use boats for coastal trade
• Caracoa – a refined plank built warship best
suited for island trade.
• Butuan and Mindoro
inhabitants started trade
with Vietnam and China
• Supported by
archaeological findings
of Chinese porcelains
manufactured during
Sung, Yuan and Ming
Dynasties.
• Some of the products traded were cotton, tin,
cloth, iron pots etc.
• Mindanao and Sulu also traded with Borneo,
Malacca and other parts of Malay peninsula
• Coastal areas such as Manila had more
sophisticated technology compared to other areas
because of its exposure to foreign trade and
cultural influences.
• Agriculture was being practiced throughout the country.
- Growing crops
- Raising farm animals
- producing wine, vinegar and bee products
• Mining gold
• People lived in Nipa or
bamboo houses but wore
colorful clothes, self-made
jewelry and teeth
ornamented with gold
• Own writing and measuring
systems
FILIPINOS IN REMOTE AREAS
• Mountain settlements
• Hunter gatherers
• Believers of superstitions.
• Did not develop written
literary tradition.
• Trade with lowland and
coastal locals for their
gathered forest product.
SPANISH REGIME
SPANISH REGIME
• Period of birth of modern science and
technology in the Philippines.
• Religious orders had great influence
during this period.
• Reduccion system – a strategy used by Spaniards to grouped
far, scattered barangays into fewer but larger and more
compact towns. It was used in response to shortage of Spanish
missionaries.
• Datus and their hereditary successors served as heads of
Cabeza de barangay, the lowest level of local government.
• Centralized political control
- tribute tax was collected.
- Polo Y Servicio was imposed.
• Compulsory sale of local products to the government.
REDUCCION SYSTEM

POLO Y SERVICIO
• Educational system was established
with help of religious order.
• Technological development and
scientific researches
were promoted.
• Primary education was
mainly religious in nature.
• Different religious orders established schools
offering higher education. (Jesuits and
Dominicans)
• Higher education was initially offered for
priesthood and clerical positions.
• In 19th century, B.A degrees in science
subject and technical/vocational were offered
and established.
• Filipino students were able to go to Europe for
professional advanced studies. Some of them were the
following:
JOSE RIZAL – Medicine and specialization in
Ophthalmology in Spain and Germany.
GRACIANO APACIBLE – Medicine in Madrid
ANTONIO LUNA – Pharmacy in Madrid
JOSE ALEJANDRINO – Engineering in Belgium
• In 1887, Laboratorio Municipal de Ciudad
de Manila was established to perform
biochemical analysis for public health
purposes and specimen examination.
• Some Spanish missionaries wrote about
Philippine plants and its medicinal values.
One of the most notable writings was the
Manual de Medicinas Caseras by Father
Fernando de Sta. Maria in 1763.
• Schools of medicine and
pharmacy were opened in
1871 in UST.
• One of its BS Pharmacy
graduates was Leon Ma.
Guerrero who is also known
as the “Father of Philippine
Pharmacy” after his extensive
work on Philippine Medicinal
plants.
• Philippine exportation of agricultural products started to
increase when Manila was opened in 1789 to Asian
shipping.
• In 1829, agricultural production accelerated when foreign
capital were allowed to operate in the country.
• Manila school of Agriculture was established in 1887 and
opened in 1889 to provide education to farmers and
promote agricultural development.
• Little development in the country’s Agricultural sector.
• Spaniards depended on profits
from the Galleon trade or Manila-
Acapulco trade.
• Manila emerged as entrepot of the
orient.
• Direct involvement in the galleon
trade was limited to Spaniards.
• Chinese traders profited by acting
as packers, retailers and
middlemen.
• Domestic economy was affected by the Galleon trade
which caused a negligence in local products.
• Operation of foreign capital paved the way for local
industries to flourish in manila. These included weaving,
hat making, embroidery etc.
• Modern facilities were introduced in manila like the steam
tramways, electric lights, newspaper, waterworks system
and banking system.
• Economic development was unevenly distributed in the
country.
AMERICAN REGIME
• AMERICAN REGIME marked
the rapid advancement of
Science and Technology in the
Philippines.
• Secularized public
education was introduced.
• Department of Public
Instruction was
established to produce
schools offering free
primary education with
English as the medium of
instruction.
• Philippine Normal School serves as
training ground for Filipino teachers.
• Secondary schools were opened in 1902,
followed by the establishment of other
professional and technical institution which
later became part of University of the
Philippines.
• Advance training abroad of qualified Filipinos
for the replacement of foreign faculty.
• An act to financially support high school
students to take teaching, engineering,
medical and law courses in the US was
passed and in exchange of their public
service to be rendered.
University of the Philippines was not able to handle the
increasing demand for professional development. This made
private education an alternative to professional education in
Filipinos.
• “Private School Act” or Act no.2076 was enacted in
1917 to recognize increasing number of private
schools educational and not commercial institutions.
• These institution will be supported by superintendent,
assistant superintendent and two supervisors.
• The Office of Private Education was established to
manage the improvement of educational machinery.
• The Bureau of
Government Laboratories
was created in 1901, was
reorganized and renamed
as the Bureau of Science.
• This served as the
primary research
institution of the
Government until WWII.
The following were organized and had contributed to the
development of the scientific researches:
• Bureau of Health
• Bureau of Mines
• Bureau of Forestry
• Bureau of Agriculture
• Weather Bureau
• Bureau of Coast and Geodetic Survey
• Bureau of Plant industry
• Bureau of Animal industry.
• The National Research Council of
the Philippines Islands (NRCP)
was established in 1933. This
was responsible for the promotion
of scientific research in the
country.
American Regime ended with Philippines’ economy having
remained agriculturally defined. United States-Philippines
trade relations continued even after the country regained its
independence in 1946.
 The inauguration of the Philippine
Commonwealth in 1935 marked the
beginning of the country’s
transformation to a politically
independent nation.
• During this period, there was an
increase in number of school children.
• Grade VII as the terminal grade was
abolished.
• Office of Private education was re-
established after it stopped in 1932.
• The government established the National
Economic Council to address the country’s
economic and financial questions.
• Bureau of Mines was also created as part
of the government’s goal of encouraging
and assisting Filipino businessmen delving
into mining exploration.
• The goal of the commonwealth government
of economic self-reliance was not attained.
This was due to foreign trade policies
controlled by the American and the
occupation of Japanese Troops in 1941.
• The Japanese occupation led to the
destruction of various institution built for
country’s science and technology.
• After the country regained its
independence in 1946, the support for
Research and Development through
education was continued.
• Several state and private universities were
established and reorganized. These were
supervised by the Department of Education
and Culture.
• This led to the increase in number of college
graduates but a small proportion of them
were into agriculture, science and
engineering. This was due to the perceived
low employment opportunities, longer
periods of study and non-affordability.
o The increase in number of learning institutions in the country
entailed the birth of various science agencies. Some of
these were the following:
• Institute of Science (1947) former Bureau of Science
• Institute of Nutrition (1947)
• Science Foundation of the Philippines
• Commission on Volcanology
o Institute of Science and Technology (former Institute of
Science) was born with a role of improving industrial
activities and encouraging technological development.
• Congress enacted the Science Act of 1958 (R.A
2067).
• SCIENCE ACT OF 1958 (R.A 2067) created the
National Science Development Board(NSDB)
which is responsible for making science
developmental policies and for coordinating the
activities of science institution.
 EXISTING AGENCIES UNDER NSDB
• Metals Industry Research and Development Center (MIRDC)
• Science Foundation of the Philippines (SFP)
• Philippine Science High School (PSHS)
• Philippine Council for Agriculture and Resources Research
(PCARR)
AGENCIES ADDED:
• Philippine Inventors Commission (1964)
• Philippine Coconut Research Institute (1964)
• Philippine Textile Research Institute(1967)
• Forest Research and Industries Development Commission (1969)
o In 1892, NSDB was further reorganized becoming the
National Science and Technology Authority (NSTA) with
four R & D councils.( PCARRD,PCIERD,PCHRD, NRCP).
o Six new institutes were opened.
• National Institute of Physics
• National Institute of Geological Sciences
• National Institute of Natural Sciences Research
• National Institute of Chemistry
• National Institute of Biology
• National Institute of Mathematical Sciences
• A Scientific Career System was introduced
by the Civil Service Commission to
encourage young individuals to pursue
science careers and more qualified
scientists to work in the government.
• On January 1987, by virtue of Executive Order 128,
NSTA was elevated to full Cabinet level. This
converted NSTA to DOST (Department of Science
and Technology) to meet the increasing demands
for intervention of Science and Technology in
national development.

NSDB NSTA DOST