The Commonwealth Period (1935-1942)

 Free education in public schools was provided all over the country, in accordance
with the 1935 constitution.
 Vocational education and formal adult education (household activities like
sewing, etc.)
 Education also emphasized nationalism so the students were taught about the
life of the Filipino heroes.
 Vocational education and some household activities were also given importance.
Good manners and discipline were also taught to the students.
 The institution of private education was established in order to observe private
schools.
 Formal adult education was also given.
This period is a 10 year transitional period in Philippine history from 1935 to 1942 in
preparation for independence from the United States as provided for under the
Philippine Independence Act or more popularly known as the Tydings-McDuffie Law. To
further improve the educational system in the Philippines, the council made important
recommendations which was accepted and carried out by the government. Under this
period, President Quezon created the National Council of Education in 1936 as an
advisory body on educational matters and in accordance with the 1935 constitution, free
education public schools was provided all over the country. So in this period, what is
given emphasis is both vocational and formal adult education. This includes household
activities like sewing, and any other fields that would cater those individuals who are
gifted with skills. To help counteract the American cultural influence among the Filipinos,
President Quezon greatly encouraged the revival of native culture as well as desirable
Filipino values like nationalism meaning fostering the love of country among the youth
and good manners and/or discipline as well. Additionally, the institution of private
education was also established in order to observe private schools.
In compliance with the 1935 constitution during the commonwealth regime, common
language was developed.
Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon
designating Tagalog as our National Language

- Executive No. 217 otherwise known as the Quezon Code of Ethics was taught in
schools.
- Executive Order No. 263 in (1940) required the teaching of the Filipino, national
language in the senior years of all high schools in all years in the normal schools.

And as Pres. Manuel Quezon signed the law mandating the Filipino as our language,
we celebrate a National Language Week every August.
In 1940, several changes were made in the Philippine educational system by virtue of
the The Education Act of 1940 (C.A. 586) was approved by the Philippine
Assembly on August 7, 1940, which provided for the following:
- Reduction of the 7 year elementary course to 6 years
- Fixing the school entrance age at 7
- National support for elementary education
- Compulsory attendance of primary children enrolled in Grade 1
- Adoption of double-single sessions in the primary grade with one teacher one
class assignment of intermediate teachers.

Under this law, the elementary course was reduced from 7 years to 6 years. The
minimum age for admission to Grade I was raised to 7. The school calendar was also
changed so instead of the school year from June to March, it was changed to July to
April.

So under this regime, the goals in education here is to develop moral character,
personal discipline, civic conscience and vocational efficiency; Emphasize duties of
citizenship; and Educate adults.

What are the examples for this? The best example for this is the CAT

The Japanese Occupation

The Aims of education during Japanese occupation:

Was to instill a value stopping the dependence on US and Great Britain and that they
want to

- Make the people understand the position of the Philippines as a member of the
East Asia Co-Prosperity Sphere
Meaning a new Asian Order was imposed. There is also
- Eradication of the 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

They (the Japanese people) also used Schools and churches as propaganda tools that
is in

- Elevating the moral of the people giving up over-emphasis in materialism

- Diffusion of elementary education and promotion of vocation education
- Striving for the diffusion of the Japanese language in the Philippines and the
termination of the use of English in schools. With that, Nippon-go, the Japanese
 language, was made a compulsory subject in all schools. In government and
private offices, classes in Nippon-go were opened to propagate the Japanese
language and culture.
- To help promote the idea that japan as an Asian country, was a friend of all Asian
people including the Filipinos, they Develop the love of labor.

 despite the measure they had instituted, the Japanese failed to succeed in
transforming the values and attitudes of the people inline with their vision of the
NEW ORDER. There are many reported brutalities that ushered in the Japanese
occupation that the Filipinos did not experience with the same degree during the
American period

7. • 8. • Filipinos has not much enthusiasm in returning to school first because the
Filipinos as a whole were suspicious of the Japanese intention and second, children
focused on helping their parents tide over the difficult times. Even though the
Japanese allowed to continue using English as the medium of instruction in
teaching, Niponggo was later injected to be studied in schools including elementary
schools.

9. • This abrupt transition of learning from English to Niponggo caused damage in
the sense of national consciousness because the Filipinos don’t have their own
knowledge. They are learning another countries’ language while destroying the main
variations of their country’s languages. Instead of learning their own language,
Filipinos were forced to learn the others’ that causes them to forget their own.

Post-colonial Philippines

In search for the solution of our educational ills which some call it unrealistic and
expensive education, the education system in the Philippines was changed after
the Japanese colonization. That is the civilization,

Education aimed at the full of realization of the democratic ideals and way of life.

Meaning the main goal is quality education

- The Civil Service Eligibility of teachers was made permanent pursuant to R.A.
1079 in June 15, 1954. Meaning in delivering quality education, of course the one
that teaches students should be a quality teacher with effective methods of
teaching, who has the solid foundations in terms of educational training from
reputable institutions, update his method of teaching by reading and attending
 conferences, and should have the courage of trying out various means or ways
of maximizing learner.
- A daily flag ceremony was made compulsory in all schools including the singing
of the National Anthem pursuant to R.A 1265 approved on June 11, 1955.
- Curricular offerings in all schools, the life, the works and writing of Jose Rizal
especially Noli Me Tangere and El Filibusterismo shall be included in all levels.
- Elementary education was nationalized and matriculation fees were abolished.
- Magna Carta for Teachers was passed into law by birtue of R.A. 4670 this is to
providing rights and safeguards for all the teachers

The fundamental aims of education in the 1973 Constitution are:

- Foster love of country

That is from the basic that made compulsory- the daily flag ceremony in all
schools.
- Teach the duties of citizenship
This includes the CAT which is called a citizenship army training
- Develop moral character, self-discipline and scientific, technological and
vocational efficiency (values education was taught)

Educational Thrust of the New Society and Today

It was assumed that the most fundamental objective of education is the development of an
individual’s potential which will simultaneously improve society. Educational policies have been
geared to the accomplishment of better manpower production through the understanding by
the students of land reform, taxation, economic production, anti-drug and anti-pollution and
conservation education.
To accomplish these goals, the value and work oriented curricula were encouraged. However,
many parents and teachers were still confused because they did not understand the
philosophy, operations, and evaluations of this innovation in education. The concept of an
average layman or teacher in the “new society” was always associated with the advent of
Martial Law. This must be redirected to a functional definition of wholesome integration of our
economic, social and moral lives for a progressive Philippines. The direction of education as
envisioned by our educators can be best described by the following changes:

1. A relevant and flexible curriculum. Educational content is focused on the need of

society which is for sound economy. This means better knowledge in skills and food
production, conservation of natural resources, technical knowledge in harnessing
mineral deposits and less emphasis on white collar jobs which result only in producing
the “educated unemployed.”
2. Productive-coordinated technocrats. The inevitable reorganization of the Department
of Education (DepEd) was a response to these needs. For centuries, our educational
system generally operated on a system of isolation where the Bureau of Public, Private
and Vocational Education worked almost independently and promoted secrecy and
privacy instead of attaining harmony for the good of our country.
3. A quality teacher with effective methods of teaching. To teach effectively, the teacher
must have the solid foundations in terms of educational training from reputable
institutions, update his method of teaching by reading and attending conferences, and
should have the courage of trying out various means or ways of maximizing learner. To
do this, it becomes necessary to understand the psychology of pupils and to be able to
communicate with them in teaching-learning situations. The increase in teachers’ pay
should be a strong justification for the better policy on the recruitment and retention of
teachers.

Recent years

In 2010, then-Senator Benigno Aquino III expressed his desire to implement the K-12 basic
education cycle to increase the number of years of compulsory education to thirteen years.
According to him, this will "give everyone an equal chance to succeed" and "have quality
education and profitable jobs". After further consultations and studies, the government under
President Aquino formally adopted the K-6-4-2 basic education system--one year of
kindergarten, six years of elementary education, four years of junior high school education and
two years of senior high school education. Kindergarten was formally made compulsory by
virtue of the Kindergarten Education Act of 2012, while the further twelve years were officially
put into law by virtue of the Enhanced Basic Education Act of 2013. Although DepEd has already
implemented the K-12 Program since SY 2011-2012, it was still enacted into law to guarantee
its continuity in the succeeding years.
The former system of basic education in the Philippines consists of one-year preschool
education, six-year elementary education and four-year high school education. Although public
preschool, elementary and high school education are provided free, only primary education is
stipulated as compulsory according to the 1987 Philippine Constitution. Pre-primary education
caters to children aged five. A child aged six may enter elementary schools with, or without pre-
primary education. Following on from primary education is four-years of secondary education,
which can theoretically be further divided into three years of lower secondary and one year of
upper secondary education. Ideally, a child enters secondary education at the age of 12. After
completing their secondary education, students may progress to a technical education and skills
development to earn a certificate or a diploma within one to three years, depending on the
skill. Students also have the option to enrol in higher education programmes to earn a
baccalaureate degree.

Pre-Spanish Period

 Goal of Education:
-integration of the individuals into tribes

 Aim of Education:
For survival, conformity and enculturation
1. The type of education is informal and unstructured
2. The home serves as their school
3. The parents serves as their teachers
4. Girls do domestic chores
5. Boys will look for food and livelihood
The focus is more of the customs and traditions

Characteristics:

 Not formal
 Community-based
  No educational system

Method of Education:

 “Tell Me” or “Show Me” or demonstration method

 Alibata (Baybayin )which is composed of 14 consonants and 3 vowels
 Oral immersion

Spanish Education

Goals

 It is to spread Christianity The focus is more of the religion

Characteristics:

Education is:

a. Not prescribed;
b. Flexible; and
c. Non-centralized

General Characteristics:

a. No grade level;
b. church based ; and
c. no educational system

Nature of Education:

1. Education was formal and under the auspices of the Roman Catholic Church

2. There should be at least one primary school for boys and girls in each town under the responsibility of
the municipal government 3. Primary instruction was free

12. Education:

Educational Decree of 1863

a. regulation of private schools

b. establishment of public schools

c. founding of normal school UST  Pontifical University by Pope Leo XIII on September 17, 1902  The
Catholic University of the Philippines in 1947

Roles:
1. The friars controlled the educational system

2. The missionaries took charge in teaching, controlling and maintaining the rules and regulations

3. Parochial schools were led by Dominicans and Jesuits

4. Establishment of normal school for male teachers under the supervision of the Jesuits

Method:

What do they teach?

1. Teaching of Catholic religion- Christian doctrines

2. Latin and Spanish- Promotion of the Spanish language and imposition of Spanish culture

Method of teaching:

 catechetical instruction,
 use of corporal punishment
 rote memorization

American Period

Goal:

to spread Democracy

Foci: academic English language and literature

Characteristics:

Course of study:

a. Prescribed;

b. uniform; and

c. Centralized

General characteristics:

a. Formal structured;

b. Existence of an educational system

Promoting Education:

1. Education Act of 1901 or Act No. 74

a.600 teachers from the USA are called as Thomasites

b. Establishment of public schools

2. Section 17  Philippine Normal College (now PNU)

3. Act No. 477  Bureau of Public Instruction to Bureau of Education

4. Philippine Legislature approved Act No. 1870 created UP

5. Special educational institutions, school of arts and trades, agricultural school, commerce and marine
institutes were established in 1902 by the Phil Commission

Promoting democracy:

Promote democratic ideas and way of life

1. Malolos Constitution -free and compulsory elementary education

a. Burgos Institute in Malolos

b. Military Academy of Malolos

2. Literary University of the Philippines

21. Levels of Education:

1.First level -four year primary and three year intermediate or seven-year elementary school

2. Second level -four year high school

3. Third level -two-year junior college and later a four-year program Back

A History of the System of Education in the Philippines – Its Implication for the
Present Generation
In ancient Philippines, children were given the rudiments of education. Such education was
both academic and vocation. The father trained his sons to be warriors, hunters, fishermen,
miners, lumbermen and ship builders. The mother on her part trained her daughters in
cooking, gardening, serving and other household arts.

It is said that in ancient Panay, there was a barangay school called Bothoan under the
charge of the teacher usually an old man. The subjects taught to the children in this
barangay school were reading, writing, arithmetic, use of weapons
and lubus (acquiring kinaadman or amulets).
Hence, education during that time was geared toward their needs. Because of colonization
by several foreign countries and several historical events, our education underwent several
changes although we also retained some of the ancient teachings which are practical even
during our time.

With the country’s celebration of independence in 1946, scarcely seven decades ago, have
come every aspect of educational system in line with the new status of a new nation seeking
to achieve and maintain political and economic independence and to fashion a nation truly
united out of social and cultural diversities.

Introduction of the Western or European System of

Education
With the coming of Spain, the European system of education was introduced to the
archipelago. Primary schools, colleges and universities were established in our country by
the missionaries.

The principal aim of Spain in the Philippines during their regime was to make the native
Filipinos obedient and God-fearing Christians. For this reason, religion was a compulsory
subject at all levels – from the primary schools to the universities.

The first schools were the parochial schools opened by the missionaries in their parishes. In
addition to religion, the native children in these schools were taught reading, writing,
arithmetic and some vocational and practical arts subjects.

Later on, colleges for boys and girls were opened by the missionaries. These colleges were
the equivalent of our high schools today. The subjects taught to the students included
history, Latin, geography, mathematics and philosophy.

[blockquote type=”center”]What the Philippines needs is a realistic educational system

adaptable to local conditions.[/blockquote]
There was no co-education during the Spanish times. Boys and girls studied in separate
schools.

University education was started in the Philippines during the early part of the 17th century.
Originally, the colleges and universities were open only to the Spaniards and those with
Spanish blood (mestizos). It was only during the 19th century that these universities began
accepting native Filipinos.
It is interesting to note that for nearly 300 years, education in the Philippines was the
primary responsibility of the Catholic Church. The missionaries established the schools,
provided the teachers and facilities and decided what should be taught. It was only in the
last half of the 19th century that the government took an active part in promoting
education in the colony. In 1863, a royal decree called for the establishment of a public
school system in the colony.

Education under the Americans

The United States had a different approach dictated by what the Americans considered to
be their principal goal in coming to the Philippines – “to educate and to train in the science
of self-government.”

Consequently, it was not surprising that the United States considered educating the Filipinos
as one of its top priorities in the Philippines. Even while US troops were consolidating their
foothold in Manila in 1898, schools were already opened in the city. But unlike the Spaniards
who neglected to propagate their language, the Americans made it a point to teach English
to the Filipinos. The American soldiers were the first teachers of the Filipinos.

In January 1901, free primary education was provided and a school for Filipino teachers was
established. It called for the recruitment of trained teachers in America. It abolished
compulsory religious instruction.

The Americans gave bright young Filipino students opportunity to take up higher education
in American colleges and universities. These Filipinos came to be known
as “pensionados” for their education in the United States was financed by the government
in the Philippines. Hundreds of Filipino  pensionados were able to study in the US until 1928.
From the ranks of these pensionados came the future civic, business and political leaders of
our country.
Hungry for education, the Filipinos flocked to public and private schools in large numbers.
HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

Education in the Philippines has undergone several stages of development from the
pre-Spanish times to the present. In meeting the needs of the society, education serves
as focus of emphases/priorities of the leadership at certain periods/epochs in our
national struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and devoid of

methods. Children were provided more vocational training and less academics (3 Rs) by
their parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during the Spanish
colonization. The tribal tutors were replaced by the Spanish Missionaries. Education
was religion-oriented. It was for the elite, especially in the early years of Spanish
colonization. Access to education by the Filipinos was later liberalized through the
enactment of the Educational Decree of 1863 which provided for the establishment of at
least one primary school for boys and girls in each town under the responsibility of the
municipal government; and the establishment of a normal school for male teachers
under the supervision of the Jesuits. Primary instruction was free and the teaching of
Spanish was compulsory. Education during that period was inadequate, suppressed,
and controlled.

The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under
a Revolutionary Government. The schools maintained by Spain for more than three
centuries were closed for the time being but were reopened on August 29, 1898 by the
Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos,
and the Literary University of the Philippines were established. A system of free and
compulsory elementary education was established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade of
American rule was established 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.

A highly centralized public school system was installed in 1901 by the 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 to the Philippines 600 teachers from the U.S.A. They were the
Thomasites.
Year Official Name of Department Official Titular Head Legal Bases
1863 Superior Commission of Chairman Educational Decree
Primary Instruction of 1863
1901-1916 Department of Public General Act. No. 74 of the
Instruction Superintendent Philippine
Commission, Jan.
21, 1901
1916-1942 Department of Public Secretary Organic Act Law of
Instruction 1916 (Jones Law)
1942-1944 Department of Education, Commissioner Renamed by the
Health and Public Welfare Japanese Executive
Commission, June
11, 1942
1944 Department of Education, Minister Renamed by
Health and Public Welfare Japanese
Sponsored
Philippine Republic
1944 Department of Public Secretary Renamed by
Instruction Japanese
Sponsored
Philippine Republic
1945-1946 Department of Public Secretary Renamed by the
Instruction and Information Commonwealth
Government
1946-1947 Department of Instruction Secretary Renamed by the
Commonwealth
Government
1947-1975 Department of Education Secretary E.O. No. 94 October
1947
(Reorganization Act
of 1947)
1975-1978 Department of Education Secretary Proc. No. 1081,
and Culture September 24, 1972
1978-1984 Ministry of Education and Minister P.D. No. 1397, June
Culture 2, 1978
1984-1986 Ministry of Education, Minister Education Act of
Culture and Sports 1982
1987-1994 Department of Education, Secretary E.O. No. 117.
Culture and Sports January 30, 1987
1994-2001 Department of Education, Secretary RA 7722 and RA
Culture and Sports 7796, 1994
Trifocalization of
Education
Management
2001 – Department of Education Secretary RA 9155, August
present 2001 (Governance
 of Basic Education
Act)

The high school system supported by provincial governments, special educational

institutions, school of arts and trades, an agricultural school, and commerce and marine
institutes were established in 1902 by the Philippine Commission. In 1908, the
Philippine Legislature approved Act No. 1870 which created the University of the
Philippines.

The Reorganization Act of 1916 provided the Filipinization of all department secretaries
except the Secretary of Public Instruction.

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, the
Japanese – sponsored Republic created the Ministry of Education. Under the Japanese
regime, the teaching of Tagalog, Philippine History, and Character Education was
reserved for Filipinos. Love for work and dignity of labor was emphasized. On February
27, 1945, the Department of Instruction was 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. During this period, the regulation and supervision
of public and private schools belonged to the Bureau of Public and Private Schools.

In 1972, it became the Department of Education and Culture by virtue of Proclamation

1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397.
Thirteen regional offices were created and major organizational changes were
implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, Culture and Sports which
later became the Department of Education, Culture and Sports in 1987 by virtue of
Executive Order No. 117. The structure of DECS as embodied in EO No. 117 has
practically remained unchanged until 1994 when the Commission on Higher Education
(CHED), and 1995 when the Technical Education and Skills Development Authority
(TESDA) were established to supervise tertiary degree programs and non-degree
technical-vocational programs, respectively.

The Congressional Commission on Education (EDCOM) report provided the impetus for
Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority
(TESDA), respectively.

The trifocal education system refocused DECS’ mandate to basic education which
covers elementary, secondary and nonformal education, including culture and sports.
TESDA now administers the post-secondary, middle-level manpower training and
development while CHED is responsible for higher education.

In August 2001, Republic Act 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 (regional offices, division offices, district offices and schools). RA
9155 provides the overall framework for (i) school head empowerment by strengthening
their leadership roles and (ii) school-based management within the context of
transparency and local accountability. The goal of basic education is to provide the
school age population and young adults with skills, knowledge, and values to become
caring, self-reliant, productive and patriotic citizens.

DEPED MANAGEMENT STRUCTURE

To carry out its mandates and objectives, the Department is organized into two major
structural components. The Central Office maintains the overall administration of basic
education at the national level. The Field Offices are responsible for the regional and
local coordination and administration of the Department’s mandate. RA 9155 provides
that the Department should have no more than four (4) Undersecretaries and
four (4) Assistant Secretaries with at least one Undersecretary and one Assistant
Secretary who are career service officers chosen among the staff of the Department.

In 2015, the Department underwent a restructuring of its office functions and staffing.
The result of which was the Rationalization Plan for the new organizational structure.
Details of the new structure are further explained in DO Series 2015 No. 52, also known
as the New Organizational Structures of the Central, Regional, and Schools Division
Offices of the Department of Education.

At present, the Department operates with four (4) Undersecretaries in the following

areas:

 Curriculum and Instruction

 Finance and Administration
 Governance and Operations
 Legal and Legislative Affairs

Four (4) Assistant Secretaries are assigned in the following areas:

 Curriculum and Instruction

 Finance and Administration
 Governance and Operations
 Legal and Legislative Affairs
Supporting the Office of the Secretary (OSEC) at the Central Office are the different strands,
services, bureaus, and divisions.

There are five (5) strands under OSEC:

  Curriculum and Instruction
 Finance and Administration
 Governance and Operations
 Legal and Legislative Affairs
 Strategic Management
Five (5) attached agencies:

 Early Childhood Care and Development (ECCD) Council

 National Book Development Board (NBDB)
 National Council for Children’s Television (NCCT)
 National Museum
 Philippine High School for the Arts
Three (3) coordinating councils:

 Adopt-a-School Program (ASP) Coordinating Council

 Literacy Coordinating Council (LCC)
 Teacher Education Council (TEC)

At the sub-national level, the Field Offices consist of the following:

 Seventeen (17) Regional Offices, and the Autonomous Region in Muslim Mindanao
(ARMM*), each headed by a Regional Director (a Regional Secretary in the case of
ARMM).
 Two hundred twenty-one (221) Provincial and City Schools Divisions, each headed by a
Schools Division Superintendent. Assisting the Schools Division Offices are 2,602
School Districts, each headed by a District Supervisor.

Under the supervision of the Schools Division Offices are 62,605 schools, broken down
as follows:

 49,209 elementary schools (38,648 public and 10,561 private)

 13,396 secondary schools (7,976 public and 5,420 private)
*ARMM is included in the budget of the Department on the following:
Creation of teaching and non-teaching positions;
Funding for newly-legislated high schools;
Regular School Building Program; and
Certain foreign-assisted and locally-funded programs and projects.

EDUCATION SYSTEM DURING JAPANESE PERIOD WITH REGARDS TO THE FOUR PILLARS OF EDUCATION

Learning to know Learning to do Learning to live Learning to be

together
Learning and The curriculum gives Orient Filipino that the Education elevates the
adaptation of Niponggo promotes vocational Philippines is a member morality of the people.
skills. of the Greater East Asia
Co-Prosperity Sphere
Importance of basic Education emphasizes Education aims to foster
education through love of work. a new Filipino Culture
elementary education. based on self-
consciousness of the
people as Orientals

History of Education in the Philippines

Before the Philippines attained complete independence in 1946, the country's education system was
patterned on the systems of Spain and the United States--countries which colonized and governed the
country for more than three hundred years. However, after independence, the country's educational system
has constantly undergone reform.

Pre-colonial period
During the pre-colonial period, most children were provided with solely vocational training, which was
supervised by parents, tribal tutors or those assigned for specific, specialized roles within their communities
(for example, the babaylan). In most communities, stories, songs, poetry, dances, medicinal practices and
advice regarding all sorts of community life issues were passed from generation to generation mostly
through oral tradition. Some communities utilised a writing system known as baybayin, whose use was wide
and varied, though there are other syllabaries used throughout the archipelago.

Spanish period
Formal education was brought to the Philippines by the Spaniards, which was conducted mostly by religious
orders. Upon learning the local languages and writing systems, they began teaching Christianity, the
Spanish language, and Spanish culture. These religious orders opened the first schools and universities as
early as the 16th century. Spanish missionaries established schools immediately after reaching the islands.
The Augustinians opened a parochial school in Cebu in 1565. The Franciscans, took to the task of improving
literacy in 1577, aside from the teaching of new industrial and agricultural techniques. The Jesuits followed
in 1581, as well as the Dominicans in 1587, setting up a school in Bataan. The church and the school
cooperated to ensure that Christian villages had schools for students to attend.

Schools for boys and for girls were then opened. Colegios were opened for boys, ostensibly the equivalent to
present day senior high schools. The Universidad de San Ignacio, founded in Manila by the Jesuits in 1589
was the first colegio. Eventually, it was incorporated into the University of Santo Tomas, College of Medicine
and Pharmacology following the suppression of the Jesuits. Girls had two types of schools - the beaterio, a
school meant to prepare them for the convent, and another, meant to prepare them for secular womanhood.

The Spanish also introduced printing presses to produce books in Spanish and Tagalog, sometimes using
baybayin. The first book printed in the Philippines dates back to 1590. It was a Chinese language version of
Doctrina Christiana. Spanish and Tagalog versions, in both Latin script and the locally used baybayin script,
were later printed in 1593. In 1610, Tomas Pinpin, a Filipino printer, writer and publisher, who is sometimes
referred to as the "Patriarch of Filipino Printing", wrote his famous "Librong Pagaaralan nang manga Tagalog
nang Uicang Castilla", which was meant to help Filipinos learn the Spanish language. The prologue read:

" Let us therefore study, my countrymen, for although the art of learning is somewhat difficult, yet if we are
persevering, we shall soon improve our knowledge.

Other Tagalogs like us did not take a year to learn the Spanish language when using my book. This good
result has given me satisfaction and encouraged me to print my work, so that all may derive some profit
from it.

"
The Educational Decree of 1863 provided a free public education system in the Philippines, managed by the
government. The decree mandated the establishment of at least one primary school for boys and one for
girls in each town under the responsibility of the municipal government, and the establishment of a normal
school for male teachers under the supervision of the Jesuits. Primary education was also declared free and
available to every Filipino, regardless of race or social class. Contrary to what the propaganda of the
Spanish-American War tried to depict, they were not religious schools; rather, they are schools that were
established, supported, and maintained by the Spanish government.

After the implementation of the decree, the number of schools and students increased steadily. In 1866, the
total population of the Philippines was 4,411,261. The total number of public schools for boys was 841, and
the number of public schools for girls was 833. The total number of children attending those schools was
135,098 for boys, and 95,260 for girls. In 1892, the number of schools had increased to 2,137, of which
1,087 were for boys, and 1,050 for girls. By 1898, enrollment in schools at all levels exceeded 200,000
students.

Among those who benefited from the free public education system were a burgeoning group of Filipino
intellectuals: the Ilustrados ('enlightened ones'), some of whom included José Rizal, Graciano López Jaena,
Marcelo H. del Pilar, Mariano Ponce, and Antonio Luna--all of whom played vital roles in the Propaganda
Movement that ultimately inspired the founding of the Katipunan.

First Republic
The defeat of Spain following the Spanish-American War led to the short-lived Philippine Independence
movement, which established the insurgent First Philippine Republic. The schools maintained by Spain for
more than three centuries were closed briefly, but were reopened on August 29, 1898 by the Secretary of
Interior. The Burgos Institute (the country's first law school), the Academia Militar (the country's first
military academy), and the Literary University of the Philippines were established. Article 23 of the Malolos
Constitution mandated that public education would be free and obligatory in all schools of the nation under
the First Philippine Republic. However, the Philippine-American War hindered its progress.

American period
About a year after having secured Manila, the Americans were keen to open up seven schools with army
servicemen teaching with army command-selected books and supplies. In the same year, 1899, more
schools were opened, this time, with 24 English-language teachers and 4500 students.

A highly centralised, experimental public school system was installed in 1901 by the Philippine Commission
and legislated by Act No. 74. The law exposed a severe shortage of qualified teachers, brought about by
large enrollment numbers in schools. As a result, the Philippine Commission authorized the Secretary of
Public Instruction to bring more than 1,000 teachers from the United States, who were called the
Thomasites, to the Philippines between 1901 and 1902. These teachers were scattered throughout the
islands to establish barangay schools. The same law established the Philippine Normal School (now the
Philippine Normal University) to train aspiring Filipino teachers.

The high school system was supported by provincial governments and included special educational
institutions, schools of arts and trades, an agricultural school, and commerce and marine institutes, which
were established in 1902 by the Philippine Commission.

Several other laws were passed throughout the period. In 1902, Act No. 372 authorised the opening of
provincial high schools.

1908 marked the year when Act No. 1870 initiated the opening of the University of the Philippines, now the
country's national university.

The emergence of high school education in the Philippines, however, did not occur until 1910. It was borne
out of rising numbers in enrollment, widespread economic depression, and a growing demand by big
businesses and technological advances in factories and the emergence of electrification for skilled workers.
In order to meet this new job demand, high schools were created and the curriculum focused on practical
job skills that would better prepare students for professional white collar or skilled blue collar work. This
proved to be beneficial for both the employer and the employee; the investment in human capital caused
employees to become more efficient, which lowered costs for the employer, and skilled employees received
a higher wage than those employees with just primary educational attainment.

However, a steady increase in enrollment in schools appeared to have hindered any revisions to then-
implemented experimental educational system. Act No. 1381, also known as Gabaldon Law, was passed in
1907, which provided a fund of a million pesos for construction of concrete school buildings and is one of
many attempts by the government to meet this demand. In line as well with the Filipinization policy of the
government, the Reorganization Act of 1916 provided that all department secretaries except the Secretary
of Public Instruction must be a natural-born Filipino.

A series of revisions (in terms of content, length, and focus) to the curriculum began in 1924, the year the
Monroe Survey Commission released its findings. After having convened in the period from 1906 to 1918,
what was simply an advisory committee on textbooks was officiated in 1921 as the Board on Textbooks
through Act No. 2957. The Board was faced with difficulties, however, even up to the 1940s, but because
financial problems hindered the possibility of newer adaptations of books.

Third Republic
In 1947, after the United States relinquished all its authority over the Philippines, President Manuel Roxas
issued Executive Order No. 94 which renamed Department of Instruction into Department of Education.
During this period, the regulation and supervision of public and private schools belonged to the Bureau of
Public and Private Schools.

Fourth Republic
In 1972, the Department of Education became the Department of Education and Culture (DECS) under
Proclamation 1081, which was signed by President Ferdinand Marcos.

On September 24, 1972, by Presidential Decree No. 1, DECS was decentralized with decision-making shared
among its thirteen regional offices.

Following a referendum of all barangays in the Philippines from January 10-15, 1973, President Marcos
ratified the 1973 Constitution by Proclamation 1102 on January 17, 1973. The 1973 Constitution set out the
three fundamental aims of education in the Philippines:

to foster love of country;

to teach the duties of citizenship; and
to develop moral character, self-discipline, and scientific, technological and vocational efficiency.

In 1978, by the Presidential Decree No. 1397, DECS became the Ministry of Education and Culture.
The Education Act of 1982 provided for an integrated system of education covering both formal and non-
formal education at all levels. Section 29 of the act sought to upgrade educational institutions' standards to
achieve "quality education" through voluntary accreditation for schools, colleges, and universities. Section
16 and Section 17 upgraded the obligations and qualifications required for teachers and administrators.
Section 41 provided for government financial assistance to private schools. This act also created the Ministry
of Education, Culture and Sports.

Fifth Republic
A new constitution was ratified on February 2, 1987, and entered into force of February 11. Section 3,
Article XIV of the 1987 Constitution contains the ten fundamental aims of education in the Philippines.
Section 2(2), Article XIV of the 1987 Constitution made elementary school compulsory for all children.

In 1987, the Ministry of Education, Culture and Sports became again the DECS under Executive Order No.
117. The structure of DECS as embodied in the order remained practically unchanged until 1994.

On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655 or the Free Public
Secondary Education Act of 1988, which mandated free public secondary education commencing in the
school year 1988-1989.

On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students aged 15 to 25
may be employed during their Christmas vacation and summer vacation with a salary not lower than the
minimum wage--with 60% of the wage paid by the employer and 40% by the government.

The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of DECS
into three parts. On May 18, 1994, the Congress passed Republic Act 7722 or the Higher Education Act of
1994, creating the Commission on Higher Education (CHED), which assumed the functions of the Bureau of
Higher Education and supervised tertiary degree programs. On August 25, 1994, the Congress passed
Republic Act 7796 or the Technical Education and Skills Development Act of 199, creating the Technical
Education and Skills Development Authority (TESDA), which absorbed the Bureau of Technical-Vocational
Education as well as the National Manpower and Youth Council, and began to supervise non-degree
technical-vocational programs. DECS retained responsibility for all elementary and secondary education.
This threefold division became known as the "trifocal system of education" in the Philippines.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed.
This act changed the name of DECS to the current Department of Education (DepEd) and redefined the role
of field offices (regional offices, division offices, district offices and schools). The act provided the overall
framework for school empowerment by strengthening the leadership roles of headmasters and fostering
transparency and local accountability for school administrations. The goal of basic education was to provide
the school age population and young adults with skills, knowledge, and values to become caring, self-reliant,
productive, and patriotic citizens.
In 2005, the Philippines spent about US$138 per pupil, compared to US$3,728 in Japan, US$1,582 in
Singapore and US$852 in Thailand.

In 2006, the Education for All (EFA) 2015 National Action Plan was implemented. It states:

" The central goal is to provide basic competencies to everyone, and to achieve functional literacy for all.
Ensuring that every Filipino has the basic competencies is equivalent to providing all Filipinos with the basic
learning needs, or enabling all Filipinos to be functionally literate. "

In terms of secondary level education, all children aged twelve to fifteen, are sought to be on track to
completing the schooling cycle with satisfactory achievement levels at every year.

In January 2009, the Department of Education signed a memorandum of agreement with the United States
Agency for International Development (USAID) to seal $86 million assistance to Philippine education,
particularly the access to quality education in the Autonomous Region in Muslim Mindanao (ARMM), and the
Western and Central Mindanao regions.

https://www.teacherph.com/history-system-education-philippines/

https://www.slideshare.net/msk1r1ko/miaropedjap#:~:text=SIX%20BASIC%20PRINCIPLES%20OF
%20THE,up%20over%20emphasis%20to%20materialism.

https://www.deped.gov.ph/about-deped/history/#:~:text=Under%20the%20Japanese%20regime%2C
%20the,the%20Department%20of%20Public%20Instruction.

End (REFLECTION)

Over the last 50 years, education has experienced some changes. It may be not so much like we would
have expected, but in surprising ways, a lot of things have become different. A lot more people have
joined schools, many schools have been opened around the country, teaching techniques have changed
and there are more teachers than there was 50 years ago. Technology has really played a big part in
making modern education more interesting for students. Parents have also come to be involved with
their children’s education. Women have also gone ahead and become more accomplished. We will
examine some facts about education 50 years ago that might surprise you.

Students Had More Respect for Teachers

One survey done by Marybeth Harrison shows that respect for the teachers from students has dropped
from 79% to 31% in the last 50 years. Parents nowadays believe/take sides of their kids more than they
believe what teachers tell them. This is very different from before where parents used to listen to the
tutors more. Students also were less likely to get bored by their teachers during studies due to the
admiration they had for them. Why do you think students might get bored with their teachers?

Unlike today, parents were less interested in their children’s education. Today they play an active role in
their kids’ education, i.e., by being available, restricting the use of TV and mobiles gadgets during study
time, etc.

The Education System

Teachers strived to give students instructions for assignments. Even the lessons taught were different
from what’s being taught today. Students were required to memorize what they had learned and
recited it in front of the classroom to see what they had learned. It was mandatory for students to wear
a uniform in earlier school days, different from these days where most schools don’t require a uniform.
School uniform was meant to make the students feel equal in classrooms.

Schools also did not offer transport since the few schools available were built 4 to 5 miles from where
the students lived. That distance was considered close enough to walk. The schools also did not offer
lunch to students. Every student had to carry their own food and water from home, unlike today where
schools make lunch for students.

Very Few Women Were Educated

Girls and women in earlier years were only taught how to read but not how to write. Their confidence
levels were low as a result. Today, women are more educated which has made them more confident to
tackle the world head-on. They are fighting for gender equality and human rights as well as pay equality.
This would make sense since they have gone ahead and studied better, don’t you think? According to
Pew Social Trends, 38% more women have a degree compared to 31% men. This is high compared to 50
years ago where the number of women with college degrees compared to men was lower. It is very
evident, especially between the ages of 25 and 35 years. As a result, women have gone ahead and
secured leading roles in big corporations. In the present day, we have women running for presidential
elections from small countries to superpower nations.

Religion Was a Daily Routine

Christianity which was the major religion of the student’s population in schools was brought about by
most schools being run by the churches. Every day, the students would read something from the Bible
and have a word of prayer before starting the day. The Bible in early education was used as a primary
text. Frederick A. Packard, an educator, says in his book ‘The daily public school in the United States’
that the Bible was used as a devotional or a reading book.

Today, however, schools have removed that as a day to day part of their system due to fear of
discrimination and conflicts in school. This is also hard for public schools since 50 years later; schools
have kids from all walks of life and religions, e.g. Muslims, Hindus, Christians, etc. The diversity leads to
letting the main purpose of schools be education only.

Fewer Education Institutions

Public Schools were fewer hence most parents preferred to have private tutors at home to teach their
kids. As learning was not compulsory, this was only for those who were interested and could afford it.
The available teachers would live with the student’s family – this was called boarding around. Here,
teachers would move from one house to the other doing private tutoring. Today, schools are many and
more progressive, and higher learning institutions have come up enabling people to attain higher
education.

Student’s Responsibilities

About 50 years ago, students were more responsible; they assisted their teachers. Tutors would give the
elder students instructions to teach the younger ones who did not understand everything easily. This is
so different from today where students depend more on teachers. Back then, teachers were fewer
compared to today; the same teacher would teach all eight grades. Today, teachers are specialized with
the grade at which they teach hence bringing about professionalism. There are also many teachers to
help each student. In present-day education, students are responsible for completing their own
assignments, joining school clubs, socializing, and a whole host of other school activities.

Conclusion

The changes that education has undergone in the past 50 years or so makes it seem like it’s getting
easier for the student. But at the same time, students are getting more responsible, and getting a good
education is within reach of many. More schools and higher level educational institutions have been
developed, and with the help of technology, people are now even learning online. It might seem like
education has not changed that much, but from the above read, it is pretty evident.
Imagine you’re a student 50 years ago, what present-day features of education would you really miss?
Tell us in the comments section below.