Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Rodriguez, Rizal

COLLEGE OF EDUCATION

1 LONG TEST – ED 3
ST

2 Semester, SY 2021-2022
ND

Surname: Morales First Name: Renz Louie

Course/Year/Section: BSE-Fil2 Date:    3-17-22                                 Score:

Test I
Directions: 
A. Identify at least 5 historical groups or periods and its educational goals, curriculum, agents, and
influences on Western education. (5 points each)
1. Historical Group: 7000 BC – 5000 BC
-Educational Goals: to teach survival skills, teach group harmony.
-Curriculum: Practice hunting, fishing, songs, poems, dances.
-Agents: Parents, tribal elders, religious leaders.
-Influences on Western Education: Informal, transmission of skills.
2. Historical Group: China 300 bc – 1900 ad
-Educational Goals: Prepare elites to govern the empire according to Confucian principles
-Curriculum: Confucian classics
-Agents: Govern officials
-Influences on Western Education: Written examinations for civil service
3. Historical Group: India 3000 bc to present
-Educational Goals: To learn behavior and rituals base on vedas
-Curriculum: Vedas and religious texts
-Agents: Brahmin priest scholars
-Influences on Western Education: Cultural transmission and assimilation, spiritual detachment
4. Historical Group: Egypt 3000 bc
-Educational Goals: To prepare priests according to scribe for the empire
-Curriculum: Religious or technical texts
-Agents: Priests and scribes
-Influences on Western Education: Restriction on educational controls to priest elites
5. Historical Group: Greek 1600 bc – 300 bc
-Educational Goals: To cultivate civic responsibility
-Curriculum: Athens: reading, writing, arithmetic, drama, poetry, music. Sparta: Drill, military songs
and tactics
-Agents: private teachers, philosophers. Sparta: Military teachers
-Influences on Western Education: well rounded, liberally educated person. Sparta: Concept of military
state.

B. Enumerate at least 5 periods of Philippine Educational System history and its salient points. (3 points
each)
1. Period: Pre-Colonial Period
Salient Points: Education was oral, practical, and hands-on
2. Period: Spanish Period
Salient Points: Education in the country was not uniform. These religious orders opened the first
schools and universities as early as the 16th century
3. Period: First Republic
Salient Points: The schools maintained by Spain for more than three centuries were closed briefly. the
Literary University of the Philippines were established.
4. Period: American Period
Salient Points: the Americans were keen to open up seven schools with army servicemen teaching
with army command-selected books and supplies.
5. Period: Third Republic
Salient Points: issued Executive Order No. 94 which renamed the Department of Instruction into
Department of Education

C. Discuss the goals of education/schools during the: (2 points each)

1. Pre-Colonial
 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.

2. 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.

3. American Regime
 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 centralized, 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.
4. Japanese Regime
 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.

5. Post-Colonial Period
 Postcolonial philosophies of education in the Philippines emerged from a newly independent
government’s desire to unite disparate populations under a common national identity, which
was heavily influenced by Western conceptions of personhood and patriotism. The islands
collectively known as the Philippines, however, are home to nearly 200 distinct ethnolinguistic
groups. The imposition of a universal national identity upon such a diverse populace entails
the erasure of identities, knowledge systems, practices, and ways of life that differ from state-
imposed norms. Education is a critical site for this subjugation of difference, as evidenced by
the state’s imposition of a national curriculum. Yet the national curriculum not only serves to
submerge difference, as decolonizing pedagogies and philosophies of education in the
Philippines often rise out of collective resistance to the marginalizing aspects of schooling in
the region. Postcolonial philosophies of education in the Philippines are, as such, situated
within the historical tensions between the national curriculum, the central government’s
economic and political agendas, collective calls for human rights, and the philosophies,
practices, and knowledge systems of Indigenous peoples (IPs).

D. Discuss in one paragraph each of the following theories.

1. Structural-Functional Theory
 View society as “a system of interconnected parts each with a unique function. The parts
have to work together for stability and balance of society.
2. Conflict Theory
 There are always two opposing sides in a conflict situation. People take sides between
maintaining the status quo and introducing change then arrive at an Agreement e.g. The
factory workers want change - better working conditions, higher salaries. The factory owners
naturally are opposed to such. The resolution of the conflict, however leads to a compromise,
a change in the way the factory is managed where both workers and owners are happy.

3. Symbolic Interactionist Theory

 Focus on how individuals interact in society and on the meanings, individuals attach to their
own and others’ actions.

E. Write the brief purposes of schooling according to the functional theory.

1. Intellectual purposes
 acquisition of cognitive skills, inquiry skills.

2. Political purposes
  educate future citizens; promote patriotism; promote assimilation of immigrants; ensure
order, public civility, and conformity to laws.
3. Economic purposes
 prepare students for later work roles, select and train the labor force needed by society.

4. Social purposes
 promote a sense of social and moral responsibility; serve as a site for the solution or
resolution problems; supplement the efforts of other institutions of socialization such as the
family and the church.

Test II
Directions: Identify 5 global issues then write a brief discussion how to address each of them.
Global Issues How they can be addressed
1. lack of We can donate on some charities that helps kids that can afford to go on school
education
2. Unemployment Without the necessary education and skills for employment, many people,
particularly 15- to 24-year-olds, struggle to find jobs and create a proper living
for themselves and their families. This leads to a lack of necessary resources,
such as enough food, clothing, transportation and proper living conditions.
Fortunately, there are organizations throughout the world teaching people in
need the skills for jobs and interviewing, helping to lift people from the vicious
cycle of poverty
3. Terrorism Terrorism is an issue throughout the world that causes fear and insecurity,
violence and death. Across the globe, terrorists attack innocent people, often
without warning. This makes civilians feel defenseless in their everyday lives.
Making national security a higher priority is key in combating terrorism, as well
as promoting justice in wrongdoings to illustrate the enforcement of the law and
the serious punishments for terror crimes
4. Climate change The reduction of greenhouse emissions and the spreading of education on the
importance of going green can help make a big difference. Lobbying
governments and discussing policies to reduce carbon emissions and
encouraging reforestation is an effective way of making progress with climate
change
5. pollution It is of the utmost importance that people all over the world begin working to
minimize the various types of pollution. in orde rto better the health of the
planet and all those living on it.

Test III
Directions: Discuss the following questions in one paragraph. 
1. In what way am I involved in school and community partnership?
 I believe the answer to real education/school transformation is strong, authentic community
connections and actions. When families, community groups, business and schools band together
to support learning, young people achieve more in school, stay in school longer, and enjoy the
experience more.

2. What good have I done to school and community? What else can I do?
  I always participate on all school activity and I also join some sports fest on school

Prepared by:

(SGD.) PROF. ROMI M. DELA CRUZ. MAT, LPT

English Instructor