Lucero, Jhomelyn M.

BEED 3B

PEC 110
Activity - Let’s Read These
Read the quote from the famous John Dewey then answer the questions in the Analysis.
“When a school introduces and trains each child of society into membership
Within such a little community, saturating him with the spirit of service and
providing him with the instruments of effective self-direction, we shall have
the deepest and best guaranty of a larger society which is worthy, lovely and
Harmonious”. (John Dewey)

Analysis - Let's Analyze

Answer the following questions:
1. What is the functions of schools according to John Dewey's statement?
 According to Dewey, schools must act in a democracy to ensure that each individual has
the opportunity to escape free from the limitations of the social group into which he was
born, to interact with a broader environment, and to be free of the effects of economic
inequalities.
2. Who creates schools?
 School, as far as I know, was not established by a single person. It was the result of
human advancement and educational institutionalization. Religion was institutionalized in
the same way; different entities were developed to represent it (the church in
Christianity). Because socialization is required to become a member of society,
education has always existed. Prior to the establishment of schools, socialization
occurred within the family, tribe, or community. Following that, the formation of a school
institutionalized socialization or education.
3. What is the relationship between schools and society?
 Education and society are interrelated or interdependent since they both influence and
are influenced by one other. How can we build an ideal society without education, and
how can we organize an education system in a systematic manner without society? Both
are necessary to know.

Application - Let's Apply

1. Why was the focus of education different for different groups of people in different places and
at different periods in world history? What does this point to regarding relationship of schools
and society?
 Due to a variety of reasons and conditions, the focus on education varies. Social class,
governance norms, educational resources, and a variety of other factors are among
them.
Above all, what tested approach would enable human individuals to commence
processes toward individualization in order to gain proto agonistic activity, which is
action devoid of antagonism in a cultural context? So, what is the point of education if
humans continue to be antagonistic to one another?

2. Given the different characteristics of the different periods in Philippine history, what were the
goals of education/schools during the:
a. pre-colonial
 Basic education's goal was to provide students and young adults with the skills,
information, and values they needed to become caring, self-reliant, productive, and
patriotic citizens. People in the Philippines have already practiced indigenous spiritual
traditions prior to the arrival of the Spanish. For lack of a better phrase, prehistoric
people are generally described as animistic. Vocational instruction is provided to the
students. Their parents and tribal leaders consider everything they may possibly apply in
life. Dances, stories, songs, poetry, and medical procedures, among other things.
b. Spanish period
 During the early years of Spanish colonization, the Church was mostly in charge of
education. Native peoples were educated and converted to the Catholic religion by
Spanish friars and missionaries. The Spaniards brought formal education to the
Philippines, which was largely provided by religious groups. They began teaching
Christianity, the Spanish language, and Spanish culture after acquiring the local
languages and writing systems. As early as the 16th century, these religious institutions
established the first schools and universities. After arriving on the islands, Spanish
missionaries quickly established schools. In 1565, the Augustinians established a
Catholic school in Cebu. The Spanish also introduced printing presses for the production
of books in Spanish and Tagalog, with baybayin being used sometimes.
c. American regime
 Educational goals during the American period is to promote democratic ideals and way
of life; formation of good citizens, including the rights and responsibilities of people.
The Americans introduced three stages of education: the elementary level, which
consisted of four primary years and three intermediate years, the secondary or high
school level, which consisted of four years, and the college or tertiary level, which
consisted of four years. Their educational system has had a significant impact on the
country, as it has been in use for many years, even after the country gained
independence from the United States. One of the primary purposes of education during
this period is to connect and educate existing and future Filipino leaders to the American
colonial administration. As a result, the nation's self-government and democracy would
be restored.
d. Japanese regime and
 Tagalog, Philippine history, and character education were only taught to Filipinos during
the Japanese occupation. The importance of labor dignity and love for work was
underlined. The Department of Instruction was absorbed into the Department of Public
Instruction on February 27, 1945.
e. post-colonial period
 When the country gained independence, the post-colonial period of schooling began.
Western ideas of personhood and patriotism had a big influence on it. Because the
country is diverse in terms of culture and ethnic groups, one of the primary purposes of
education is to foster togetherness and promote national identity among all citizens,
despite their differences.

3. Was equal access to quality education met during the:

a. pre-colonial
 No, because education was informal, unstructured, and decentralized during this period
of time. Instead of focusing on the whole child, fathers taught their sons how to hunt for
 food and other sources of income, and mothers taught their daughters how to do
household chores. They place less focus on academics, disregarding the child's
cognitive development.
b. Spanish period
 Education was largely religion-based and administered by the Roman Catholic Church
throughout the early years of Spanish colonization. The natives were educated through
religion by Spanish friars and missionaries with the goal of converting them to the
Catholic faith. During the Spanish colonial period, the Catholic church was the rightful
owner and administrator of schools (the Augustinians, the Recollects, the Dominicans
and the Jesuits). There was no direct government management of the national education
system. Being Catholic was a fundamental criterion for obtaining an education, therefore
this certainly fits under unequal.
c. American regime
 The American educational system was incorporated into the country during the
American colonial period. These schools did not supplant the Spanish Catholic schools
but were new additional schools (public colleges, state colleges, agricultural colleges,
Protestant schools, elementary and high school public schools). These schools were
open to people of all faiths and nationalities. However, all these schools required tuition
fee payments. However, if a student could not afford tuition, the schools offered
scholarship programs. In comparison to the Spanish colonial period, this was "more
equal." On the contrary, there is probably still some "inequality" because tuition is not
free.
d. Japanese regime and
 During this period, the regulation and supervision of public and private schools belonged
to the Bureau of Public and Private Schools.
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.
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.
e. post-colonial period up to present?
 Our educational system has stayed entwined with that of the United States since the
Philippines gained independence in the 1940s. Our national government, on the other
hand, has made significant changes since the 1950s.
To name a few achievements, there was the use of Filipino books to replace American
books in the 1970s; the establishment of the Commission of Higher Education to
oversee our professionals' educational system; the provision of FREE public education
for elementary and high school; the establishment of FREE Night schools; and the
extension of FREE public education to K12 (basic college) (vocational institution
specializing in skills training specific to job opportunities).
As a result, one may argue that the PHILIPPINE educational system is currently more
"equitable" than it was previously.
4. DepEd's mission is to "protect and promote the right of every Filipino to quality, equitable,
culture-based, and complete basic education". Has the Philippine educational system from pre-
colonial to present given equal access to quality, culture-based and complete basic education?
Or was it a privilege of a few? Explain your answer.
 Yes, I believe it is fair. There is no sex prejudice. Race, ethnicity, and mental capacity
are all factors to consider. Education is made available to both boys and females. The
government, as well as families, are encouraging people to pursue not only a primary or
secondary education, but also a college or university diploma. The government
encourages people to pursue careers in science, technology, engineering, and medicine.
We have some of the best employees in the health-care and technical fields. However, I
believe we can do better in terms of physical necessities such as contemporary
educational facilities with modern tools and equipment. Consider the case of machine
tool operation or tool and die production. Modern machine shop software and tools are
required.

5. Read the article below. What does job-skills mismatch imply about the relevance of schools
to present society? Are schools effective agents of socialization in preparing Filipino graduates
for their job roles?
 The Article talks about the Senator Joel Villanueva's prodding to DOLE to report on the
status of its program and addressing job skills mismatched. The question is, how does
job skill mismatched imply about the relevance of school to present society? Job skill
mismatch is a disperancy between skills that are sought by employers and the skills that
are opposed by individual. So DepEd, CHED and TESDA were the ones that the
government calls for this concern. This 3 agencies should provide the skills demanded in
the economy that does creates job that correspond to the skills of the individuals.
Mismatch can increase unemployment and affect competitiveness to investors losing the
opportunity to productive transformation.

6. Education is a function of society. Considering the positive and negative elements of 21st
Century society:
 state the educational goals that 21st Century schools should pursue;
1. 21st century schools should cultivate a skilled workforce.
2. 21st century schools should prepare children for citizenship.
3. 21st century schools should teach cultural literacy.
4. 21st century schools should prepare students for college or tertiary education.
5. 21st entury schools should help students become critical thinkers.
6. 21st century schools should help students to be globally competitive.
7. 21st century schools should give students the skills they need to succeed in this new
world, and helping them grow the confidence to practice those skills.
8. 21st century schools should focus students' skills on making sense of the information,
sharing and using it in smart ways despite of the overflowing amount of information
accessible especially online which may be misleading and confusing.
9. 21st century, schools should blend knowledge, thinking, innovation skills, media,
information and communication technology (ICT) literacy, and real life experience in the
context of core academic subjects.
 describe the ideal 21st Century graduate; and
  Someone having 21st-century talents such as critical thinking, creativity, teamwork,
communication, information literacy, media literacy, technological literacy, flexibility,
leadership, initiative, productivity, and social skills, as well as good moral principles,
is an ideal 21st-century graduate. They were someone who possessed the following
abilities: collaboration and teamwork, imagination and creativity, critical thinking, and
problem-solving abilities. These talents, as well as how they interact with one
another, could be important to a new high school graduate and employers. 21st
century skills refer to subject knowledge, literacies, and proficiencies that prepare
people to address the problems and opportunities of today's world, rather than only
technological expertise. The essential abilities of the twenty-first century. Flexibility is
a quality that every graduate should possess.
 describe the education delivery mode.
 21st century teachers need to serve as a guide or mentor for their students, not as
the all-knowing sage providing them with all their information. With so much access
to resources of all kinds, children are invariably going to know more than teachers on
different topics, and be a step ahead of the technology in use. Teachers need to be
empowered as facilitators and motivators for learning, so that they can empower
their students in turn.
The 21st-century education delivery model is one that provides students with the
skills they need to succeed in this new environment while also assisting them in
developing the confidence to put those talents into practice. With so much
information at their fingertips, 21st-century talents focus on making sense of it,
sharing it, and putting it to good use. In a nutshell, it's a type of education that
teaches kids the skills and competencies they'll need to prosper or survive in the
twenty-first century. Furthermore, in the twenty-first century, the delivery model
promoted compliance and conformity over originality, two characteristics that were
required to succeed in a professional or corporate environment and maintain a
decent job for decades. Compliance and conformance are two terms that are used
interchangeably.

Will the survival skills taught in primitive societies suffice for the citizens of a 21st Century
world?
 Yes, the school can influence the family's socializing effect, but this will take time
because the family is the most important socializing agency in practically every
community. Its fundamental significance stems from its function as the primary socializer
of early children. Children connect with others and learn about society's values, customs,
and beliefs from their families. However, the socialization process that youngsters go
through at home could be carried over to their school experiences. We refer to the
school as our second home because it will function as a home for the children. Since the
beginning of our educational journey, we have continued our socialization process in
school, guided by our second teacher.

Lets Check for Understanding

1. Is not more than two sentences, state the relationship of society and schools.
 As such, education is a social role, and what is taught in schools reflects the nature and
character of the society. What schools teach is what society considers significant.
2. What is meant by socialization as a function of schools?
 Schools' function in socialization is to introduce students to society. Schools prepare
students to face society with the appropriate ideals. Socialization will be extremely difficult to
learn without schools. We will also gain the required stuff to equip us for the future if schools
and socialization remain intact.
3. Can school change the socializing effect of family, the primary agent of socialization? Can an
excellent school undo the socializing effect of an extremely deprived home?
 Yes. School usually affects how children interact with one another, and improved
socialization in families is facilitated through communication between teachers, parents, and
children.
4. In the Philippines, was education a privilege enjoyed by all Filipinos since the pre-colonial
period? Why or why not?
 Philippine education was a downfall during the pre-colonial period to the American regime.
The Filipinos that time were refused with quality education that we needed, but thankfully
those colonizing countries developed our educational system that we were enjoying today.
Those countries gives the Philippines the idea of education and each of them developed our
education that were enjoying today.
5. Was the National College Entrance Examination (NCEE) in support of equal access to quality
education? Why was it abolished when it did exactly what Filipinos then wanted?
 The NCEE opposed equal access to high-quality education. Raul Roco, the Education
Secretary, previously stated that he wants high school pupils to have a better career and
that they must be able to attend college. According to Roco, the NCEE was eliminated
because it prevented students from enrolling in four-year college courses.

Let’s Reflect
1.Should college education be for all ? or should it be given only to those who are intellectually
capable of college education? Those who are not should be directed to technical education.
Isn’t giving access to college education for one who is not intellectually capable a waste of time
and resources? Was that not the very purpose of the National College Entrance Examination
then - to redirect to techvoc courses those who were not capable of a college course? Write
your reflections.
 A student's lack of intellectual ability should not be used as an excuse to exclude them from
school. "Those who are not should be led to technical education," I am not in favor of this
sentence because what if the students don't really desire it and are willing to continue higher
education regardless? Are they just going to leave them there and tell them that "you are not
cognitively competent of studying college education and should continue studying in
techvoc"? If individuals who are not intellectually capable are provided access to a college
education and are motivated and eager to study hard, they will be considered "intellectually
capable." If students who are not intellectually capable are allowed access to a college
education and are motivated and eager to study hard, then that "intellectually capable" thing
should not be the basis if the students are qualified to take a college education anyways,
what is the purpose of being a teacher? Isn't it important to promote and assist kids in
learning and growing not only academically, but also as individuals? If a student cannot
actually make it and fails every subject, it is time to consider other options, but it is not
reasonable to jump to the conclusion that they should pursue technical education. After all, if
we don't try, we'll never know. After all, if we don't try, we'll never know. Perhaps such was
the objective of the National College Entrance Examination: to steer students who were not
 competent of taking a college course to technical vocational courses, because not all
students who take the exam will pass.

2. Should we bring back the NCEE? Why or why not?

 No, NCEE should never be reinstated because it would be disastrous. Every Filipino learner
has hidden dreams and potentials. NCEE was the abbreviation for Natio. The College
Entrance Examination was a standardized test used to assess the academic abilities of
graduating high school students from across the Philippines. Passing it signified that a
student had met the academic criteria for graduation and was prepared to confront the
academic requirements as a freshman in college. NCEE's purpose, in fact, was only
beneficial to those who passed the exam. What about individuals who don't pass the test?
This is my point: NCEE is biased against people who fail the exam since failing the exam
makes it difficult to get into college. What about individuals who don't pass the test? This is
my point: NCEE is biased against individuals who fail the exam because failing the exam
means you won't be able to enroll in college because it's a requirement. NCEE has a
tendency to stereotype low-scoring students as being incapable of learning. This needs to
be stopped and a solution found. It was our judgments towards them because there was no
one who questioned them rationally. Let us explore why they fail instead of treating them as
failures. We cannot judge them solely on the basis of their score; we must also evaluate
other criteria and factors, such as the multiple choice paper-pencil test. We cannot judge
them solely on the basis of their score; we must also evaluate other circumstances and
causes, such as the multiple choice paper-pencil examination, which is very susceptible to
cheating and guessing. What if the reason why the students who passed the exam did so by
cheating and guessing? Before concluding that the learner could no longer enter higher
education, the room conductivity, proctor's teaching, test construction, quality of test papers,
learner's emotion, and health status during the test must all be considered. Because
everyone has a dream, and one of them is to graduate from college, this isn't just a fantasy.
by students, but particularly with parents. Also, why do we need an NCEE to assess a
student's abilities? Also, why do we need an NCEE to establish a student's college
readiness if every state college and university, public or private, administers its own
entrance exam? If NCEE were to come back, it would be a no-brainer. the pupils' burden I'm
fortunate that I haven't had to deal with this type of unfair assessment because it's really
difficult and stressful, especially when taking a test with the knowledge of the implications if
you fail. We are fortunate that it has already been abolished. Raul Roco, the Secretary of
Education at the time, stated that he wan. All of the students are in high school. to be able to
attend college and have the hope of a better future job Because we live in a world that is rife
with competition, change, and obstacles. We should not stress more our learners but
instead offer them easy access to quality and relevant education which is meant to happen.
We should not take away the dreams of every Filipino learner because whether we like it or
not later on they will be the hope of our nation. Instead of restrictions create access. Instead
of stereotyping and biased system, promote unity and equality. Instead of stress spread love
and !earnings. Through this, there will be no space for NCEE but FREE EDUCATION FOR
ALL.
3. Of the developments in Philippine education in the post-colonial period, which to you is
most important?
 For me, the most important development in Philippine education in the post-colonial period
is the integration of values in all learning areas. I believe because it is very important that at
an early young age student will be able to develop moral values. There's just too much
 distraction around them such as using social media at a very young age that if without the
proper guidance of parents and teachers this would lead to worse. Remember that kids are
like sponges. They absorb everything they see or hear. And it falls on us, adults, to steer
them to the right path. As future teachers and parents, it is our responsibility to instill moral
values in the children as early as possible. They look up to us as role models. If we want
them to grow up to be productive members of society, we must teach them how. While
learning children also develop their moral values as the teachers integrate their lessons for
them to hone their fullest potentials. Knowing good moral values such as kindness, humility,
courage, and compassion at an early age builds a child's character. It forms the very core of
their being and becomes a foundation of their moral beliefs. At the end of the day, the
values installed in us will determine the quality of our lives and the quality of our relationship
with others. That is why it's essential to integrating moral values in teaching the lesson while
they're still children. Those moral values will mold them to become the person we want them
to be.

Taking it to the Net

1. In the Philippines, education from elementary to secondary education is free. What law
made tertiary education free. Research on the tertiary education of other countries. Is it also
free, or only in the Philippines?
 The law that made tertiary education free in the Philippines is the Universal Access to
Quality Tertiary Education Act or known as Republic Act 10931. This is a law in the
Philippines that institutionalises free tuition and exemption from other fees in state
universities and colleges (SUCs), local universities and colleges (LUCs) in the Philippines.
The law also foresees subsidies also for private higher education institutions. It is intended
to give underprivileged Filipino students a chance to earn a college degree. The law was
filed first by senator Ralph Recto, principally sponsored by Senator Bam Aquino, and was
signed by Rodrigo Duterte, President of the Philippines, on August 3, 2017. Aside from the
Philippines, Argentina, Brazil, European countries (France, Malta, Germany and Scotland),
Fiji, Iran, Mauritius, New Zealand, Russia, Sri Lanka, Thailand, Trinidad and Tobago, United
States, Uruguay, and Tanzania also offers free tuition. In Argentina, education is free since
1949 in every public university, not only for Argentine students, but also for international
students willing to study in Argentina. In Brazil, free education is offered by the Ministry of
Education, which offers scholarships for graduate degrees, masters, doctoral and post-
doctoral for Brazilians and immigrants who have Brazilian citizenship. In European countries
such as France
and Malta, tuition is usually free for European students, and in Germany, tuition is free
for all European and international students. In Scotland, university tuition is free for all
Scottish nationals and is discounted for all European students. In Fiji the government
announced in 2013 it would cover the costs of primary and secondary school education,
equivalent to 250 Fiji dollars per year per student. In Iran, most prestigious universities
are called governmental universities which offer free education for students who pass a
very competitive entrance exam with high scores. In Mauritius, the government provides
free education to its citizens from pre-primary to tertiary levels. In New Zealand, the
Labour government will introduce three years of free post-school study or training. In
Russia, prior to the break-up of the Soviet Union, tuition was free for everyone obtaining
sufficient grades. In Sri Lanka, free education is provided by the government at different
levels. In Thailand, free education began around in 1996. Trinidad and Tobago offers
free tertiary education to its citizens up to the undergraduate level at accredited public
 and select private institutions. In the United States, students pay tuition to attend
community colleges, with many taking on debt in the form of federal loans i.e. "student
loans". Uruguay adopted free, compulsory, and secular education in 1876. In Tanzania,
the government introduced a fee free education for all the government schools in 2016.
2. Life skills were taught to primitive society. Are these, life skills for primitive society the same
life skills for the 21st century? Find out.
 Yes, the life skills for primitive society is the same life skills for the 21 century because we
still practice the modified primitive skills in today's Modem Era that still play a critical role in
our society. Earth living and primitive survival encompass a huge range of skills and
knowledge. We have got everything from the basic survival skills of feeding ourselves and
protection from the elements, all the way to the huge array of complex processes and
techniques that allow our species to thrive in a natural environment. We could say that they
are not that essential in our society anymore, because of the presence of technology that
makes everything easier and convenient without any extra effort. But this doesn't mean
they're useless. These disciplines are not only very worthwhile, but arguably an essential
component of human development and ability, both in terms of our health, and the
sustainability of our relationship with the natural world that unconsciously we practiced in our
day-to-day lifestyle in the recent 21st Century. Every day we work hard to survive. To
survive we need basic things of wilderness living such as shelter, fire, water, food, and self-
expression. These are the things that we still need and practice throughout the year from
primitive up to now. We need shelter for our safety and security. In primitive, they use to
have shelter in the trees, caves, and beside the river banks wherein they could potentially
find their food. They develop their hunting skills, critical thinking, and creativity when
catching a wild boar as food, in creating fire out of stones and primitive cave paintings and
signed language has rnorphed into an endless variety of ways to express oneself to other
humans. Like Umalohokan they were responsible for going around and making people
aware of new laws and policies enacted by the Datu or chieftain as a result they use ivory
and seashell to produce sound in delivering a message. They are a lot to mention about the
challenges that have been encountered by our ancestors during the primitive times but they
able to overcome those challenges that eventually inherited from us today. In today, 21st
Century, we still practice those primitive skills but with modifications to coincide with its
Modern period. The practice of making a shelter is still there, but with technological
moffcations, even in the fire, water, food, and self-expression today we can say that
everything was manipulated by technology but the thing that hasn't changed was the
concept and discipline of action in doing such task because we still use our awareness and
connection. We still practiced a keen sense of awareness, awareness of our self, our
situation, and our surroundings, and a strong sense of connection to nature, to ourselves,
and our community today.

LET Clinchers (page 34)
Choose the letter of the correct answer.
1. Education is a function of society. What does this imply?
I. Citizens are taught what society considered most important.
II. Society determines curriculum to be taught.
III. Those in education taught what they believed should be taught regardless of
society’s need.
A. I only C. II and III
B. I and I D. III only
2. If education is a function of society then it has to be __________.
A. Relevant C. for a selected few
B. Complete D. free
3. Complete the analogy. Athenian education: well - rounded development of individuals.
Spartan education: __________
A. Military training C. liberally educated
B. formation D. holistically developed person
4. While the Japanese taught the Filipinos love for labor,
the Americans taught the Filipino __________.
A. Citizenship in a democratic country C. love for country
B. skills D. dignity of labor
5. Schools are tasked for socialization. Which is a correct explanation of socialization?
A. Developing the young to become socialite
B. Learning the roles, statuses and values necessary for participation In society
C. Developing speaking and relating skills
D. Developing the socialite to remain forever young