Republic of the Philippines

CAVITE STATE UNIVERSITY

Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

TEACHER EDUCATION DEPARTMENT

The Teacher and the Community, School Culture and Organizational Leadership

Course Description

This course provides students with preparation in skills for providing purpose and
direction for individuals and groups, shaping the teacher and the community, school
culture and organizational leadership with values, facilitating the development of shared
strategic vision for the school, formulating goals and planning change efforts with
learners, and setting priorities for one’s school in the context of community and district
priorities for student and leader needs

Basic Concepts in Society, Community and Education

Learning Objectives

At the end of this lesson, the students will be able to:

▪ Understand the concept of society, community, and education.

▪ Explain the relationship of society, community, and education to a child’s
development.

What is society?

A society is defined as the group of individuals that are involved in a large group
that shares the same opinions and perspectives. The society may be based on a
particular geographic location People with common interests come forward and make a
society. Another definition is that society can also mean an organized group of people
working together for their common interests, perspectives, or beliefs.

Society is essential for living. Society is a place where one can comfortably live
and participate in societal works. A society is essential as it is a home for all people with
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

similar cultures, interests, hobbies, perceptions, opinions, etc. Well, there are many
functions of society like it is a large human group, satisfies the needs of the members,
has a sense of cooperation and belongingness, and others. We can also think about
society as a group of people that reaches across communities to create their own
organizations, customs, and laws, as in a professional or charitable organization.

What is community?

Community is a term that is widely associated with ethnicity and religion. It is

defined as a group of people who follow a social structure. The social structure involves
religion, morals, customs, values, etc. The place of a community can be virtual as well as
physical (village, towns, countries, etc.). People interacting with each other having
common interests, values, etc., live in a community. The basis of a community lies in five
fundamental things, i.e., action, place, circumstance, interest, and practice. Below are
some definitions of community from different online dictionaries:

▪ a social group of any size whose members reside in a specific locality, share
government, and often have a common cultural and historical heritage
▪ a social, religious, occupational, or other group sharing common
characteristics or interests and perceived or perceiving itself as distinct in
some respect from the larger society within which it exists (usually preceded
by the): the business community; the community of scholars
▪ a group of men or women leading a common life according to a rule (usually
a religious community).

The following definitions reflect the different ways in which the word community can be
used to refer to different groups of people who may or may not be tied to a particular
locale. However, the term is often understood to mean that a group of people have been
able to ‘accept and transcend their differences regardless of the diversity of their
backgrounds (social, spiritual, educational, ethnic, economic, political, etc.). This enables
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

them to communicate effectively and openly and to work together toward goals identified
as being for their common good.

SOCIETY
A society is defined as a group of people
sharing the same culture, interests,
opinions, etc.
A society is a physical place.
The concept of society prevails among
humans as well as animals.
Society is a web of building social
relationships.
Society does not have a specific
geographical area.
Society is a web of social relationships that
cannot be touched. It is abstract.
Common interests, goals, perceptions,
opinions are not necessary among people
living in a society.
Common and diverse interests are present
in society.
Communication and interactions are
important in a society. This helps in building
social relationships.
Society is heterogeneous, i.e., there is
diversity among the members.
Retrieved from https://www.javatpoint.com/society-vs-community
COMMUNITY
On the other hand, a community is
defined as the group of living in a social
structure.
A community can be a physical or virtual
place.
The concept of community prevails only
among humans.
A community is only a group of
individuals.
The community has a specific
geographical area.
Community is concrete, i.e., it includes a
particular area or a particular group of
people.
Common interests, goals, perceptions,
opinions are necessary among people
living in a community.
Particular or specific interests prevail in a
community.
People in a community communicate
involuntarily. Therefore, it is not
necessary to interact.
Community is homogenous, i.e., less or
no diversity is present among the
members.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

What is education?

Schools are social organizations established to instill the values of a community,

society, or nation through planned educational experiences. Education may be defined
broadly as the accumulation of knowledge, experience, and wisdom. It may also be
defined narrowly as the act of acquiring particular training, for example, going to school
to learn a particular skill. Below are some definitions from different online dictionaries:

▪ the act or process of imparting or acquiring general knowledge, developing the

powers of reasoning and judgment, and generally of preparing oneself or others
intellectually for mature life. Retrieved from
https://www.dictionary.com/browse/education
▪ discipline that is concerned with methods of teaching and learning in schools or
school-like environments as opposed to various nonformal and informal means
of socialization (e.g., rural development projects and education through parent-
child relationships). Retrieved from https://www.britannica.com/topic/education
▪ the process of teaching and learning in a school or the knowledge that you get
from school/college . Retrieved from
https://dictionary.cambridge.org/us/dictionary/english/education
▪ knowledge, skill, and understanding that you get from attending a school, college,
or university. Retrieved from https://www.merriam-
webster.com/dictionary/education

Education and the community and society are intertwined or interdependent since
they both affect and are influenced by one another. How can we create an ideal society
without education, and how can we arrange an education system in a methodical manner
without society? Both are necessary to comprehend. Education assists people in learning
how to live, act, arrange themselves, and everything else in their life, thus it is a catalyst
for social change or, to put it another way, education is a social agent for change.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

The Teacher and hid Profession

Learning Objectives

▪ determine the nature of teaching as profession;

▪ role of the Teacher in the classroom;and
▪ identify the duties, responsibilities of a teacher

The Nature of Teaching

In its broadest sense, teaching is a process that facilitates learning. Teaching is

the specialized application of knowledge, skills and attributes designed to provide unique
service to meet the educational needs of the individual and of society. The choice of
learning activities whereby the goals of education are realized in the school is the
responsibility of the teaching profession.

In addition to providing students with learning opportunities to meet curriculum

outcomes, teaching emphasizes the development of values and guides students in their
social relationships. Teachers employ practices that develop positive self-concept in
students. Although the work of teachers typically takes place in a classroom setting, the
direct interaction between teacher and student is the single most important element in
teaching.

Teachers' roles in a child's education have changed dramatically. Teaching varies

from traditional "show-and-tell" methods in the same way that contemporary medical
procedures vary from practices like leeching and bloodletting. Rather than lecturing to
children seated in rows at desks, diligently listening and documenting what they hear,
instruction provides each kid with a rich, meaningful, and unique learning experience. The
educational environment does not stop in the classroom; it also extends to the family, the
community, and the rest of the world. Information isn't mainly stored in books; it's
accessible in bits and bytes everywhere.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
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 (046) 436-6584
www.cvsu.edu.ph

Students aren't consumers of facts. They are active creators of knowledge.

Schools aren't just brick-and-mortar structures -- they're centers of lifelong learning. And,
most important, teaching is recognized as one of the most challenging and respected
career choices, absolutely vital to the social, cultural, and economic health of our nation.
Today, the seeds of such a dramatic transformation in education are being planted.
Prompted by massive revolutions in knowledge, information technology, and public
demand for better learning, schools nationwide are slowly but surely restructuring
themselves.

Leading the way are thousands of teachers who are rethinking every part of their
jobs -- their relationship with students, colleagues, and the community; the tools and
techniques they employ; their rights and responsibilities; the form and content of
curriculum; what standards to set and how to assess whether they are being met; their
preparation as teachers and their ongoing professional development; and the very
structure of the schools in which they work. In short, teachers are reinventing themselves
and their occupation to better serve schools and students.

Traditionally, teaching was a combination of information-dispensing, custodial

child care and sorting out academically inclined students from others. The underlying
model for schools was an education factory in which adults, paid hourly or daily wages,
kept like-aged youngsters sitting still for standardized lessons and tests.

Teachers were told what, when, and how to teach. They were required to educate
every student in exactly the same way and were not held responsible when many failed
to learn. They were expected to teach using the same methods as past generations, and
any deviation from traditional practices was discouraged by supervisors or prohibited by
myriad education laws and regulations. Thus, many teachers simply stood in front of the
class and delivered the same lessons year after year, growing gray and weary of not
being allowed to change what they were doing.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

Many teachers today, however, are encouraged to adapt and adopt new practices
that acknowledge both the art and science of learning. They understand that the essence
of education is a close relationship between a knowledgeable, caring adult and a secure,
motivated child. They grasp that their most important role is to get to know each student
as an individual in order to comprehend his or her unique needs, learning style, social
and cultural background, interests, and abilities.

This attention to personal qualities is all the more important as America continues
to become the most pluralistic nation on Earth. Teachers have to be committed to relating
to youngsters of many cultures, including those young people who, with traditional
teaching, might have dropped out -- or have been forced out -- of the education system.

The day-to-day job of a teacher, rather than broadcasting content, is becoming

one of designing and guiding students through engaging learning opportunities. An
educator's most important responsibility is to search out and construct meaningful
educational experiences that allow students to solve real-world problems and show they
have learned the big ideas, powerful skills, and habits of mind and heart that meet agreed-
on educational standards. The result is that the abstract, inert knowledge that students
used to memorize from dusty textbooks comes alive as they participate in the creation
and extension of new knowledge.

References

The Nature of Teaching and Teaching Profession (2012). Retrieved from

https://www.teachers.ab.ca/SiteCollectionDocuments/ATA/About/What%20we%20think/Position
%20Papers%202018/Nature%20of%20Teaching%20and%20Teaching%20as%20a%20Profess
ion.pdf

Redefining the Role of the Teacher: It's a Multifaceted Profession. Retrieved from
https://www.edutopia.org/redefining-role-teacher
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

Philosophies of Education

Learning Objectives

At the end of this lesson, the students will be able to:

▪ Identify the different educational philosophies; and

▪ Understand the role of teachers and students in each philosophy of
education.

What is Philosophy of Education?

Philosophy of education is a branch of philosophy that addresses philosophical

questions concerning the nature, aims, and problems of education. As a branch of
practical philosophy, its practitioners look both inward to the parent discipline of
philosophy and outward to educational practice, as well as to developmental psychology,
cognitive science more generally, sociology, and other relevant disciplines.

1. Idealism

• Idealism is a philosophical approach that has as its central tenet that ideas are the
only true reality, the only thing worth knowing.
• In idealism, the aim of education is to discover and develop each individual's
abilities and full moral excellence in order to better serve society.
• The curricular emphasis is subject matter of mind: literature, history, philosophy,
and religion.
• Teaching methods focus on handling ideas through lecture, discussion, and
Socratic dialogue (a method of teaching that uses questioning to help students
discover and clarify knowledge).
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

2. Realism

• It holds that the world around us is a real world and does not depend on any mind,
finite or infinite for its existence. It starts with a thing for it believes that being is
prior to thought.
• Realism is defined as the type of education in which natural phenomena and social
institutions rather than languages and literature are made the chief subjects of
study.
• The Realist curriculum emphasizes the subject matter of the physical world,
particularly science and mathematics.
• The teacher organizes and present content systematically within a discipline,
demonstrating use of criteria in making decisions.
• Teaching methods focus on mastery of facts and basic skills through
demonstration and recitation.
• Students must also demonstrate the ability to think critically and scientifically,
using observation and experimentation.
• Curriculum should be scientifically approached, standardized, and distinct
discipline based.
• Character is developed through training in the rules of conduct.

3. Humanism

• A methodology that emphasizes the connection between the humanities and the
human.
• Humanism in education theory holds that the student is the authority for how they
learn and that all their needs should be met in order for them to learn well.
• Teachers believe that it is important for students to find inspiration and dedication
to learning, which is more likely to happen when students want to learn about what
they really want to know.
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 (046) 436-6584
www.cvsu.edu.ph

• Students are encouraged to concentrate on a single topic of interest to choose

from for a fair period of time.
• Humanistic teachers agree that knowledge and emotions go hand-in-hand in the
learning process.
• Cognitive and affective learning are both essential for humanistic learning.
• Lessons and activities should concentrate on student as a whole, and not on one
or the other, their intellect and feelings.

4. Pragmatism

• This philosophy stresses that education has been in vain if it does not perform the
social functions assigned to it, and unless it is considered as a social institution in
itself.

• Pragmatism is a world philosophy which is based on change, process, and

relativity. It conceived of knowledge as a process in which reality is constantly
changing.

• It assumes that learning occurs as the person engages in problem-solving which

is transferable to a wide variety of subjects and situations. Both the learners and
the environment are constantly changing.

• The aim of education is the total development of the child through experience, self-
activity or learning by doing.
• The pragmatists suggest that the curriculum must offer subjects that will provide
opportunities for various projects and activities that are relevant to the needs,
abilities, interests, as well as the socio-economic conditions of the learners.
• The child must be the center of all educative processes- based on Dewey’s tenet
that education is life, education is growth, education is a social process, and
education is the construction of human experience.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
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 (046) 436-6584
www.cvsu.edu.ph

5. Essentialism

• Rooted partially in Idealism, as well and it emphasizes skills and subjects that
demonstrate the cultural heritage and contribute to society (Ornstein, 2003, p.110)
• Essentialism is a subject-centered philosophy.
• Essentialism is the educational philosophy of teaching basic skills.
• This philosophy advocates training the mind.
• William Bagley is one of the proponents of Essentialism.
• Essentialist educators focus on transmitting a series of progressively difficult
topics and promotion of students to the next level.
• The teachers impart knowledge mainly through conducting lectures, during which
students are expected to take notes.
• The students are provided with practice worksheets or hands-on projects, followed
by an assessment of the learning material covered during this process.
• Essentialists believe that there is a common core of knowledge that needs to be
transmitted to students in a systematic, disciplined way.
• Although this educational philosophy is similar in some ways to Perennialism,
Essentialists accept the idea that this core curriculum may change. Schooling
should be practical, preparing students to become valuable members of society. It
should focus on facts-the objective reality out there--and "the basics," training
students to read, write, speak, and compute clearly and logically. Schools should
not try to set or influence policies. Students should be taught hard work, respect
for authority, and discipline.

6. Perennialism

• This is a subject-centered philosophy and it values knowledge that transcends

time.
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• Perennialists are instructors who feel that the knowledge that has been passed
through the ages should be continued as the basis of the curriculum, like the
classic works of Plato and Einstein.

• Perennialists base their teachings on reason, logic, and analytical thought. Only
information that stood the test of time is relevant. They do not illicit student input.
The classes most likely to be considered under this approach would be history,
science, math, and religion classes.

• The goal of a perennialist educator is to teach students to think rationally and

develop minds that can think critically.
• A perennialist classroom aims to be a closely organized and well-disciplined
environment, which develops in students a lifelong quest for the truth.
• Perennialists believe that education should epitomize a prepared effort to make
these ideas available to students and to guide their thought processes toward the
understanding and appreciation of the great works; works of literature written by
history’s finest thinkers that transcend time and never become outdated.

7. Progressivism

• Progressivism is an educational philosophy whose main philosophical base is

found in Pragmatism.
• For Progressivism, the aim of education is to promote democratic social living. It
believes that knowledge must lead to growth and development; it is a living-
learning process. Knowledge must focus on active and relevant learning.
• The role of the teacher is guide for problem solving and scientific inquiry.
• Its curriculum is based on students’ interests; addresses human problems and
affairs; interdisciplinary subject matter; and on activities and projects.
• This is a student-centered form of instruction where students follow the scientific
method of questioning and searching for the answer.
• Students are active learners as opposed to passive learners.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
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 (046) 436-6584
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• The teacher is a facilitator rather than the center of the educational process.
• Student input is encouraged, and students are asked to find their interpretation of
the answer.

8. Constructivism

• Constructivism is a philosophy of learning founded on the premise that, by

reflecting on our experiences, we construct our own understanding of the world we
live in.

• Active participation is the key to this teaching style. Students are free to explore
their own ideas and share concepts with one another in nontraditional ways. Hands
on activity is the most effective way of learning and is considered true learning.
• The role of the teacher in the constructivist classroom is to help students to build
their knowledge and to control the existence of students during the learning
process in the classroom.
• Each learner is considered as a unique individual, with cultural background,
individual disposition, and prior knowledge influencing their learning. The teacher
must consider all these factors, and then assist the learner in pursuing new
knowledge and placing what they have learned into the context of their own lives.

• The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the “right” answers and regurgitate someone else’s meaning.
Since education is inherently interdisciplinary, the only valuable way to measure
learning is to make the assessment part of the learning process, ensuring it
provides students with information on the quality of their learning.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

9. Behaviorism

• It states all behaviors are learned through interaction with the environment through
a process called conditioning. Thus, behavior is simply a response to
environmental stimuli.
• Behaviorism is only concerned with observable stimulus-response behaviors, as
they can be studied in a systematic and observable manner.
• This teacher-centered system ultimately allows the students to be controlled by the
educator, who makes the environment pleasant or unpleasant depending on the
students’ behavior
• From a behaviorist perspective, learning is defined entirely by this change in the
subject’s observable behavior.
• The role of the subject in the learning process is to be acted upon by the
environment; the subject forms associations between stimuli and changes
behavior based on those associations.
• The role of the teacher is to manipulate the environment in an effort to encourage
the desired behavioral changes.
• The principles of behaviorism were not formed overnight but evolved over time
from the work of multiple psychologists. As psychologists’ understanding of
learning has evolved over time, some principles of behaviorism have been
discarded or replaced, while others continue to be accepted and practiced

10. Existentialism

• A student-centered philosophy, this educational method is based on the idea that

the students should be presented with choices about the learning process. The
student is engaged in all aspects of learning and works together with the teacher
and her peers to develop a curriculum and evaluation system that allows for
individual interests and abilities
 Republic of the Philippines
CAVITE STATE UNIVERSITY
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 (046) 436-6584
www.cvsu.edu.ph

• In an existentialist curriculum, students are given a wide variety of options from

which to choose.
• Existentialists believe that the classroom should be a market of free ideas that
would guarantee complete individual freedom.
• The student must be allowed to decide for himself and undertake activities which
he believes are significant and beneficial in his life. The staff, rather than the
students, influence the curriculum; the humanities are commonly given
tremendous emphasis. They are explored as a means of providing students with
vicarious experiences that will help unleash their own creativity and self-
expression. For instance, rather than emphasizing historical events, existentialists
focus upon the actions of historical individuals, each of whom provides possible
models for the students' own behavior.
•

11. Reconstructionism

• This student-centered philosophy strives to instill a desire to make the world a

better place.
• Education is for change and social reforms. Knowledge focus on skills and subjects
needed to identify and ameliorate society’s problems.
• It places a focus on controversial world issues and uses current events as a
springboard for the thinking process.
• The students are taught the importance of working together to bring about change.
• It requires active learning that is concerned with contemporary and future society.
• The role of the teacher is to serve as an agent of change and reform. Teachers
help students become aware of problems confronting humankind. The curriculum
is focused on social sciences and social research methods, the examination of
social-economic and political problems.
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• It is more concerned with social change; reconstructionist believes that the school
should make policies and changes which would bring about reforms of the social
order.
• The curriculum should enable the individual to address global educational issues,
societal needs and problems

Your educational philosophy is your beliefs about why, what, and how you teach,
whom you teach, and the nature of learning. It is a collection of principles that govern
professional activity in the face of the events and challenges that teacher experience
daily. Life experiences, values, the environment in which you live, interactions with
people, and understanding of philosophical systems are all sources for your educational
philosophy. Learning about the many areas of philosophy, philosophical world views, and
various educational philosophies and theories can assist you in determining and shaping
your educational philosophy. It's critical to comprehend the relationship between
philosophy and education. You must understand your views while empathizing with others
to become the best successful teacher you can be. To become a teacher, you must first
develop your educational philosophy.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

References

Brau, B., Fox, N., & Robinson, E. (2020). Behaviorism. In R. Kimmons & S. Caskurlu (Eds.), The Students'
Guide to Learning Design and Research. EdTech Books. Retrieved from
https://edtechbooks.org/studentguide/behaviorism

Ginny (2012). Constructivist and Existentialist Education. Retrieved from

https://constructivismandexistentialism.wordpress.com/2012/03/14/constructivism-roles-of-
teacher-and-learner/

Nichols, D. (n.d). What are Educational Philosophies? Retrieved from

https://courses.lumenlearning.com/atd-hostos-education/chapter/foundations-of-education-and-
instructional-assessmenteducational-philosophydefined/

Siegel, H. (2010). Introduction: Philosophy of Education and Philosophy. The Oxford Handbook of
Philosophy of Education. DOI: 10.1093/oxfordhb/9780195312881.003.0001. Retrieved from
https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195312881.001.0001/oxfordhb-
9780195312881-e-001

Philosophy of Education. Retrieved from pdfcoffee.com_philosophical-foundation-of-education-4-pdf-

free.pdf

Philosophy of Education (2018). Retrieved from https://plato.stanford.edu/entries/education-philosophy/

 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

Education in the Philippines

Learning Objectives

At the end of this lesson, the students will be able to:

• Determine the structure of the Philippine Educational System;

• Identify the aims/goals/objectives of Philippine Education; and
• Create a timeline/matrix of the history of the education system in the Philippines.

In the Philippines, one of the most essential aspects to the life of every Filipino is
the education of every child in the family. It is a vital aspect of every Filipino's life in order
for them to succeed and have a brighter future. The aims and objectives of education
differ from one country to another. The school, as part of the society’s structure is an
established institution that transmit and maintain its traditional culture. The primary goals
of education are to socialized the young generation along society’s beliefs, values, social
norms, skills and knowledge for the preservation of the existing social order.

The historical context is the most significant way to understand education's basic
features and goals in every given civilization. Even in ancient times, a man was eager
about acquiring the information and abilities he would need to survive in a harsh
environment. As his desires grew, he learned to adapt to his surroundings and subdue
nature to his will. Modern man's need for more excellent knowledge has progressed
beyond survival; today, he seeks more riches, power, and reputation.

Structure and Governance of the Philippine Educational System

The Philippine educational system is an organized bureaucracy which provides

formal and non-formal education.

• Kinder – 1 year
• Elementary or Primary Level – 6 years
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• Secondary – 4 years (Junior High School) and 2 years (Senior High

School)
• Tertiary
➢ collegiate or undergraduate, graduate or master’s and post-
graduate or doctorate levels in various disciplines.
➢ post-secondary schooling consists of two or three-year non-
degree technical or vocational courses.

❑ Formal Education is the systematic and deliberate process of hierarchically

structed and sequential learning corresponding to the general concept from
elementary to tertiary level of schooling.
❑ Informal Education is a general term for education that occurs outside of a
structured curriculum that refers to a lifelong learning process, whereby each
individual acquires attitudes, values, skills and knowledge from the educational
influences and resources in his or her own environment and from daily experience.
❑ Non-formal Education includes acquisition of knowledge even outside school
premises. It is offered to particular clientele like the out-of-school youth or adult
illiterates who are given literacy and livelihood skills training.
❑ The Department of Education (DepEd) has the responsibility of administering,
supervising and regulating the basic education (elementary and secondary
education).

❑ The administration and supervision of higher education is lodged in the

Commission on Higher Education (CHED)

Republic Act No. 7722 - An act creating the Commission on Higher Education,
appropriating funds therefore and for other purposes

Section 1. This Act shall be known as the “Higher Education Act of 1994”
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CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

Section 2. The State shall protect, foster and promote the right of all citizens to
affordable quality education at all levels and shall take appropriate steps to ensure
that education shall be accessible to all. The State shall likewise ensure and
protect academic freedom and shall promote its exercise and observance for the
continuing intellectual growth, the advancement of learning and research, the
development of responsible and effective leadership, the education of high-level
and middle-level professionals, and the enrichment of our historical and cultural
heritage.

❑ The post-secondary technical-vocational education is under the Technical

Education and Skills Development Authority (TESDA) which is also in charge
of skills orientation, training and development of out-of-school youth and
unemployed adults

Republic Act No. 7796 - An act creating the Technical Education and Skills
Development Authority, providing for its powers, structure and for other purposes

Section 1. This Act shall be known as the “Technical Education and Skills
Development Act of 1994” or the “TESDA Act of 1994”.

Section 2. It is hereby declared the policy of the State to provide relevant,

accessible, high quality and efficient technical education and skills development in
support of the development of high-quality Filipino middle-level manpower
responsive to and in accordance with Philippine development goals and priorities.
The State shall encourage active participation of various concerned sectors,
particularly private enterprises, being direct participants in and immediate
beneficiaries of a trained and skilled workforce in providing technical education and
skills development opportunities.
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

References

Importance of Education In The Philippines. Retrieved from

https://www.imbalife.com/importance-of-education-in-the-philippines

Republic Act No. 7722. Retrieved from

https://lawphil.net/statutes/repacts/ra1994/ra_7722_1994.html

Republic Act No. 7796. Retrieved from

https://www.officialgazette.gov.ph/1994/08/25/republic-act-no-7796/
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

Task to do (Individual Task)

Task#1: Personal Teaching Philosophy

Write a three-paragraph essay containing your teaching philosophy (your values and
beliefs about why, what, how you teach, whom you teach, and about the nature of
learning). You can search and read for a sample teaching philosophy online, but do not
copy the information from different sources. Make sure to submit your work with integrity.

Please see the criteria for checking your task and follow the format below:

Criteria
❑ Organization of Ideas (10 points)
❑ Content (20 points)
❑ Grammar/Mechanics (10 points)
❑ Originality of Work (10 points)

Format
❑ Paper size – short bond paper (8.5x11)
❑ Font - Arial / Font size – 12
❑ Line spacing - 1.5, justify
❑ Filename - SURNAME, FIRST NAME_MY TEACHING PHILOSOPHY

Note: You can include borders or other designs if you want.

Deadline for submission – December 2,2022 / Google Classroom

 Republic of the Philippines
CAVITE STATE UNIVERSITY
Imus Campus
Cavite Civic Center, Palico IV, Imus City, Cavite
 (046) 436-6584
www.cvsu.edu.ph

Task#2: Matrix of Educational System in the Philippines

Research and study the History of Education in the Philippines. Make a timeline showing
the education in the Pre-Spanish Era / Pre-Colonial Period up to the present educational
system in the Philippines. You can present the timeline in a table/matrix format.

Criteria

❑ Organization of Ideas – 20 points

❑ Content – 30

Format
❑ Template link https://docs.google.com/document/d/1g-
eCfurYk3QDpRK5qhj2PYsg6RsuVwUF/edit?usp=share_link&ouid=10144135988
8967454695&rtpof=true&sd=true
❑ Font - Arial / Font size – 12
❑ Line spacing - 1.5, justify

File Name: SURNAME, FIRST NAME_HISTORY OF EDUCATION IN THE

PHILIPPINES

Deadline for submission – December 9,2022 / Google Classroom