Historical Foundation

of Education

Justin Lage
Randolph Asahid
Education
An institution created by society. It is a function of
society and as such arises from the nature and character
of society itself.

John Dewey
“ 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 guarantee of a larger society that is worthy,
lovely, and harmonious. “
Socialization
A process of learning the roles, statuses, and values necessary for participation in
social institutions (Brinkerhoff, D. , 1989)

Anticipatory Socialization – a role learning that prepares us for future roles.

Agents of Socialization:
- Parents
- School
Education in Primitive
Society
• Cultural patterns
• Life skills
• Tool or instrument making
• Adherence to the moral behavior code of group life
• Language
Early humankind found security in group life
based on kinship and tribal patterns.

Preliterate people are abstract thinkers.

Key Periods in Educational History
Primitive Societies 7000 B.C. – 5000 B.C.
Educational Goals: To teach group survival skills; to cultivate group cohesiveness
Curriculum: Practical skills of hunting, fishing, food, gathering stories, myths, songs, poems,
dances.
Agents: Parents, tribal elders, and priests
Influences on Western Education: Emphasis on the role of informal education in
transmission of skills and values.
Greek 1600 B.C. – 300 B.C.

Educational Goals: To cultivate civic responsibility and identity with city-state; Athenian: to develop well-
rounded person. Spartan: to develop soldiers and military leaders.,
Curriculum: Athens: School Education Spartans: Military Education
Agents: Athens: private teachers and schools, sophists, philosophers
Influences on Western Education: Athens: The concept of well-rounded, liberally educated person.
Sparta: The concept of military state.

Roman 750 B.C. – A.D 450

Educational Goals: To develop sense of civic responsibility for republic and then empire; to develop
administrative and military skills.
Curriculum: Reading, writing, arithmetic, Laws of Twelve Tables, law, philosophy
Agents: Private schools and teachers; schools of rhetoric
Influences on Western Education: Athens: Emphasis on ability to use education for practical
administrative skills; relating education to civic responsibility.
Arabic A.D. 700 – A.D 1350

Educational Goals: To cultivate a religious commitment to Islamic beliefs; to develop expertise in

mathematics, medicine, and science.
Curriculum: Reading, writing, mathematics, religious literature, scientific studies.
Agents: Mosques, court schools
Influences on Western Education: Arabic numerals and computation, re-entry of classical materials on
science and medicine.

Medieval A.D. 500 – A.D. 1400

Educational Goals: To develop religious commitment, knowledge, and ritual, to re-establish social order; to
prepare persons for appropriate ones.
Curriculum: Reading, writing, arithmetic, liberal arts, philosophy, theology, crafts; military tactics and
chivalry
Agents: Parish, chantry, and cathedral schools, universities, apprenticeship, knighthood
Influences on Western Education: Establishing the structured content, and organization of the university as
a major institution of higher education, the institutionalization, and preservation of knowledge..
Renaissance A.D -1350 – A.D. 1500

Educational Goals: To cultivate a humanist who was expert in the classics – Greek and Latin; to prepare
courtiers for service to dynastic leaders
Curriculum:. Latin, Greek, classical literature, poetry, art
Agents: Classical humanist educators and schools such as lycee, gymnasium, Latin grammar school
Influences on Western Education: An emphasis on literary knowledge, excellence, and style as expressed
in classical literature; a two-track system of schools.

Medieval A.D. 500 – A.D. 1400

Educational Goals: To cultivate a sense of commitment to a particular religious denomination; to cultivate

general literacy
Curriculum: Reading, writing, arithmetic, catechism, religious concepts, and ritual. Latin and Greek theology,
Agents: Verncaular elementary schools for the masses; classical schools for upper classes.
Influences on Western Education: A commitment to universal education to provide literacy to the masses,
the origins of school systems with supervision to ensure doctrinal conformity.
History of Philippine
Educational System
Pre-colonial Period
• Education was formal and organized.
• Authoritarian in nature.
• Teachers were Spanish missionaries.
• Instruction was Religion-oriented.
• Chrstistian doctrines, sacred songs and music and
prayers were taught.
• There were separate schools for girls and boys.
• Wealthy Filipinos were accommodated in the schools.
Spanish Era
• Education was informal and unstructured,
decentralized.
• Fathers taught sons to look for food and livelihood,
while mothers taught their daughters to do household
chores.
• Education prepares students to become husband and
wives.
• Teachers were tribal tutors.
 Educational Decree of 1863

provided for the establishment of at least two free primary schools, one for boys and
another for girls, in each town under the responsibility of the municipal government. It
also commended the creation of a free public normal school to train men as teachers,
supervised by the Jesuits.
American Regime
• Promoted democratic ideals and way of life.
• Free and compulsory education system for elementary
education was established by the Malolos Constitution.
• UP was the first state school of university status.
• The Department of Public Instruction set up a three-
level school system (7-year elementary curriculum, 4-
year junior college, and later a four-year program.
The Commonwealth
Period
• Free education in public schools was provided all over
the country.
• Vocational Education were given importance.
• Education emphasized nationalism.
• The institute of private education was established in
order to observe private schools.
• Formal adult education was also given.
Executive Order No. 134 of 1936
Designated Tagalog as National Language.

Executive Order No. 217

Quezon Code of Ethics

Executive Order No. 263

Required the teaching of Filipino, national language in

the senior year of all high schools and in all years in
the normal schools.
 Education Act of 1940
- Reduction of the 8 year elementary course to 6 years.

- Fixing the school entrance at age 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.
Japanese Occupation
• Eradication of the idea of reliance upon Western States.
• Fostering a new Filipino culture based on their
consciousness of the people as Orientals.
• Elevating the moral of the people giving up over-
emphasis on materialism
• Developing in people the love of labor.
Post – Colonial Philippines
• Education aimed at the full of realization of the
democratic ideals and way of life.
• The Civil Service Eligibility of teachers was made
permanent.
• Daily flag ceremony was made compulsory in all
schools
• Elementary education were nationalized and
matriculation fees were abolished.
• Magna Carta for Teachers was passed into law by virtue
of R,A. 4670.
OTHER DEVELOPMENTS
- YDT nad CAT introduced as new courses Media of
Instruction-Bilingual Education Policy.
- Education Act of 1982. created the Ministry of Education,
Culture and Sports
- Renamed MECS into Department of Education, Culture and
Sports.
- Creation of the Board for Professional Teachers composed
of 5 from PRC.
- Replacement of PBET to LET
- Transfer of authority of administering the LET from CSC and
DECS to the Board of Professional Teachers under PRC.
- Trifocalization of Education System
- R.A. 7796 – Technical Education and Skills Development
Act of 1994
- CHED is responsible for higher education. R.A. 7722 –
Higher Education Act of 1994.
- R.A. 9155 – Transformed DECS to DepEd and redefined the
role of offices which include the regional offices, division
offices, district offices, and schools.
- Values Education is offered as a separate subject.
- R.A. 10157 – Kindergarten Act – Instutionalizing the
kindergarten education into the education system.
- K-12 Program (R.A. 10533) May 13, 2013.
 THE DEPED VISION

We dream of Filipinos
who passionately love their
country
and whose values and
competencies
enable them to realize their full
potential
and contribute meaningfully to
building the nation.

As a learner-centered public
institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
 THE DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen.
Family, community and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
OUR CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa