C H A P T E R 2 : H I S T O R I C A L F O U N D AT I O N O F

E D U C AT I O N

ABSTRACTION
 Education or school is an institution created by society.
 Education is a function of society and as such arises from the
nature and character of society itself.
 Society seeks to preserves itself and to do this it maintains its
function and institutions, one of which is education, to assure its
survival, stability and convenience.

EDUCATION IN PRIMITIVE SOCIETY

 Brinkerhoof (1989) explains further:
 In primitive societies, preliterate persons faced the problem of
survival in an environment that pitted them against natural forces
an wild animals. To survive, human beings needed food, shelter,
warmth and clothing. To transform a hostile environment into one
that is life-sustaining, humankind developed life skills that
eventually became cultural patterns.

KEY PERIODS

TA B L E 1 . P O I N T S O F E M P H A S I S O N E D U C AT I O N I N
H I S TO R Y
HISTORICAL EDUCATIONAL CURRICULUM AGENTS INFLUENCES ON
GROUP OR GOALS WESTERN
PERIOD EDUCATION

Primitive To teach group Practical skill of Parents, tribal Emphasis on the

societies 7000 survival skills, to hunting, fishing, elders, and role of informal
education in
B.C cultivate group food gathering Priest
transmission of
cohesiveness stories, myths,
5000 BC skills and values
songs, poems,
and dances

Greek To cultivate civic Athenian; Athens Athens; the

responsibility and reading writing, private concept of the
1600 B.C identity which is
arithmetic, teachers and well-rounded,
3000 B.C city state;
physical schools, library educated
Athenian to education, sophists, person
develop well
literature and philosophers
rounded person. Sparta; the
poetry Spartan concept of the
Spartan; to develop
soldiers and Spartan; drill, military military.
military leaders. military, song teachers, drill
and tactics. sergeants.

Roman To develop sense Reading, writing, Private Emphasis to

of civic arithmetic, laws schools and ability to use
750 B.C – AD
responsibility of of twelve tables, teachers; education for
450
republic and law, philosopy. schools of
practical
then empire; to schools
develop rhetoric.
administrative
administrative skills; relating
and military education to
 skills. civic
responsibility.

K E Y P E R I O D S I N E D U C AT I O N A L H I STO RY, 1 0 0 0 B C
TO A . D 1 6 0 0

EDUCATION DURING THE PRE-COLONIAL

PERIOD
Education was informal and unstructured, decentralized, Fathers taught
their sons how to look for food and other means of livelihood. Mothers
taught their girls to do the household chores.

EDUCATION DURING THE SPANISH ERA

Education was formal and organized. It was authoritarian in nature.
Tribal tutors of the pre-Spanish period were replaced by Spanish period
were missionaries. Pupils attended formal schooling in the parochial.

EDUCATION DECREE OF 1863

This law gave Filipino a complete system of education from elementary
to collegiate level. The law provided for the establishment of the
elementary schools in all municipalities in the country.

E D U C AT I O N D U R I N G A M E R I C A N R EG I M E 1 8 9 8 -
1946
  The Americans promoted democratic ideals and the democratic
view of life. The schools maintained by the Spaniards for more
than three centuries were closed bt were reopened on August 29,
1898 by the Secretary of the Interior.
 (POLITICAL CONSTITUTION OF 1899. In May 1898, the first
American School was established in Corregidor, and shortly after
the capture of Manila in 1899, seven schools were open in the city.
 Training was done through the schools both public and secular
manned by Chaplains and Military Officers of the US Army.
 Thomasites arrived in the Philippines on August 23,1901. The
University of the Phiippines was founded in 1908. UP was the first
state school of university status.
 The Department of Public Instruction set up a three level
intermediate or seven-year elementary curriculum. The second
level was a four-year program.

T H E C O M M O N W E A LT H P E R O D 1 9 3 5 - 1 9 4 2
 Free education in public schools was provide all over the country,
accordance with the 1935 constitution.
 Vocational education and some household activies like sewing,
cooking, and farming were also given importance.
 Education also emphasized nationalism so the students were
taught about the life of Filipino heroes.
 Vocational education and some household activities were also
given importance. Good manners and discipline were also taught
to the students.
 The institute of private education was established in order to
observe private schools.
 Formal adult education was given.
T H E JA PA N E S E O C C U PAT I O N
 Aims of education during Japanese occupation:
 Make the people understand the position of the Philippines as a
member of the East Asia Co-Prosperity Sphere .
 Eradication of the idea of reliance upon Western States
particularly US and Great Britain.
 Fostering a new Filipino culture based and consciousness of the
people as Orientals.
 Elevating the moral of the people giving up over-emphasis on
materialism.
 Diffusion of Elementary education and promotion and vocation
education.
 Stiving for the diffusion of the Japanese language in the
Philippines and the termination of the use of English in schools.
 Developing in people the love of labor.

P O S T- C O L O N I A L P H I L I P P I N E S
 Education aimed at full realization of the democratic ideals and
way of life.
 The Civil Service Eligibility of teachers was made permanent
pursuant to R.A 1079 in June 15, 1954.
 A daily flag ceremony was made compulsory in all schools
including the singing of the National Anthem pursuant to RA 1265
approved on June 11, 1955.
 Curricular offerings in all schools, the life and works of Rizal shall
be included in all levels.
 Elementary education was nationalized and matriculation fees
were abolished.
 Magna Carta for Teachers was passed into law.
OTHER DEVELOPMENTS
 Integration of values to all learning areas.
 Emphasis on mastery learning.
 YTD and CAT introduce as new courses Media of Instruction.
 Bilingual Education Policy
 Education Act of 1982 – created the Ministry of Education, Culture
and Sports.
 NCCE – National College Entrance Examination was introduce.
 Executive Order No. 117 – Pres. Cory Aquino renamed the
Ministry of Education, Culture and Sports (DECS) in 1987.
 Creation of the Board for Professional Teachers.
 Replacement of PBET by LET.
 Transfer of authority of administering the LET from CSC and DECS
to the board of Professional Teachers under PRC.
 Trifocalization of Educationa System
 -DECS mandates basic education, TESDA (TESD ACT OF 1994)
mandates manpower training and CHED (Higher
Education Act of 1994) who is responsible for higher education.
 RA 9155 – Basic Education Act of 2001.
 Values Education is offered as separated subject in New
Secondary Elementary Curriculum.
 RA 10157 – Kindergarten Act
 RA 10533 – K to 12 Program.

VA R I E D G O A L S O F E D U C AT I O N I N D I F F E R E N T
HISTORICAL PERIODS

 During the pre-colonial period, students were given vocational

training but lesser academics for them to become good parents.
  During the Spanish period, schools focused on religious formation
to help them live the Christian faith.
 During the American regime, we are educated to become citizens
of a democratic country.
 During the Japanese occupation, love of labor was taught to us.
 The post-colonial period educational system was devoted to the
following goals; 1.) foster ove of country 2.) teach the duties of
citizenship 3.) develop moral character and self-discipline
4.)scientific, technological and vocational efficiency.

THE PRESENT GOALS OF PHILIPPINE

E D U C AT I O N (CHED, DEPED)
Commission on Higher Education
To produce thoughtful graduates imbued with 1) values reflective of
a humanist orientation (e.g. fundamental respect for others as human
beings with intrinsic rights, cultural rootedness, avocation to serve) 2)
analytical and problem solving skills 3) the ability to think things
through the ethical and social implication of a given source of action
and 4) the competency to learn continuously throughout life ---that will
enable them to live meaningfully in a complex, rapidly changing and
globalized world while engaging in their community and nation’s
development issues and concern.

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.

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 institutions, 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.

Core Values

MAKA-DIYOS
 M A K A - TA O
MAKAKALIKASAN
MAKABANSA.