HISTORICAL FOUNDATION OF EDUCATION

 The school is also an important agent of socialization.

 It is an institution charged by society to impart specific knowledge and skills necessary for functioning
in a society.
 They are also charged with the task of transmitting society’s cultural values.
 The next part of this Chapter is devoted to how schools (formal or informal) did their task as agents of
socialization in different periods of history.

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 and 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.
These life skills included:
1) tool or instrument making,
2) adherence to the moral behavior code of group life and
3) language.

 Early humankind found security in group life based on kinship and tribal patterns.
 Life in the human group was educational as children observed and learned from the elders and as they
were deliberately taught by their parents and elders.
 For these cultural patterns to continue, the adults had to teach these skills and values to their children.
 This is socialization, a function of education in society.
 SOCIALIZATION is the process by which individuals internalize the norms and values of society and
so social and cultural continuity are attained.
 This is also informal education in action.
As abstract thinkers, human beings could create, use, and manipulate symbols.
They could communicate with one another through gestures, sounds, and words.
These symbols were expressed in signs, pictographs, letters.
The certain and introduction of oral and written language made a great leap on literacy which in turn had
tremendous educational consequences which citizens of a civilized society like netizens of the 21st century now
enjoy.

KEY PERIODS IN EDUCATIONAL HISTORY

Below are key periods in educational history from 7000 B.C. to AD 1600. Study the table thoroughly.
The notes should make you see that education and school are a function of society and schools reflect the nature
and character of society itself. What society considers important is what education focuses on to preserve
society.

TABLE 1. POINTS OF EMPHASIS ON EDUCATION IN HISTORY

Key Periods in Educational History, 1000 BC to AD 1600
Historical Educational Goals Curriculum Agents Influences on
Group or Western
Periods Education

PRIMITIV To teach group Practical skills of Parents, tribal, Emphasis on the

E survival skills; to hunting, fishing, elders and role of informal
societies cultivate group food gathering priests education in
7000 BC – cohesiveness stories, myths, songs, transmission of
5000 BC poems, dances skills and values

GREEK To cultivate civic Athenian: reading, Athens: private Athens: the concept
1600 BC – responsibility and writing, arithmetic, teacher and of the well-
5000 BC identity with city- drama, music, schools; Sophists; rounded, liberally
state; physical education, philosophers educated person
literature, poetry
Athenian: to Sparta: military Sparta: The concept
develop well- Spartan: drill, teachers, drill of the military state
rounded person military songs and sergeants
tactics
Spartan: to develop
soldiers and
military
leaders

ROMAN To develop sense Reading, writing, Private schools and Emphasis on ability
750 BC – of civic arithmetic, Laws of teachers; schools of to use education for
AD responsibility for Twelve Tables, law, rhetoric practical
450 republic and then philosophy administrative
empire; to develop skills.
administrative and relating education
military skills to civic
responsibility

ARABIC To cultivate Reading, writing, Mosques; court Arabic numerals

AD 700 – religious mathematics, schools and
AD commitment to religious computation; re-
1350 Islamic beliefs; to literature, scientific entry of classical
develop studies materials on
expertise in science and
mathematics, medicine
medicine, and
science

MEDIEVA To develop Reading, writing, Parish, chantry and Establishing the

L religious arithmetic, liberal cathedral schools. structure. Content
AD 500 – commitment, arts; philosophy, universities. and organization of
AD knowledge, and theology; crafts; apprenticeship. the university as a
1400 rituals; to re- military tactics and knighthood major institution of
establish social chivalry higher
order; to prepare education; the
persons for institutionalization
appropriate roles and preservation of
knowledge

RENAISS To cultivate a Latin, Greek, Classical humanist An emphasis on

ANCE humanist who was classical educators and literary knowledge,
AD 1350 – expert in the literature, poetry, art schools such as excellence, and
AD 1500 classics - Greek lycee, style as expressed
and gymnasium, Latin in classical
Latin; to prepare grammar school literature; a two-
courtiers for track system of
service to dynastic schools
leaders

REFORM To cultivate a Reading, writing, Vernacular A commitment to

 ATION sense of arithmetic, catechism, elementary schools universal education
AD 1500 – commitment to a religious concepts, for the masses; to provide
AD 1600 particular religious and ritual; Latin and classical schools literacy to the
denomination; to Greek; theology for the upper masses; the origins
cultivate general classes of school systems
literacy with supervision to
ensure doctrinal
conformity

In primitive societies survival against natural forces was the need and so what were taught were
survival skills and values to cultivate group cohesiveness.
For the Athenian in ancient Greece, what mattered most in education was the rounded development of
every individual
while for the Spartan it was the development of soldiers and military leaders.
For the early Romans, schools needed to develop a sense of civic responsibility and to develop
administrative and military skills as citizens of the Roman Empire.
During the Medieval period, schools were concerned with the development of religious commitment,
knowledge, and ritual to establish order.
Renaissance period was a prevent period of European cultural. Artistic, political and economic
“rebirth” following the Middle Ages. Education was focused on the rediscovery of classical philosophy,
literature, and art.
The Reformation period had as for its educational goals the cultivation of a sense of commitment to a
particular religious denomination and general literacy.

THE HISTORY OF THE PHILIPPINES EDUCATIONAL SYSTEM

Let us also see how the nature and character of Philippine society are reflected in the education process
in different periods of Philippine history.
As you study the summary of the Philippine educational system, just remember this sociological
concept, which is the focus of this Chapter – that education is a function of society and as such what are taught
in schools arise from the nature and character of society itself. What society considers important is what schools
teach. Be ready to answer this question at the end: What was/were the focus/foci of education or schools during
the:
1) pre-colonial period,
2) Spanish period,
3) American regime,
4) Japanese occupation and 5
5) post-colonial period.

EDUCATION DURING THE PRE-COLONIAL ERA

 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. This education
basically prepared their children to become good husband and wives. Children were provided more
vocational training but lesser academics. Teachers were tribal tutors (Baybaylan or Katalonan).

EDUCATION DURING THE SPANISH ERA

 Education was formal and organized. It was authoritarian in nature. Tribal tutor of the pre-Spanish
period were replaced by Spanish missionaries. Pupils attended formal schooling in the parochial school.
Instruction was Religion oriented. Christian doctrines, sacred songs and music and prayers were taught
because they were required for confession and communion. There was a separate school for boys and
girls. Wealthy Filipinos or the ilustrados were accommodated in the schools.

THE EDUCATION DECREE OF 1863

 This law gave Filipinos a complete system of education from elementary to the collegiate level. The law
provided for the establishment of the elementary schools in all municipalities in the country. Although
 religion was the core of the curriculum, the curriculum included subjects reading, writing, arithmetic,
history Christian doctrine, Spanish language, vocal music, agriculture for the boys and needlework for
the girls. Attendance in school was compulsory between the ages of seven and twelve.

EDUCATION DURING THE AMERICAN REGIME (1898 – 1946)

 The Americans promoted democratic ideals and the democratic way of life. The schools maintained by
the Spaniards for more than three centuries were closed but were reopened on August 29, 1898, by the
Secretary of the Interior. A system of free and compulsory elementary education was established by the
Malolos Constitution.
 (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 opened 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 Philippines was
founded in 1908. UP was the first state school of university status.
 The Department of Public Instruction set up a three levels school system. The first level considered a
four-year primary and three-year intermediate or seven-year elementary curriculum. The second level
was a four-year junior college and later a four-year program.

THE COMMONWEALTH PERIOD (1935-1942)

 Free education in public schools was provided all over the country, in accordance with the 1935
Constitution. - Vocational education and some household activities like sewing, cooking, and farming
were also given importance.
 Education also emphasized nationalism, so the students were taught about the life of the Filipino heroes.
 Vocational education and some household activities were also given importance. Good manners and
discipline in order to observe private schools.
 Formal adult education was also given.

EXECUTIVE ORDER NO. 134 (OF 1936) WAS SIGNED BY PRES.

MANUEL L. QUEZON DESIGNATING TAGALOG AS OUR NATIONAL
LANGUAGE.
Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools. -
Executive Order No. 263 in (1940) required the teaching of the Filipino, national language in the senior year of
all high schools and in all years in the normal schools.
The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, 1940, which
provided for the following:
1) Reduction of the 7 years elementary course to 6 years
2) Fixing the school entrance age at 7
3) National support for elementary education
4) Compulsory attendance of primary children enrolled in Grade 1
5) Adoption of double-single sessions in the primary grade with one teacher one class assignment of
intermediate teachers.

THE JAPANESE OCCUPATION

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 the US and Great Britain -
Fostering a new Filipino culture based on the consciousness of the people as Orientals
 Elevating the moral of the people giving up over-emphasis on materialism
 Diffusion of elementary education and promotion of vocation education
 Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of
English un schools
 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 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 R.A. 1265 approved on June 11, 1955.
 Curricular offering in all schools, the life, the works and writings of Jose Rizal especially the Noli Me
Tangre and El Filibusterismo shall be included in all levels.
 Elementary education was nationalized, and matriculation fees were abolished.
 Magna Carta for Teachers was passed into law by virtue of R.A. 4670
 The fundamental aims of education un the 1973 Constitution are: - foster love of country – teach the
duties of citizenship – develop moral character, self- discipline and scientific, technological and
vocational efficiency.

OTHER DEVELOPMENTS
 Integration of values in all learning areas
 Emphasis on mastery learning
 YDT and CAT introduced as new courses Media of Instruction-Bilingual Education Policy: Mandates
the use of English and Filipino separately as media of instruction in schools.
 Education Act of 1982 – created the Ministry of Education, Culture and Sports.
 NCEE – National College Entrance Examination introduced – Executive Order No. 117 – President
Corazon C. Aquino renamed Ministry of Education, Culture and Sports (DECS) in 1987
 Creation of the Board for Professional Teachers composed of 5 under PRC
 Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure Examination
for Teachers) - Transfer of authority of administering the LET from CSC and DECS to the Board of
Professional Teachers under PRC
 Trifocalization of Education System
 The trifocal education system refocused DECS’ mandate to basic education which covers elementary,
secondary and nonformal education, including culture and sports. TESDA now administers the post-
secondary, middle-level manpower training and development 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
 In august 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was
passed transforming the name Department of Education, Culture and Sports (DECS) to the Department
of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district
offices and schools).
 RA 9155 provide the overall framework for
(i) school head empowerment by strengthening their leadership roles and
(ii) school-based management within the context of transparency and local accountability.
The goal of basic education is to provide the school age population and young adults with skills,
knowledge, and values to become caring, self-reliant, productive, and patriotic citizens.
 Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS to DepEd and
redefining the role of field offices which include the regional offices, division offices, district offices
and schools.
 Values Education is offered as a separate subject in NSEC and integrated in all subject areas in both
curricula – Implementation of New Secondary Education Curriculum (NSEC)
 R.A. 10157, January 20, 2012 – Kindergarten Act, an act institutionalizing the kindergarten education
into the basic education system.
 K to 12 Program (R.A. 10533), May 15, 2013 – the K to 12 Program covers Kindergarten and 12 years
of basic education (six years of primary education, four years of Junior High School, and two years of
Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills develop
lifelong learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneurship.

THE VARIED GOALS OF EDUCATION IN DIFFERENT HISTORICAL

PERIODS OF PHILIPPINES HISTORY
What was considered important in each historical period of the country was also the focus or direction of
the education of the Filipino.
During the pre-colonial period, students were given vocational training but lesser academics for them to
be good fathers and mothers.
During the Spanish period, schools focused on religious formation to help them live the Christian faith.
 The American regime educated the Filipinos to become good citizens of a democratic country while the
Japanese regime taught them love of labor.
The post-colonial period educational system was devoted to the following goals:
1) foster love of country.
2) teach the duties of citizenship.
3) develop moral character self-discipline; and
4) scientific, technological, and vocational efficiency.
The present DepEd vision and mission statement and core values and fourth mission of the Commission on
Higher Education add light to the present goals of Philippine education. They are given below:
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 the nation’s
development issues and concern. – Commission on Higher Education

THE DEPARTMENT OF EDUCATION HAS THE FOLLOWING VISION,

MISSION AND CORE VALUES:
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

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
lifelong learners

OUR CORE VALUES

1) Maka-Diyos
2) Makatao
3) Makakalikasan
4) Makabansa