The history of educational legislation in the Philippines is marked by various significant laws and reforms

that have shaped the country's educational system. Here is a summary of some of the key educational
legislations from the Spanish period to the present:

1. Spanish Colonial Period (Late 16th century - 1898) 1550: The Spanish Royal Decree of 1550

Also known as the "Laws of the Indies," this decree established the basic framework for education in the
Philippines during the Spanish colonial era. It mandated the creation of schools in every town for the
purpose of educating the natives, with an emphasis on religious instruction.

2. American Colonial Period (1898 - 1946) 1901: Act No. 74 (Educational Act of 1901) This act established
a free and compulsory public education system in the Philippines. It laid the foundation for the modern
Philippine educational system by establishing a system of public schools, supervisory boards, and teacher
training institutions.

1916: Act No. 1870 (The Jones Act) Also known as the "Philippine Organic Act of 1916," this legislation
provided for the establishment of the University of the Philippines (UP) system and defined its functions
as the country's premier institution of higher learning.

3. Commonwealth Period (1935 - 1946):

1935: Commonwealth Act No. 1 (The National Defense Act of 1935) This act established compulsory
military training in schools and colleges, promoting physical education and the development of a
national defense system.

4. post-Independence Era (1946 - Present):

- 1947: Republic Act No. 333 (The Educational Act of 1947) - This act further reorganized the
educational system in the Philippines. It established the Department of Education and the Commission
on Higher Education (CHED) to regulate higher education.

- 1972: Presidential Decree No. 6 (The Educational Development Decree of 1972) - This decree
introduced educational reforms that aimed to promote national development by aligning education with
the needs of society. It introduced curricular changes and emphasized vocational and technical
education.

- 1987: 1987 Constitution of the Philippines - The current Philippine constitution, enacted in 1987,
places a strong emphasis on education as a right. It mandates the allocation of a significant portion of
the national budget to education and recognizes the role of local government units in the educational
system.

- 1992: Republic Act No. 7722 (The Higher Education Act of 1994) - This act reorganized higher
education in the Philippines and created CHED as the central regulatory agency. It promoted quality
assurance and provided for greater autonomy for universities and colleges.

- 2013: Republic Act No. 10533 (Enhanced Basic Education Act of 2013, K-12 Law) - This landmark
legislation introduced the K-12 program, adding two years to the basic education curriculum. It aimed to
align Philippine education with international standards and improve the employability of graduates.

These are some of the significant educational legislations that have shaped the Philippines' educational
system from the Spanish colonial period to the present day. Each of these laws played a crucial role in
the development and evolution of education in the country, reflecting changes in societal needs and
priorities.

During the Japanese occupation of the Philippines (1942-1945), the Japanese administration
implemented several educational policies and legislations to align the educational system with their
wartime objectives and ideology. These changes were often designed to promote Japanese culture,
language, and ideology, and to prepare Filipino youth for the Japanese occupation. Here are some key
pieces of Philippine legislation related to education during the Japanese era:

1. Executive Order No. 19 (1942): This executive order, issued by the Japanese military administration,
abolished the use of English as the medium of instruction in schools and replaced it with Japanese. It
mandated the teaching of the Japanese language and culture in Philippine schools.

2. Commonwealth Act No. 578 (1942): This act, promulgated during the Japanese occupation,
reorganized the educational system in the Philippines under Japanese control. It authorized the
establishment of new schools and educational institutions aligned with Japanese interests.

3. Commonwealth Act No. 586 (1942): This act authorized the use of Japanese textbooks and
instructional materials in Philippine schools. It ensured that students were exposed to Japanese
propaganda, history, and ideology through their curriculum.

4. Commonwealth Act No. 1 (1942): This act, also known as the "New Educational Program," introduced
significant changes in the educational system, including the integration of military and vocational training
into the curriculum. It aimed to prepare Filipino youth for war and occupation under Japanese control.
5. Executive Order No. 23 (1942): This executive order mandated the use of the Japanese flag and the
singing of the Japanese national anthem in schools, further reinforcing the Japanese influence on
education and culture.

6. Suppression of Resistance: While not a formal piece of legislation, the Japanese occupation authorities
suppressed any form of resistance, including within the educational system. Teachers, students, and
educators who resisted the Japanese agenda faced severe consequences, including imprisonment or
execution.

It's important to recognize that these legislative changes were made under Japanese occupation and
were primarily aimed at promoting Japanese culture and ideology while suppressing Filipino nationalism
and resistance. After the liberation of the Philippines from Japanese control in 1945, efforts were made
to restore the pre-war educational system and return to English as the medium of instruction.

The Martial Law period in the Philippines, which lasted from September 21, 1972, until January 17, 1981,
was marked by significant changes in the country's educational system. During this time, then-President
Ferdinand Marcos exercised authoritarian control over various aspects of Philippine society, including
education. Several legislative actions and decrees were enacted to shape and control the educational
landscape. Here are some key legislative actions related to education during the Martial Law period:

1. Presidential Decree No. 6 (September 24, 1972): This decree created the Department of Education and
Culture (DECS) as the central authority for education in the Philippines. It absorbed the functions of the
Department of Education and the Culture and the Department of Sports and Youth Development.

2. Presidential Decree No. 1006 (December 31, 1976): This decree established the National Teacher
Training Center (NTTC), which aimed to improve the quality of education by providing in-service training
for teachers. It also mandated a Teacher Education Council to oversee teacher training programs.

3. Presidential Decree No. 1017 (January 17, 1977): This decree established the Integrated
Reorganization Plan, which had implications for the educational sector. It led to the reorganization of
various government agencies, including DECS, to streamline their functions.

4. Presidential Decree No. 1171 (January 30, 1977): This decree established the Educational
Development Projects Implementing Task Force (EDPITAF). It was tasked with overseeing various
educational development projects, including infrastructure improvement, curriculum development, and
textbook production.

5. Presidential Decree No. 1183 (February 2, 1977): This decree mandated the use of Pilipino (Filipino) as
the medium of instruction in all levels of education. It aimed to promote the use of the national
language and facilitate better communication among Filipinos.

6. Presidential Decree No. 1397 (June 5, 1978): This decree authorized the establishment of the National
College of Public Administration and Governance (NCPAG) at the University of the Philippines to provide
advanced training in public administration and governance.

7. Presidential Decree No. 1430 (June 10, 1978): This decree authorized the establishment of the
Philippine Normal University (PNU) as the national center for teacher education and research. PNU plays
a significant role in teacher training and development.

8. Presidential Decree No. 1773 (August 8, 1980): This decree introduced reforms in the curriculum of
public and private schools, including a renewed emphasis on technical and vocational education to
address the country's economic needs.

It's important to note that the Martial Law period was marked by significant political repression,
censorship, and human rights abuses. While some educational reforms aimed to address the country's
educational needs, others were seen as tools to consolidate the Marcos regime's power and control over
society. After the Martial Law period ended in 1981, the Philippines went through a process of restoring
democratic governance and reviewing educational policies.

The period following the Martial Law era in the Philippines saw a number of significant developments
and legislative changes in the education sector as the country transitioned to a more democratic system
of governance. Here are some key legislative actions related to education during the post-Martial Law
period:

1. 1987 Constitution of the Philippines: The 1987 Constitution, also known as the "1987 Constitution of
the Republic of the Philippines," was promulgated following the People Power Revolution that ousted
President Ferdinand Marcos. It emphasized the importance of education as a right and included
provisions for a decentralized educational system. The constitution mandated that the State shall protect
and promote the right of all citizens to quality education at all levels and take appropriate steps to make
such education accessible to all.
2. Republic Act No. 6655 (Free Secondary Education Act of 1988): This law, also known as the Free Public
Secondary Education Act, aimed to provide free public secondary education to all qualified students. It
sought to remove financial barriers and improve access to secondary education.

3. Republic Act No. 6728 (Government Assistance to Students and Teachers in Private Education Act or
GASTPE): Enacted in 1989, this law provided financial assistance to students in private education
institutions through scholarships, grants-in-aid, and other mechanisms. It was aimed at expanding
educational opportunities beyond the public school system.

4. Republic Act No. 7722 (Higher Education Act of 1994): This legislation reorganized higher education in
the Philippines and established the Commission on Higher Education (CHED) as the central regulatory
agency. It sought to promote quality higher education and provide greater autonomy to universities and
colleges.

5. Republic Act No. 7796 (Technical Education and Skills Development Act of 1994): This law created the
Technical Education and Skills Development Authority (TESDA), which is responsible for the development
and promotion of technical-vocational education and training programs in the Philippines.

6. Republic Act No. 9155 (Governance of Basic Education Act of 2001): This act provided the legal
framework for the decentralization of the Philippine educational system. It established the Department
of Education (DepEd) as the main agency responsible for basic education and decentralized the
management of schools to local government units.

7. K-12 Education Reform: The Philippines embarked on a significant education reform known as the K-12
program. Republic Act No. 10533, or the Enhanced Basic Education Act of 2013, implemented a 12-year
basic education cycle, which added two years to the previous 10-year system. The reform aimed to align
Philippine education with international standards and improve the employability of graduates.

8. Universal Access to Quality Tertiary Education Act (Republic Act No. 10931): This law, enacted in 2017,
provided free tuition and miscellaneous fees for students in state universities and colleges (SUCs), local
universities and colleges (LUCs), and technical-vocational institutions.

These legislative actions during the post-Martial Law period reflect efforts to democratize education,
improve access, and enhance the quality of education in the Philippines. They also reflect the country's
commitment to providing educational opportunities for all its citizens as a means of promoting national
development and progress.
Education is of paramount importance to the Philippines as a state, to the extent that it is enshrined in
the country's Constitution. This constitutional mandate reflects the nation's recognition of education as a
fundamental right and a cornerstone of progress, development, and social cohesion.

1. Empowerment and Equity:

Education is seen as the great equalizer, a means by which individuals can overcome socio-economic
disparities and have equal opportunities for personal and professional growth. By embedding education
in the Constitution, the Philippines ensures that all citizens, regardless of their background, have a right
to access quality education.

2. Nation-Building: Education is crucial for nation-building and fostering a sense of national identity. It
helps instill values, promote cultural awareness, and nurture responsible citizenship. A well-educated
populace is more likely to contribute positively to the nation's growth and stability.

3. Economic Development: Education is an engine for economic growth. It equips individuals with the
skills and knowledge needed to participate in the workforce and contribute to economic development. A
well-educated workforce attracts investments, stimulates innovation, and ultimately improves the
nation's economic competitiveness.

4. Social Cohesion: Education promotes social cohesion by fostering understanding, tolerance, and
inclusivity. It helps bridge gaps between different communities and promotes social harmony by
emphasizing common values and shared goals.

5. Global Competitiveness: In today's interconnected world, a high-quality education system is essential

for global competitiveness. Education equips citizens with the skills and knowledge needed to participate
in the global economy, adapt to technological advancements, and engage in international cooperation.

6. Democratic Values: Education is essential for the preservation of democratic values and institutions.
Informed and educated citizens are better equipped to make informed choices, participate in civic
activities, and hold their leaders accountable.

By mandating education in its Constitution, the Philippines sends a clear message that education is not
merely a privilege but a right for all its citizens. It underscores the nation's commitment to investing in
the future, ensuring that its people are well-prepared to meet the challenges of the modern world, and
fostering a just, equitable, and prosperous society. In essence, education is the cornerstone upon which
the Philippines builds its vision of a brighter and more inclusive future.