1.

Why was the focus of education different for different groups of people in different place and at
different periods in world history? What does this point to regarding relationship of
schools and society?

The focus of education has varied among different groups, places, and time periods in world
history due to the influence of societal values, economic needs, and cultural priorities. In ancient
civilizations, education often centered around religious teachings and preparing individuals for
specific roles within the community. During industrial revolutions, there was a shift towards
practical skills to meet the demands of a changing economy. Additionally, societies with diverse
cultural backgrounds emphasized different aspects of education based on their unique values.
This diversity in educational focus highlights the dynamic relationship between schools and
society, illustrating that education serves as a reflection of societal needs, aspirations, and
prevailing ideologies. As societies evolve, so too does the purpose and content of education,
demonstrating the interconnected nature of educational systems and the broader social context
in which they exist.

2. DepEd's mission is "to protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education." Has the Philippines educational system from
pre-colonial to present given equal access to quality, culture-based and complete
basic education? Or was it a privilege of a few? Explain your answer.

The Philippines' educational system has evolved over time, and its accessibility and quality have
varied across historical periods. In the pre-colonial era, education was often community-based
and focused on cultural and practical skills. However, during the Spanish colonial period,
education was limited to the elite class and the clergy. The American colonial period saw efforts
to establish a more formalized system, yet access remained a challenge for many Filipinos. Over
the years, the Philippines has made strides towards providing universal access to basic
education, but challenges such as geographic disparities, economic inequalities, and the
persistence of cultural biases have led to uneven opportunities. While the government, through
the Department of Education (DepEd), has been working to address these issues and promote
equity, achieving truly equal access to quality, culture-based, and complete basic education for
all remains a work in progress. Privileges in education have historically favored certain groups,
and ongoing efforts are essential to ensure the fulfillment of DepEd's mission.

3. Should college education be for all? Or should it be given only to those who are intellectually capable of
college education? Those who are not should be directed to technical education. Isn't giving access to
college education for one who is not intellectually capable a waste
of time and resources?

The debate over whether college education should be universally accessible or reserved for
those deemed intellectually capable is complex. Advocates for universal access argue that
education is a fundamental right, fostering social mobility and promoting a more informed and
skilled society. On the other hand, proponents of a more selective approach contend that
directing individuals towards technical education might better align with their strengths,
reducing the strain on resources and preventing potential mismatches between students and
academic pursuits. Striking a balance may involve recognizing diverse talents and providing
varied educational pathways that cater to different aptitudes, ensuring that both intellectual and
technical capacities are valued and cultivated.