Education under Spain 2 PERIODS: a) unorganized or informal type prevalent in he settlements and b) Began on 1863 and lasted till

the end of the Spanish rule 2 OBJECTIVES: a) to convert the Filipinos to he Christian faith and b) to make them loyal to the Spanish crown Instruction centered on religion and religious activities Principal textbook: Doctrina Cristina First teachers were missionaries Principal method of instruction: Memorization

Discipline was harsh and corporal punishment was a common practice

Educational Decree of 1863: the Spanish King established a system of education in his Asian colony. It provided for the organization of schools in every community according to population size, established teacher-training institutions, strengthened the teaching of the Spanish language and organized a system of administration and supervision. On the whole, the schools and colleges during the Spanish regime accomplished their major goal the Christianization of of t he Philippines

Education under the United States > Americans believed that education was the most effective way to pacify people and reestablished peace and order. > The US Army began opening schools in Manila and pacified provinces and the first teachers were soldiers > The Philippine Commission on January 21, 1901 created the Department of Public Instruction by passing Act No. 74. This Act established a free public system > In 1916 when Jones law was passed, the Department of Public Instruction became one of the administrative departments under the control and supervision of the Vice Governor-General > By virtue of EO No. 94, the Department of Public Instruction was renamed the Department of Education headed by the Secretary of Education. Thus, the Department of Education, Culture and Sports has been in operation since then as part of the executive branch of our national government

> The fundamental goal of the education under the Americans was to prepare the people for self-government > Education was thus considered an instrument for social policy > Philippine education was practically a transplant from the US to the Philippines (Western type of education in an Asian setting) English was the medium of instructions > One serious problem was the scarcity of teachers (Thomasites) Normal schools were organized The University of the Philippines was founded in 1908 as the capstone of the public school system

> For a time an important branch of the school system, the private colleges and universities took he back seat

> Educational administration was highly centralized (The Vice Governor-General acted as Secretary of Public Instruction) > The execution of policies was entrusted to the Bureau of Education in Manila and the superintendents of schools, supervisors and principals in the provinces and towns > All schools and classes followed a single course of study > At the start, all the high officials of the Bureau of Education were Americans but later bright young Filipinos were given supervisory and executive positions

Education under the Japanese in World War II Japan used education as an instrument for the development of attitudes toward the social order they introduced > The Japanese army issued a proclamation defining the goals of Philippine Education: primary objective of the schools was to make the Filipinos understand the role of their country as a member of the Greater East Asia Co-Prosperity Sphere > Education was to create new concepts and a new national character favorable to the grand design of the Japanese imperialists

EXECUTIVE ORDER NO. 94 and EXECUTIVE ORDER NO. 117 > The Department of Instruction was changed to Department of Education: 1947 (the regulation and supervision of public and private schools belonged to the Bureau of Public Schools and Bureau of Private Schools, respectively > In 1972, he Department of Education became the Department of Education and Culture by virtue of Proclamation 1081 (martial law) and then Ministry of Education and Culture in 1978 by virtue of PD No. 1397

> The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of EO No. 117.
> The structure of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED) and 1995 when the Technical Education and Skills Development Authority was established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively

MEDIUM-TERM PHILIPPINE DEVELOPMENT PLAN > The vision was for the Philippines to become a newly industrializing country (NIC) by the turn of the century > The goal was to attain an improved quality of life for all Filipinos through the twin objectives of word competitiveness and people empowerment > People Empowerment is defined as creating the conditions to enable ordinary Filipinos to take control over every aspect of their lives their livelihood, politics and culture > World Competitiveness refers to a situation in which Filipinos are able to produce world-class products for the international market and to compete against imports in the domesticated market on an even footing > To achieve the vision of national development, the strategy, Philippines 2000 was promulgated

TESTING THE WORLD SYSTEM (OR DEPENDENCY) THEORY A sociological theory which states that some nations become modernized by exploiting other nations an that their continuing exploitation prevents less-developed nations from becoming fully modernized (Stark, 1987) > The economic well-being of individuals in exporting nations should improve more slowly than that in nations that import raw materials and export manufactured goods. In effect, the advanced nations should be getting rich at the expense of the underdeveloped countries

> Dependent nations should lack the resources to expand their secondary educational systems
> Delaroix opposed to this theory based on his study he conducted and concluded that modernization is influenced primarily by internal processes rather than external processes of the world system > That is, nations that devoted substantial effort to educating their populations improved their standard of living, no matter what role they played in the world import-export system. Educational policy is decided within nations, not imposed upon them by their trading partnership

THE EDUCATIONAL LADDER 6-4-4 Structure 6 years for primary, 4 years for secondary and another 4 years for tertiary education except for some courses which are 5 years

Nonformal education is an alternative delivery system where clientele are chiefly out-of-school youth and adults. It focuses on the development of literacy and employable or productive skills coupled with citizenship training

PHILOSOPHY OF EDUCATION Education shall develop citizens who believe in God, love their country and fellowmen and actively participate in building a just Filipino society and in conserving and developing the nations human and material resources Vision: Nurturing, enhancing and articulating the best in today are the central tasks of education in the future Aims: Develop all socially valuable talents of persons as its contribution to building a cohesive, peaceful and progressive society Content: Vest upon our cultural and historical heritage yet induce us to create our preferred culture and history

MAJOR EDUCATIONAL POLICIES Toward the attainment of the objectives of education as specified in the Constitution and the Education Act of 1982, specific policies and strategies have been adopted by the government, the major thrusts of which are the following: Improvement of the quality and relevance of education Equitable Access to Education Full Mobilization of Education Personnel

To date, the major educational policies by level are summarized as follows:

Elementary Level
Reallocation of resources in support of basic education

Free and compulsory elementary education

Operationalization of the objectives of elementary education in the New Elementary School Curriculum in the public school system

Secondary Education

Reallocation of resources in support of basic education

Free, although not compulsory public secondary education Operationalization of the objectives of secondary education through the SEDP curricular objectives and Nationalization of public secondary schools

Technical and Vocational Education

Development of s strong and adequately trained middle-level skilled manpower possessing capabilities supportive of national development Promotion of entrepreneurial education and training Increased emphasis on short-term courses and one-to-threeyear technical non-degree programs to respond directly to the needs of the community, agriculture and industry

Improvement in the quality of tehnical-vocational education through regular implementation of faculty and staff development programs and the National Technical-Vocational Examination admission scheme and Continuing support for the development of technical and vocational education through special programs and projects

Higher Education Achieving equity, efficiency and high quality in all institutions of higher learning so as to provide a complete set of program offerings that meet both the national and the regional development needs of the country Improvement of quality by enforcing selective admission procedure and by strengthening the system of voluntary accreditation in all universities and colleges and Maintenance of an integrated system of education by encouraging the private sector to maintain its dominant role of providing higher education at the undergraduate level while state universities and colleges are encouraged to offer courses that meet the development needs of the country, like the science and technology programs

THE COMMISSION ON HIGHER EDUCATION

One of the recommendations of the Congressional Commission on Education was the creation of a Commission on Higher Education It covers both public and private higher education institutions as well as degree-granting programs EDCOMs recommendation became a reality when CHED was established by virtue of RA 7722 otherwise known as the Higher Education Act of 1994 signed by Pres. Ramos on 1994 TASKS: a) promote quality education, b) take appropriate steps to ensure that education shall be accessible to all and c) ensure and protect academic freedom for the continuing intellectual growth, the advancement of learning and research, the development of responsible and effective leadership, the education of high-level professionals and the enrichment of historical and cultural heritage The powers f the Commission are embodied in Section 8 of RA 7722

THE CHED PLAN

Higher Education in the Philippines is characterized by large enrollment, unbalanced distribution, underinvestment and poor quality, mismatch between programs and graduates and employment and society needs and limited and underdeveloped graduate education To meet these challenges, the first Long Term Higher Education Development Plan, 1996-2005 was formulated to serve as a blueprint of the pre-determined changes, reforms and innovation in higher education

Philosophy, Mission, Vision 2005 and Goals Program Thrusts Quality and Excellence Efficiency and Effectiveness Relevance and Responsibilities Access and Equity

THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY (TESDA)

Functions include apprenticeship administration, enforcement of standards, certification and technical assistance to and training of LGU and industry personnel Established in 1995