THE FOUR

PILLARS OF
EDUCATION
Education Enhancement Program
Medina Foundation College
 “Learning the Treasures Within”, the
report of the International Commission on
Education for the Twenty-first Century,
Chaired by Jaques Delors, and published by
UNESCO in 1996 provides a new insights
into education for the 21st Century. It
stresses that each individual must be
equipped to seize learning opportunities
throughout life, both to broaden his/her
knowledge, skills and attitudes, and adapt
to a changing, complex and interdependent
world.
 THE FOUR PILLARS OF EDUCATION

Learning to Know
Learning to know implies how to learn by
developing one’s concentration , memory skills
and ability to think.

Concerned less with the acquisition of structured

knowledge but more with mastery of learning tools.

As a means, people have to learn to understand the

world around them, at least as much as I necessary
for them to lead their lives with dignity, develop
their occupational skills and communicate other
people.
 THE FOUR PILLARS OF EDUCATION

Learning to Know
As an end, this type of learning is underpinned by
the pleasure that can be derived from
understanding, knowledge and discovery.
The broader our knowledge, the better we can
understand the many aspects of our environment.
Such study encourages greater intellectual curiosity,
sharpens the critical faculties and enables people to
develop their own independent judgments on the
world around them.
 THE FOUR PILLARS OF EDUCATION

Learning to Know
A truly educated person needs a broad general
education and the opportunity to study a small
number of subjects in depth.
To learn to know, students need to develop learn to
learn skills:
• Learning to read with comprehension
• Listening • Note taking
• Observing • Accessing, processing and
• Asking questions selecting information
• Data gathering
 THE FOUR PILLARS OF EDUCATION

Learning to Know
The role of teachers:

• Facilitator
• Catalyst
• Monitor
• Evaluator of learning
The process of learning to think is a life-long one
and can be enhanced by every kind of human
experience.
Learning to know is related to right to self-
knowledge.
 THE FOUR PILLARS OF EDUCATION

Learning to Do
Acquisition of a competence that enables people to
deal with a variety of situations, often
unforeseeable, and to work in teams.

Demonstrates that in order to learn to live and work

together productively and harmoniously, we must
first find peace within ourselves, expand our
acceptance and understanding of others and
continually strive towards living the values which
enable us to contribute more fully to the
development of a peaceful and just society.
 THE FOUR PILLARS OF EDUCATION

Learning to Do
Anchored within the context of lifelong learning
and technical and vocational education and
training, in preparation for life and the world of
work.

Learning to do equates with the right to self-

development.
 THE FOUR PILLARS OF EDUCATION

Learning to Do
This pillar not only putting knowledge and learning
into practice innovatively through skill development
and practical know-how, but also as the
development of competence, life skills, personal
qualities, aptitudes and attitudes.

Related to occupational training that is adapted to

the types of work needed in the environment. It
emphasizes the knowledge component of tasks
including the importance of services in the
economy.
 THE FOUR PILLARS OF EDUCATION

Learning to Do
Represents the skillful, creative and discerning
application of knowledge. One must learn how to
think creatively, critically and holistically, and how
to deeply understand the information that is
presented.
 THE FOUR PILLARS OF EDUCATION
Learning to Be
Aims for complete development of mind and body;
it is for the complete fulfillment of man in all
aspects of his personality, the complexity of his
human forms of expression and various
commitments.
Education is a dynamic process; it enables people
to solve their own problems and make their own
decisions, and be accountable for their own actions.

Education enables them to understand the world.

 THE FOUR PILLARS OF EDUCATION
Learning to Be
Education aims to provide freedom of thought,
judgment, feeling and imagination to develop
talents and keep control of their lives.

Education means reaching out to embrace the

whole society and the entire lifespan of the
individual.
Learning to be is equivalent to learning to
understand our right to self-identification and
definition.
 THE FOUR PILLARS OF EDUCATION

Learning to Be
Education must contribute to the all-round
development of each individual – mind, body,
intelligence, sensitivity, aesthetic sense, personal
responsibility and spiritual values.

A dialectical process, which starts with knowing

oneself and then opens to relationships with others.
 THE FOUR PILLARS OF EDUCATION

Learning to Be
Learning to be summarizes the Universal Aims of
Education:

1. Towards scientific humanism

2. Creativity
3. Towards social commitment
4. Towards complete man
 THE FOUR PILLARS OF EDUCATION

Learning to Be
The teaching-learning cycle of valuing process
starts with knowing and understanding oneself and
others, leading to the formation of a wholesome
concept, a sense of identity, self-esteem, self-
worth and self-confidence, as well as genuine
respect for others.
 THE FOUR PILLARS OF EDUCATION
Learning to Live Together
Emphasizes that education should adopt two
complementary approaches. From early childhood,
it should focus on the discovery of other people in
the first stage of education. In the second stage and
lifelong education, it should encourage involvement
in common projects.

The task of education is to teach students about

human diversity and instill them awareness of the
similarities and interdependence of all people.
 THE FOUR PILLARS OF EDUCATION

Learning to Live Together

The spirit of empathy should be encouraged in
schools.

Recognition of the rights of others is another thing

of great importance.

Teachers are models of all sorts. With our attitudes,

we can create a lifelong effect on the students’ life.

Learning to live together is the same with the right

to self-determination.
 THE FOUR PILLARS OF EDUCATION

Learning to Live Together

Education should make it possible to avoid conflicts
or resolve them peacefully by promoting learning to
live together with others, by developing a spirit of
respect for the values of pluralism and the need for
mutual understanding and peace.
Teachers should help students understanding of
other people and appreciation of interdependence.

Teachers should help students realize the value of

being able to live together in their gradually
enlarging world.
 THE FOUR PILLARS OF EDUCATION

Learning to Live Together

Learning to live together in peace and harmony
requires that quality of relationship at all levels
committed to peace, human rights, democracy and
social justice in an ecology sustainable
environment.
Learning to live together in peace and harmony is a
dynamic, holistic and lifelong process through
mutual respect, understanding, caring and sharing,
compassion, social responsibility, solidarity,
acceptance and tolerance of diversity among
individuals and groups.
 THE FOUR PILLARS OF EDUCATION

Learning to Live Together

The concept entails the capacity to develop one’s
own potential while learning to successfully manage
relationships with others.
 Historical
Perspective of the
Philippine
Educational System
Pre-Spanish Times
Education was informal, unstructured and
devoid of methods

Children were provided more vocational

trainings and less in academics (3Rs) and in
the houses of tribal tutors
Spanish Times
The tribal tutors were replaced by Spanish
missionaries.

Education was religion oriented.

It was for the elite, especially in the early
years of the Spanish colonization.
Spanish Times
Access to education was later liberalized
through the enactment of the Education
Decree of 1861 which provided for the
establishment of at least one primary
school for boys and girls in each town
under the responsibility of the municipal
government; and the establishment of
normal school for male teachers under the
supervision of the Jesuits.
Spanish Times
Primary instruction was free.

Teaching of Spanish was compulsory.

Education was inadequate, suppressed and

controlled.
Revolutionary Government
The schools maintained by Spain for more
than three centuries were closed for the
time being and was reopened on August
29, 1898 by the Secretary of Interior.

Establishment of Burgos Institute in

Malolos, Military Academy of Malolos and
Literary University of the Philippines.
Revolutionary Government
A system of free and compulsory
elementary education was established by
the Malolos Contitution.
American Regime
Adequate secularized and free public school
system was established.

Free primary instruction that trained people

duties of citizenship and avocation was
enforced by Taft Commission per
instructions of President McKinley.

Chaplains and non-commissioned officers

were assigned to teach using English as
medium of instruction.
American Regime
A highly centralized public school system
was installed in 1901 by the Philippine
Commission by virtue of Act No. 74

The Secretary of Public Instruction bring

600 Thomasites teachers from the US to the
Philippines.

The name Bureau of Public Instruction

become Bureau of Education under Act No.
477 on November 1, 1902.
American Regime
The high school system supported by
provincial governments, special educational
institutions, school of arts and trades,
agricultural school and commerce and
marine institutes were established in 1902.
University of the Philippines was created
under Act No. 1870 in 1908.
The Reorganization Act of 1916 provided
the Filipinization of all department
secretaries except the Secretary of Public
Instruction.
Japanese Regime
Japanese educational policies was
embodied in Military Order No. 2 in 1942.
The Philippine Executive Commission
established the Commission of Education,
Health and Public Welfare and schools were
reopened in June 1942.

On October 14, 1943, created the Ministry

of Education.
Japanese Regime
Teaching of Tagalog, Philippine History and
Character Education was reserved for
Filipinos.
Love of work and dignity of labor was
emphasized.

On February 27, 1945, the Department of

Instruction was made part of the
Department of Public Instruction.
Commonwealth Government
In 1947, by virtue of Executive Order No.
94, the Department of Instruction was
changed to Department of Education.
Regulation and supervision of public and
private schools belonged to the Bureau of
Public and Private Schools.
Marcos Regime
In 1972, Department of Education and
Culture was named by virtue of
Proclamation 1081.
The Ministry of Education and Culture in
1978 by virtue of PD 1397

13 Regional offices were created and major

organizational changes were implemented
in the education system.
The 1980’s
The Education Act of 1982 created the
Ministry of Education, Culture and Sports
which later become Department of
Education, Culture and Sports in 1987 by
virtue of Executive Order No. 117.
The 1990’s
Commission on Higher Education (CHED)
was established to supervise the tertiary
education in 1994 by virtue of RA 7722.

Technical Education, Skills and

Development Authority (TESDA) was created
for the non-degree technical-vocational
programs by virtue of RA 7796.
The 1990’s
The trifocal education system refocused
DECS’ mandate to basic education.

TESDA administers the post-secondary,

middle-level manpower training and
development.

CHED is responsible for higher education.

Basic Education Act of 2001
(Republic Act 9155)
Renaming DECS to Department of Education
(DepEd)

Redefine the roles of field offices.

Provide overall framework for:

• school head empowerment
• school based management
Basic Education Act of 2001
(Republic Act 9155)
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.
Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
1. Article XIV, 1987 Constitution

a. Explain the mandate that the state shall

“establish, maintain and support a complete,
adequate and integrated system of
education”. What do the underlined words
mean?
Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
2. RA 772

a. Select a power and function of the CHED.

Explain the function and cite CHED policies
issued in relation to its function.
Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
3. RA 7796

a. Explain the goals and objectives of the

TESDA act.
Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
4. RA 9155

a. Explain he policy that “the school shall be

the heart of the formal education system”.
Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
5. EO No. 356

a. What could be the reason behind renaming

the Bureau of Non-formal Education to
Alternative Learning System?
Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
6. Batas Pambansa Blg 232

a. Give a graphic presentation of the aims of

Philippine Educational system as embodied in
PD 6a of 1972, 1987 Constitution and Batas
Pambansa BLG 232.
Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
7. Magna Carta for Public School Teachers

a. Secure a copy of the latest recruitment

and deployment of public school teachers.
What provisions of the Magna Carta are
bases of the DepEd policies?
Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
8. PD 1006

a. Why is it imperative to consider teachers

as professionals and teaching as a profession?
Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
9. RA 7836

a. What may cause the revocation of

teacher’s certificate of registration,
suspension from practice or cancellation of
temporary or special permit?
Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
10. RA 9293
a. What amendments of RA 7836 were made
by RA 9293 on the following:
•Number of education units required of non-
education graduates
• registration of toise engaged in teaching
without examination
• effectivity of special permits for para-
teachers and period of extensions.