PRE-SPANISH EDUCATION


 Education was;
o Informal
o Unstructured
o Devoid of methods

Children were provided more vocational training and less academic

(3Rs) by their parents and in the houses of tribal tutors.

 
 The educational system was formal.

 Teaching of Spanish language was compulsory.

 Education during that period was in adequate,

suppressed and controlled.
 SPANISH SYSTEM


• The tribal tutors were replaced by the Spanish
Missionaries.
• Religion-oriented
• Educational Decree of 1863
- municipal government –one primary school for boys
and girls in each town.
-jesuits -normal school for male teacher.
 REVOLUTIONARY GOVERNMENT

 The schools maintained by Spain for more than three
centuries were closed for the time being but were
reopened on August 29, 1898 by the Secretary of interior.

 The Burgos Institute in Malolos,the Military Academy of

Malolos,and the Literacy University of the Phillipines
were established.

 Malolos Constitution established a system of free and

compulsory elementary education.
 AMERICAN RULE

• Schurman Commission adequate secularized and
free public system.
• Taft Commssion per instructions of President
Mckinley-Free primary instruction that trained the
people for the duties of citizenship and avocation.
• English-medium of instruction.
 Philippine Commission by virtue of
Act No.74

• 1901-A highly centralized school system was
installed.
• The implementation of this Act created a heavy
shortage of teachers so the Philippine Commission
authorized the Secretary of Public instruction to bring
to the Philippines 600 teachers from the U.S.A.
They were the Thomasites.
• Philippine Commission – The high school system
supported by provincial governments, special

educational institution ,school of arts and trades,
agriculture school, and commerce and marine institute
were established in 1902.

• 1908-the Philippine Legislative approved Act No.

1870 created University of the Philippines.

• The Reorganization Act of 1916

-the Filipinization of all department secretaries
except the Secretary of Public Instruction.
 JAPANESE REGIME

• Military Order No. 2 in 1942-Japanese educational
policies.
• The Philippines Executive Commission –
Commission of Education , Health and Public
Welfare and schools
-reopened in June 1942.
• On October 14,1943,the Japanese – sponsored
Republic created the Ministry of Education.
 JAPANESE REGIME

• Tagalog, Philippine History , and Character
Education was reserved for Filipinos.
-Love for work and dignity of labor was
emphasized.

• February 27,1945, the Department of Instruction was

made part of the Department of Public Instruction.
 Department of Education

 1947,by virtue of Executive Order No.94, the Department
of Education of Instruction was changed to Department of
Education.
-Bureau of Public and Private School-regulation and
supervision of public and private schools.

 1972 –Department of Educational and Culture by virtue

of Proclamation 1081

 1978-Ministry of Education and Culture in virtue of

P.D.No.1397.
-13 regional offices were created.

-major organizational changes were implemented .

 The Education Act of1982-Ministry of Education,
Culture and Sports.

 1987-Department of Education, Culture and Sports
in virtue of Executive Order No.117.
 EO No.117-The structure of until 1994.
 Commission on Higher Education [CHED], and
Technical Education and Skills Development
Authority [TESDA]
- supervise tertiary degree programs and non-
degree technical-vocational programs. respectively.
 
The Congressional Commission on Education
(EDCOM) report provided the impetus for Congress
to
pass RA 7722 and AR 7796 in 1994 creating the
Commission on Higher Education [CHED] and the
Technical Education and Skills Development
Authority
[TESDA], respectively,
 THE TRIPOCAL EDUCATION
SYSTEM

• DECS – elementary, secondary and non-formal
education , including culture and sport.
• TESDA-post-secondary, middle-level manpower
training and development.
• CHED-is responsible for higher education.
• August 2001,Republic Act 9155,(Governance of
Basic Education Act).
-(DECS) to (DepEd)
redefining the role of field offices(regional
offices, division offices , district offices and school)
 RA 9155


• Provides the overall framework for:
-school head empowerment by strengthening
their leadership roles.
-school-based management within the context
of transparency and local accountability.
 Goal of basic Education:provide the school age
population and young adults with
skills,knowledge,and values to become caring self-
reliant, productive and patriotic citizens.
 Reporter:

Froline Dinamling
Ma. Theresa Tangid