The Philippine Educational System

Prepared by: Joan Leorna

Pre-Colonial Period

The existence of alibata is one of the evidences of civilization.

 Pre-Colonial Period

• Writing implements included barks of trees and sharpened pieces of

iron, palm leaves, and bamboo nodes.

• Schools existed where children are taught reading, writing, religion and
incantation and self-defense.
• Most schools offered learning the Sanskrit and arithmetic.

• Instruction was also done at home where parents and other

elders in the household taught children obedience to elders,
and loyalty to tribal laws and traditions.
Spanish Period

• The alibata was replaced by Romanized script.

• Castilian language was mandated as the medium of instruction.

• Education was put under the control of religious orders, the friars.
“Brutalized the masses” that led to the establishment of Frailocracy.
Spanish Period

• Schools opened separately.

• The objectives of opening schools were to popularize education

and to train “religious, obedient, and instructed teachers”.

• Courses included Christian doctrine, morality, and history, reading

and writing in Spanish, arithmetic, and practical agriculture, rules of
courtesy, and Spanish history.
Spanish Period

• Girls in the elementary level had special courses on sewing, mending,

and cutting and those in high school had instrumental music (piano),
painting, and sketching, sewing and embroidery, and domestic science.
UST was the only institution of higher learning offering courses such as
medicine, pharmacy, midwifery and law.
Spanish Period

• Problems that persisted that time

 Lack of equipments
 Students were often absent
 Corporal punishment were also given
• During the brief period after the success of the Philippine revolutionaries
against Spain, the leaders of the Republic tried to infuse nationalism in the
education system.

• The Malolos constitution stipulated Tagalog was the national language

but Spanish still dominated the curriculum.
American Period

• Thomasites heralding the institution of English as the new medium

of instruction.

• Public school system was instituted making it obligatory for all

children.

• Education was given for free.

• English and Mathematics dominated the curriculum and the teaching

of religion was prohibited.
American Period

• In high school, Latin and Spanish classics were replaced by the study
of the English language and Anglo-American Literature.

• Required courses included:

 General science
 Algebra
 Geometry
 Physics
 US history and government

• The UP curriculum was patterned after some American universities.

Japanese Period

• Basic policy: Greater East Asia Co-Prosperity Sphere

• The military administration outlined the basic principles of education in

the Philippines. Some of these included:

 Cut dependence on Western nations

 Foster a new Filipino culture
 Spread the Japanese language and end use of English
 Focus of basic education and promote vocational education
 Inspire people with love of labor

• Social sciences and literature were de-emphasized while vocational

education and service to the country were given focus.
Japanese Period

• The use of Tagalog was encouraged, especially in literature.

• Jose P. Laurel Administration

 Created the National Education Board to look into curriculum changes

and develop a more relevant education program

 Advocated for the use of the national language and the teaching of
Asian history and culture.

 Mandated that only Filipinos should teach Filipino history.

Governing Bodies

• Prior to 1990 when the Congressional Commission on Education

(EDCOM) was organized, the Philippine education system was highly
centralized. The EDCOM was tasked to investigate the problems of the
Philippine education and implement the provisions of the 1987
constitution.

• All programs, personnel and financing from the elementary to the

tertiary level were under the supervision of the Department of
Education.
Governing Bodies

• In 1972, the department was renamed Department of Education and

Culture through Proc. 1081.

• Education Act of 1982 created Ministry of Education, Culture and

Sports (later renamed Department of Education, Culture and Sports
[DECS]).
Curricular Programs

• Early Childhood Education

• Formal Basic Education
• Vocation-Technical Education
• Tertiary or Higher Education
• ALS High school Elementary Graduate Programs
• College Basic Literacy Program
• A&E Program
• IP Education Program

Two General Categories:

1. Public
2. Private
Early Childhood Care and Development

• Republic Act 8980 promulgated a comprehensive policy and a

national system for ECCD Act.

• The ECCD system includes health, nutrition, early education and

social services programs that should provide for the basic holistic needs
of young children from 0 to 6 years old.

• One of the programs to be institutionalized is the Day Care Service.

Early Childhood Care and Development

• Objectives:
 To achieve improved infant and children survival rates
 To enhance the physical, social, cognitive, psychological, spiritual and
language development of young children
 To enhance the role of parents and other caregivers as the primary
caregivers and educators of their children

• The ECCD curriculum has the following basic policies:

 It shall provide the delivery of complementary and integrative
services for health care, nutrition, early childhood education,
sanitation and cultural activities.
 It shall use the child’s first language as the medium of instruction.
Basic Education

• DECS now Department of Education (DepEd)

• EDCOM recommended to “decongest” the DECS.

• The sports functions, programs and activities were transferred to the

Philippines Sports Commission (PSC).

• Functions related to culture were assumed by the National Commission

for Culture and the Arts(NCCA).
Republic Act 9155

“Governance of the Basic Education Act of 2001” spells out the framework
of basic education and renames the institution as Department of Education.
States that quality basic education is the right of all citizens and therefore
should be accessible to all “by providing all Filipino children free and
compulsory education. It also underscores the inclusion of ALS for out-of-
school youth and adult learners.
Basic Education

• Despite the legal provisions, reports on students’ performance on

the basic subjects as Math, Science and English has not been
anything but dismal.

• Experts point out that one reason for this problem is the overload
curriculum and the short duration cycle.

• DepEd implemented the Revised Basic Education Curriculum (RBEC)

to decongest the curriculum and give more time to English, Math and
Science.
Basic Education

• DepEd prepared the Education National Development Plan for

Children (ENDP), 2000-2025 Aims to provide the focus for setting local
as well as national priorities in education. Considered key goals set
forth at the Jontien Conference in 1990 to attain the goal of Education
for All (EFA).
Alternative Learning System

• ALS is the component that bridges the gap between Formal Basic
Education and Vocational-Technical Education.

• Designed to be a parallel learning system that provides a viable

alternative to the existing nonformal and informal sources of knowledge
and skills.

• Executive Order 356 was released renaming the Bureau of Nonformal

Education to Bureau of Alternative Learning System
Alternative Learning System

• This system has three (3) major nonformal programs:

1. Basic Literacy Programs: community based program for non- literates

2. Accreditation and Equivalency Program: certification of learning for out-

of-school youths and adults, 15 years old and above, who are unable to
avail of the formal school system, or who have dropped out of formal
elementary and secondary education, therefore have not completed ten
years of basic education.

3. Indigenous People (IP) Education Program: a program that aims to

develop an IP culture-sensitive core curriculum, learning materials and
assessment tools and instruments.
Tertiary and Higher Education

• Includes all post secondary courses ranging from one-or two-year course
to the four-year degree and professional programs, including graduate
education offered by colleges and universities.

• Mission statement: Higher education shall be geared toward the pursuit of

better quality of life for all Filipinos by emphasizing the acquisition of
knowledge and formation of those skills necessary to make the individual a
productive member of society. It shall accelerate the development of high
level professionals who will search for new knowledge, provide leadership in
various disciplines required by a dynamic and self-sustaining economy.
Higher education shall likewise be used to harness the productive capacity of
the country’s human resource base towards international competitiveness.
Tertiary and Higher Education

• Public Higher Education Institutions (HEIs) are classified by CHED as follows:

1. State Universities and Colleges (SUCs): chartered public higher education

institutions established by law, administered and financially subsidized by
the government, a few have fiscal autonomy while other don’t.

2. Local Universities and Colleges (LUCs): established by the local government

through resolutions or ordinance; financially supported by the LGU concerned.

3. CHED Supervised Higher Education Institutions (CSIs): non- chartered

government post-secondary education institutions established by law,
administered, supervised and financially supported by the government.
Tertiary and Higher Education

• Private higher education institutions are established under the

Corporation Code and are governed by the special laws and general
provisions of this Code.

1. Non-sectarian institutions are duly incorporated, owned and operated

by private entities that are not affiliated with any religious organization.

2. Sectarian institutions are usually non-stock, non-profit but duly incorporated,

owned and operated by a religious organization.

• CHED requires offering of subjects that cover the General Education Program.
The minimum requirements for the mandatory general education curriculum
(GEC) leading to initial bachelor’s degree covering four (4) curriculum years shall
be sixty-three (63) units.
The Philippine Basic Education Curriculum

 1984 – 2002: National Elementary School Curriculum

 1991 – 2002: New Secondary Education Curriculum

 2002: Revised Basic Education Curriculum

 2010: Secondary Education Curriculum UbD

 2012: present: K to 12 Enhanced Basic Education Curriculum

The Imperative for K to 12

• Streamline the curriculum to improve mastery of basic competencies

•Ensure seamlessness of primary, secondary, and post- secondary

competencies

•Improve teaching through the use of enhanced pedagogies (e.g. spiral

progression in Science & Math) and medium of instruction

•Expand job opportunities (by reducing jobs-skills mismatch) and

provide better preparation for higher learning
K to 12 and Further Education
THE PHL QUALIFICATIONS FRAMEWORK
Phased Introduction of Enhanced Curriculum in Public Schools
The K to 12 Curriculum Model Salient features of the K to 12

• It focuses on the holistic development of the learner.

• It is outcome-based as it prepares learners for: Higher education

 Middle level skills

 Employment and
 Entrepreneurship

• It is anchored on the principles of:  Inclusive education  Learners’

growth and development  Teaching and learning and  Assessment
THANK YOU FOR LISTENING!