“Historical Perspective

of the Philippine
Education System”
Development of
Education in
the Philippines
from "Pre-
Spanish to
Present Times”
 TIMELIN
Before 1521
E
Education before the coming of Spaniards
1521-1896
Education during the Spanish Regime
1896-1899
Education during the Philippine Revolution

1898-1935
Education during the American Occupation

1935-1941
Education during the Philippine Commonwealth

1941-1944
Education during the Japanese Occupation
 Pre- Hispanic
(Pre-Spanish Period)
Education
•No formal schools

•Learning began at home

•Oral, practical, hands on

•Reading, ‘riting, ‘rithmetic (3r’s)

•The objective was basically to promote

reverence for, and adoration of Bathala,
respect for laws, customs, and authorities
represented by parents and elders.
Education During the Spanish Regime
-establishment of schools in the country

• Friars - established parochial

schools linked with churches to
teach catechism to the natives.
- goal is to spread
Christianity.

• Religion (Christian
Doctrine) – was a compulsory
subject at all levels.
• Education was privileged only to Spanish
students.
• 19th century – public education for the
natives.
• Educational decree of 1863 – required the
establishment of one primary school for
girls and one for boys in each major town of
the country.
• Establishment of the normal school for the
training of teachers.
• Spanish Language – medium of instruction in
all schools.
Problems faced during the period:
• Absence of systematic government supervision of the schools.
• Over emphasis on religion.
• Limited and Irrelevant Curriculum
• Lack of trained teachers
(150 teacher-missionaries to instruct over half a
million inhabitants)
• Obsolete Teaching Methods.
• Poor classroom facilities
• Inadequate instructional materials.
• Racial discrimination against Filipino students.
• Absence of academic freedom.
 “Philippine Revolution"
 Ilustrados – spearhead the Propaganda
Movement.

 Curricular reforms:
1. Secularization of education.
2. Instruction of Spanish.
3. Greater attention to natural science.
4. The design of a relevant curriculum.
5. Improvement of higher center of learning
6. Improvement of educational system.
 » Jose Rizal - criticized unequivocally the friars’
method of instruction in his two novels Noli
Me Tangere and El Filibusterismo.

1. Disproportionate focus on religion.

2. Discourage the attempt of Filipino students
to speak in Spanish.
3. Lack of pedagogical skills.
4. Irrelevant courses in the curriculum.
PHILIPPINE
REVOLUTION
• Education – priority during the
Malolos Republic.
• August 29, 1898 – schools were
re-opened by the Secretary of
the Interior.
Established:
• Free and compulsory primary
education
• Secondary Education – Burgos
Institute in Malolos.
• Tertiary Education – Literary
University in the Philippines.
(October 1898).
 American
Occupation
• The Americans used education as a vehicle for
its program benevolent assimilation.
• Restore damaged school houses, build new
ones and conduct classes.
• American teachers infused their students
the spirit of democracy and progress as well
as fair play.
• January 1901 – Taft Commission Act. No. 74
• Act no. 74 – established the Philippine Public
School System.
Education
• Volunteer American Soldiers
• Thomasites – USS Thomas
• August 23, 1901
• 365 males and 165 females.
• 3 levels of Education during
the American Period

• Elementary
• Secondary
• College

• English language
• Filipino Pensionados
Most important Colleges during American
Rule
Public School Private School
• Philippine Normal • Siliman University
School • Centro Escolar de
• University of the Señoritas
Philippines • Philippine Women’s
University
Philippine
Commonwealth
• All schools should develop moral
character, personal discipline, civic
conscience and vocational
efficiency.
• Promote effective participation
of the citizens in the processes
of a democratic society.
•1935 Constitution
•National Council of Education
(1936)
•Educational Act of 1940
 “Japanese
Regime"
6 Basic Principles of Japanese Education
1. Realization of NEW ORDER and promote friendly relations between
Japan and the Philippines to the farthest extent
2. Foster a new Filipino culture based
3. Endeavor to elevate the morals of people, giving up over emphasis of
materialism
4. Diffusion of the Japanese language in the philippines
5. Promotion of VOCATIONAL course
6. To inspire people with the spirit of love and labor
CURRICULUM
:
• School calendar became longer
• No summer vacation for students
• Class size increased to 60
•Deleted anti-asian opinions, banned the singing of
american songs, deleted american symbols, poems and
pictures
•Nihongo as a means of introducing and cultivvating
love for Japanese culture
• Social Studies
Take
Note!
Spanish- Reign for 300 years
American- 50 years
Japanese- about 4 years
•It is thus not surprising that despite the measure
they had instituted, the Japanese failed to succeed in
transforming the values and attitudes of the people in
line with their vision of the NEW ORDER.
•A contributory factor was widely reported brutalities
that ushered in the Japanese occupation that the
filipinos did not experience with the same degree
during the American period.
 “After World War II"

In 1947, by the virtue of

Executive Order No. 94, the
Department of Instruction was
changed to "Department of
Education."

During this period, the regulation and

supervision of public and private schools
belonged to the Bureau of Public and
Private Schools.
 “Martial Law Period"
• The Department of Education became the
Department of Education and Culture in 1972,
the Ministry of Education and Culture in
1978, and with the Education Act of 1982, the
Ministry of Education, Culture, and Sports.
• A bilingual education scheme was established
in 1974, requiring Filipino and English to be
used in schools.
• Science and math subjects as well as English
Language and literature classes were taught
in English while the rest were taught in
Filipino.
From 1986 to the Present

• The bilingual policy in education was reiterated in

the 1987 Constitution of the Philippines.
• (EDCOM), Congress passed Republic Act 7722 and
Republic Act 7796 in 1994, creating
theCommission on Higher Education (CHED) and
the Technical Education and Skills Development
Authority (TESDA). The institute governing basic
education was thus renamed in 2001 as
the Department of Education (DepEd).
• The quality of public school education is generally
considered to have declined since the post-war
years, mainly due to insufficient funds. The
Department of Education aims to address the
major problems affecting public education by
2010.
• Private schools are able to offer better facilities
and education, but are also much more
expensive. There is a wide variety of private
schools, including all-boys’ and all-girls’ schools,
religious schools, non-sectarian schools, Chinese
schools, special schools, and international
schools. Due to economic difficulties, there has
been a recent increase in the popularity of home
schooling and open universities in the Philippines.
 PRO’S of K to
12
 Graduates is expected
to be equipped with
21 century skills.
st
CON’S of K to 12
 It does not address the
basic problems of
 At par with education (classrooms,
international chairs, books, etc.)
12 year basic
education
 Seen as a burden
for average Filipino
 Pursue protective employment, family.
entrepreneurship and higher
educational studies

ance Basic Education Act of 2013 (K t

Bases of K to 12
Implementation
•Mastery of basic competencies
is insufficient due to congested
curriculum.

•Philippines is the only remaining

country in asia with a 10 year
basic education program.
The K to 12 Curriculum
 Learn-centered, inclusive and
developmentally appropriate
 Relevant responsive and Research-Based
 Culture sensitive
 Contextualized and global
 Use of pedagogical approaches
that are constructivist, inquiry
based, reflective collaborative and
integrative.
 Adhere the principle of MOTHER
TOUGUE- BASED MULTILINGUAL
EDUCATION (MTB-MLE)
 MOTHER TOUGUE-BASED
MULTILINGUAL EDUCATION (MTB-
MLE)
It starts from where the learners
are and from what they already
knew proceeding from the known
to the unknown; instructional
materials and capable teachers
to implement the MTB-MLE
curriculum shall be available
 CURRICULUM TRACKS
The students after ongoing Senior High School can
choose among the four (4) tracks:

 ACADEMIC TRACK

 ARTS AND DESIGN TRACK

 SPORTS TRACK

 TECHNICAL-VOCATIONAL LIVELIHOOD
 “ACADEMIC
TRACK"
Academic Track includes the following strands:

•Accountancy, Business and Management (ABM)

•Humanities and Social Sciences(HUMSS)
•Science, Technology, Engineering and
Mathematics (STEM)
•General Academic Strand (GAS)
 “TVL TRACK”
There are also four strands on
this:

1.Agri-Fishery Arts Strand

2.Home Economics Strand
3.Industrial Arts Strand
4.ICT (Information and
Communications
Technology) Strand
“Arts and Design Track”

The next track is the Arts and

Designs Track. It provides
students the know-how on the
different arts and design
forms, materials, media, and
production in the creative
industries.
“Sports Track”

And the last track is the Sports Track.

If you excel in sports, whatever it may
be, then you would enjoy it here. You
will be able to learn concepts on
positive attitude, teamwork and
competitiveness because this teaches
you about how sports management and
leadership work in this type of setting.
 EDUC 12 Teaching Profession
10:00 am – 12:00 nn SUN
Dr. Ma. Victoria C. Parrado

Reporter:
EUNICE GAY S.