HISTORICAL FOUNDATION OF

EDUCATION
 E DU C AT I O N I N P R I M I T I VE S O C I E T Y B R I N K E R H O OF
(1989)

Survival in primitive societies relied on life skills like tool-making, adherence to moral codes, and language
development.
Socialization, facilitated by parents and elders, ensured the transmission of these skills and values, fostering social
and cultural continuity.
• The development of oral and written language marked a significant leap in literacy, with far-reaching educational
consequences that continue to benefit modern society.
• Life in the human group was educational as children observed and learned from the elders, contributing to the
process of socialization.
• The ability of human beings to create, use, and manipulate symbols facilitated communication and the
development of oral and written language, leading to increased literacy and expanded educational opportunities.
  EDUCATION IN THE PRIMITIVE
HISTORY

Influences on
Educational
Period Time Frame Curriculum Agents Western
Goals
Education

Practical skills
(hunting, Emphasis on the
Teach group
fishing, food role of informal
Primitive 7000 B.C. – survival skills; Parents, tribal
gathering); education in
Societies 5000 B.C. cultivate group elders, priests
stories, myths, transmission of
cohesiveness
songs, poems, skills and values
dances
Athenian:
Athens: private Athens: concept
drama, music,
teachers, schools of well-rounded
Cultivate civic reading,
(Sophists, liberally
1600 B.C. – 300 responsibility; writing,physical
Greek philosophers); educated person;
B.C. develop well- education,
Sparta: military Sparta: concept
rounded person poetry; Spartan:
teachers, drill of the military
drill, military
sergeants state
songs, tactics
  EDUCATION IN THE PRIMITIVE
HISTORY
Renaissance (A.D. 1350 – A.D. 1500):
Roman (750 B.C. – A.D. 450):
Emphasis on using education for practical Emphasis on literary knowledge, excellence, and style
administrative skills and civic responsibility. in classical literature.
Establishment of a two-track system of schools.
Arabic (A.D. 700 – A.D. 1350):
Reformation (A.D. 1500 – A.D. 1600):
Introduction of Arabic numerals and computation.
Reintroduction of classical materials into science and Commitment to universal education.
medicine. • Rise of school systems to ensure doctrinal
conformity.
Medieval (A.D. 500 - A.D. 1400):
Establishing the university as a major institution of
higher education.
Institutionalization and preservation of knowledge.
  THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM

Period Focus of Education

Pre-colonial period Informal and unstructured education focusing on

vocational skills, household chores, and preparation for
marriage.

Spanish era Formal and religion-oriented education, emphasizing

Christian doctrines and prayers, with separate schools for
boys and girls.

American regime Promotion of democratic ideals and establishment of a

system of free and compulsory elementary education,
including vocational training and nationalism education.
  THE HISTORY OF THE PHILIPPINE
EDUCATIONAL SYSTEM

Period Focus of Education

Japanese occupation Aims to foster a new Filipino culture, eradicating reliance

on Western states and emphasizing the Philippines’
position in the East Asia Co-Prosperity Sphere.

Post-colonial period Continued emphasis on nationalism, vocational

education, and the adoption of Tagalog as the national
language, along with reforms in the education system to
improve access and quality.
 OTHER DEVELOPMENTS AND VARIED GOALS
OF EDUCATION IN DIFFERENT HISTORICAL
PERIODS

• Integration of values in all learning areas

• Emphasis on mastery learning
• YDT and CAT introduced as new courses Media of Instruction-Bilingual Education Policy: Mandates the use of
English and Filipino separately as media of instruction in schools.
• Education Act of 1982 created the Ministry of Education. Culture and Sports.
• NCEE – National College Entrance Examination introduced – Executive Order No.117 – President Corazon C. Aquino
renamed Ministry of Education, Culture and Sports (DECS) in 1987
• Creation of the Board for Professional Teachers composed of 5 under PRC
• Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure Examination for Teachers –
• Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC
• The new K to Twelve program