Hi st ori c a l

Founda t i ons
OF CURRICULUM

EDUC 6
 Historical Foundations
The historical foundation will show us the
chronological development along a time
line. Reading materials would tell us that
curriculum development started when
Franklin Bobbit (1876-1956) wrote the
book “The Curriculum”.
The Contributors
 Franklin Bobbit
• He started the curriculum development
movement.
• Curriculum is a science that emphasizes students’
needs.
• Curriculum prepares learners doied.r adult life.
• Objectives and activities should group together
when tasks are clarified.
 We rre t C h a rt e rs
• Like Bobbit, he posited that curriculum is
science and emphasizes students’ needs.
• Objectives and activities should match.
Subject matter or content relates to
objectives.
 William Kilpartick
• Curricula are purposeful activities which are child-
centered.
• The purpose of the curriculum is child
development and growth. He introduced this
project method where teacher and student plan the
activities.
• Curriculum develops social relationships and small
group instruction.
 Harold Rugg

• Curriculum should develop the whole child. It is

child-centered.
• With the statement of objectives and related
learning activities, curriculum should produce
outcomes.
• Emphasized social studies and suggested that the
teacher plans curriculum in advance.
 Ho l l i s C aswel l
• Curriculum is organized around social functions of
themes, organized knowledge and learner’s interest.
• Curriculum, instruction and learning interrelated.
• Curriculum is a set of experiences. Subject matter
is developed around social functions and learner’s
interests.
 Ralph Tyler
• Curriculum is a science and an extension of school’s
philosophy. It is based on stiudents’ needs and interest.
• Curriculum is always related to instruction. Subject
matter is organized in terms of knowledge, skills and
values.
• The process emphasizes problem solving. Curriculum
aims to educate generalists and not specialists.
 Hilda Taba

• She contributed to the theoretical and

pedagogical foundations of concepts
development and critical thinking in social
studies curriculum.
• She helped lay the foundation for diverse
student population.
 Pet er Ol i v a
• He described how curriculum change is a
cooperative endeavor.
• Teachers and curriculum specialist constitute the
professional core of planners.
• Significant improvement is achieved through
group activity.
Historical Foundations
OF
EDUCATION

In T he Philippines
 Introduction
There are major events in the life of the Filipinos That
have great impact on their educational system. For about
365 years, three colonizers interchangeably dominated
the Philippines and used education in different ways to
spread their principles and beliefs. Thus, education in our
country has undergone various changes throughout the
years. The differences in ideologies among the colonizers
resulted in variation in the content and strategies of the
curriculum in line with their goals and objectives.
 Pre-Hispanic Period
Filipinos had no formal schools. learning began in
the home. Education was oral, practical and hands-
on. Pre-Spanish children were taught reading,
writing, and arithmetic by their parents.
Basically, the objective of education during this
period was to prepare children to become good
husbands and wives as well as to become productive
members of the community.
Spanish Period
The arrival of the Spaniards in the Philippines paved way
to the establishment of schools in the country. The friars
established parochial schools in accordance with the
primary goal of colonial education to spread Christianity
throughout archipelago. Education was managed,
supervised and controlled by the friars. in addition,
education during this period was privileged only to
Spanish students. Public education for the natives began
in the late 19th century.
Spanish Period
The Educational Decree of 1863
• Implemented in the colony which required the
establishment of one primary school for boys and one for
girls in each major town in the country.
• The same decree provided for the establishment of
normal school for the training of teachers with a mastery
of the Spanish language, under the direction of the
Jesuits, as Spanish shall be the medium instruction in all
schools.
Spanish Period
The education was characterized by the absence of a
systematic government supervision of the schools,
over-emphasis on religion, limited and irrelevant
curriculum, obsolete teaching methods, poor
classroom facilities, and inadequate instructional
materials. There wa also racial discrimination against
Filipino students and absence of academic freedom.
 P h i l i pp ine R e v o l u t i o n
Many schools in the country were closed because of the
revolution but were reopened on August 29, 1898 by the
Secretary of Interior. President Aguinaldo ordered the opening of
these schools. A system of free and compulsory primary
education was established. Secondary education was provided by
the government through Burgos Institute in Malolos. Tertiary
education, on the other hand was also provided by the
government with the establishment of the LIterary University of
the Philippines in October 1898.
American Period
In her nearly 50 years of rule in the Philippines,
America was able to effectively influenced
Philippine Educational system. They Used
education as an instrument to pacify the natives
and eventually colonizing the island. Americans
started opening schools in Manila at the time
they were still in the process of consolidating
their position in the city.
American Period 01 January 1901
The Taft Commission enacted Act No. 74 which established the
Philippines public school system. This law provided for free
primary education and the establishment of a school for the
training of Filipino teachers. Furthermore, it required for teaching
of English in school..

02 August 23, 1901

The first group of American Teachers arrived in Manila, board the
transport ship Thomas. These teachers became popularly known as the
Thomasites. From the Thomasites, the Filipinos learned not only the
English language but to adhere and appreciate American way of life.
American Period
Higher education was also promoted by the Americans. The
University of the Philippines was created in 1908 by virtue of Act
No. 1870 enacted by the Philippine Commission and the Philippine
Assembly.

Promising Filipinos were given the opportunity by American

government to pursue higher education degrees in the United States.
They came to be know as “Filipino pensionados” because their
education in the US was sponsored by Philippine government. As a
result, our country was able to produce a breed of future political,
civic, and business leaders from this group of government scholars
 Commonwealth
President Quezon created the National Council of
Education in 1936 as an advisory body on educational
matters. Its first chairman was Dr. Rafael Palma.
Under the Commonwealth, vocational and adult
educations were given importance. In 1938, the
National Assembly enacted the law providing for the
establishment of national vocational schools in
different parts of the country with the creation of the
office of Adult Education in 1936.
 Commonwealth
The National Language was made a compulsory
subject in all schools in the beginning of school year
1940-1941. To help strengthen the moral fibers of
Filipinos and to foster love of country especially
among youth, President Quezon issued his famous
Code of Ethics which was required to be taught in all
schools.
Commonwealth
Educational Act of 1940
• Under this law, the elementary course was
reduced from 7 years to 6 years. The
minimum age for admission to Grade 1 was
raised to 7. The school calendar was also
changed so instead of the school year from
June to March, it was changed from July to
April.
 Ja p a n e se Oc c u p a t i o n
The Japanese Military Administration issued a proclamation order No. 2 in 1942 which contained the six
basic principles of Japanese education in the country.

1. to make people understand the position of the
Philippines as a member of the Greater East-Asia
Co-prosperity Sphere. Thus, to promote friendly
relations between Japan and the Philippines to the
furthest extent,
2. to eradicate the old idea of the reliance upon the
western nations and to foster a new Filipino culture
on the self consciousness of the people as
Orientals.,
 Ja pa n e se Oc c u p a t i o n

3. to endeavor to elevate the morals of the people
giving up over emphasis on materialism ,
4. to strive for the diffusion of the Japanese
language in the Philippines and to terminate the
use of English in due course,
5. to put importance to the diffusion of elementary
education and to the promotion of vocational
education, and
6. to inspire the people with the spirit of love and
labor.
Ja p a n e se Oc c u p a t i o n
On October 14, 1943, the Japanese sponsored Republic created the Ministry of
Education. There were important changes in the curriculum in this period.

1. School calendar became longer, no summer vacation for students and

teachers.
2. Class size increased to 60 and the Japanese deleted anti-Asian opinions
as well as American symbols, poems, and picture fromm all instructional
materials.
3. They banned singing of American songs and Nihongo was used as means
of introducing and cultivation love for Japanese culture.
 Ja p a n e se Oc c u p a t i o n
In 1947, by virtue of Executive Order No. 94, the Department
of Instruction was changed to Department of Education. During
this period, the regulation and supervision pf public and private
schools belonged to the Bureau of Public and Private schools.

The Board of National Education approved a new set of

objectives in 1955 establishing an “integrated, nationalistic, and
democracy-inspired education system”
 Martial Law
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.

The structure of Department of Education, Culture and Sports

(DECS) as embodied in EO No. 117 has practically remained
unchanged until 1994 creating the Commission on Higher Education
(CHED), and when (TESDA) were established to supervise tertiary
degree programs and non-degree technical-vocational programs,
respectively.
 Martial Law
TESDA now administers the post-secondary and, middle-
level manpower training and development while CHED is
responsible for higher education.

In August 2001, Republic Act 9155, known as the

Governance of Basic Education Act, 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 citizen.
T ha nk you!
Group Members:
Gwyneth Lynne Claud Analyn Suriaga
Jonnalyn Cabutan Novalyn Oriel
Ma. Eden Aguilos Jeany Rose Estiban
Via Jean Palolin Mark Laureen Basañes
Jakielyn Teraña

EDUC 6