Barrera, Christine I.

BSED English 2-1

Emphasis of Education on Key Periods of World and Philippine History

Education during the Pre-colonial period

- Education was informal and unstructured, decentralized. Fathers taught their sons how to look
for food and other means of livelihood. Mothers taught their girls to do the household chores.
- This education basically prepared their children to become good husband and wives.
- Children were provided more vocational training but lesser academics.
- Teachers were tribal tutors (Babaylan or Katalonan).

Education During the Spanish Era

- Education was formal and organized. It was authoritarian in nature.

- Tribal tutors of the pre-Spanish period were replaced by Spanish missionaries.
- Pupils attended formal schooling in the parochial school.
- Instruction was Religion-oriented.
- Christian doctrines, sacred songs, music, and prayers were taught because they were required
for confession and communion.
- There was a separate school for boys and girls.
- Wealthy Filipinos or the ilustrados were accommodated in the schools.

The Educational Decree of 1863

- This law gave Filipinos from elementary to the collegiate level.

- The law provided for the establishment of the elementary schools in all municipalities in the
country.
( Although religion was the core of the curriculum, the curriculum included subjects reading,
writing, arithmetic, history Christian doctrine, Spanish language, vocal music, agriculture for the
boys and needlework for the girls. Attendance in school was compulsory between the ages of
seven and twelve. )

Education during the American Regime 1898-1946

- The Americans promoted democratic ideals and the democratic way of life. The schools
maintained by the Spaniards for more than three centuries were closed but were reopened on
August 29 1898 by the Secretary of the Interior.
- A system of free and compulsory elementary education was established by the Malolos
Constitution (Political Constitution of 1899).

- In May 1898, the first American

school was established in Corregidor, and shortly after the capture of Manila in 1899, seven
schools were opened in the city.

- Training was done through the schools both public and secular manned by Chaplains and
Military Officers of the US Army.

- Thomasites arrived in the Philippines on August 23, 1901.

- University of the Philippines was founded in 1908. It was the first

state school of university status.

- The Department of Public Instruction set up a three level school system:

- The first level considered a four-year primary and three-year intermediate or seven-year
elementary curriculum.

- The second level was a four-year junior college and later;

- A four year program.

The Commonwealth Period (1935-1942)

Free education in public schools was provided all over the country, in accordance with the 1935
Constitution

Vocational education and some household activities like sewing, cooking, and farming were also
given importance.

Education also emphasized nationalism so the students were taught about the life of the Filipino
heroes

Good manners and discipline were also taught to the students.

The institute of private education was established in order to observe private schools.

Formal adult education was also given.

Executive Order No. 134 (of 1936) and was signed by Pres. Manuel L. Quezon designating Tagalog
as our National Language.

Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools.

Executive Order No. 263 in (1940) required the teaching of the Filipino, national language in the
senior year of all high schools and in all years in the normal schools.

The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, 1940,
which provided for the following:

- Reduction of the 7 year elementary course to 6 years

- Fixing the school entrance age at 7
- National support for elementary education
- Compulsory attendance of primary children enrolled in Grade 1.

The Japanese Occupation

Aims of education during Japanese occupation:

* Make the people understand the position of the Philippines as a member of the East Asia
Co-Prosperity Sphere.
* Eradication of the idea of reliance upon Western States particularly the US and Great Britain
* Fostering a new Filipino culture based on the consciousness of the people as Orientals
Elevating the moral of the people giving up over-emphasis on materialism
* Diffusion of elementary education and promotion of vocation education
* Striving for the diffusion of the Japanese language in the Philippines and the termination of
the use of English in schools
* Developing in people the love of labor

Post-colonial Philippines
Education aimed at the full of realization of the democratic ideals and way of life.

The Civil Service Eligibility of teachers was made permanent pursuant to R.A. in June 15, 1954.

A daily flag ceremony was made compulsory in all schools including the singing of the National
Anthem pursuant to R.A. 1265 approved on June 11, 1955.

Curricular offerings in all schools, the life, the works and writings of Jose Rizal especially the Noli
Me Tangere and El Filibusterismo shall be included in all levels.

Elementary education was nationalized and matriculation fees were abolished.

Magna Carta for Teachers was passed into law by virtue of R.A. 4670

The fundamental aims of education in the 1973 Constitution are:

- foster love of country

- teach the duties of citizenship develop moral character, self-discipline and scientific,
technological and vocational efficiency

Other Developments
- integration of values in all learning areas
- emphasis on mastery learning
- 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
- 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 Trifocalization of Education System
The trifocal education system refocused DECS' mandate to basic education which covers
elementary, secondary and nonformal education, including culture and sports.
- TESDA now administers the post-secondary, middle-level manpower training and development
R.A. 7796
- Technical Education and Skills Development Act of 1994
- CHED is responsible for higher education. R.A. 7722 Higher Education Act of 1994
In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was
passed transforming the name Department of Education, Culture and Sports (DECS) to the
Department of Education (DepEd) and redefining the role of field offices (regional offices, division
offices, district offices and schools).

RA 9155 provide the overall framework

for (i) school head empowerment by strengthening their
leadership roles and (ii) school-based management within the
context of transparency and local accountability.

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 citizens.

- Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS to DepEd and
redefining the role of field offices which include the regional offices, division offices, district
offices and schools.

- Values Education is offered as a separate subject in NSEC and integrated in all subject areas in
both curricula

- Implementation of New Secondary Education Curriculum (NSEC)

- Kindergarten Act, an R.A. 10157, Jan 20, 2012 institutionalizing the kindergarten education into
the basic education system act.

- K to 12 Program (R.A 10533), May 15, 2013 The K to 12 Program covers Kindergarten and 12
years of basic education (six years of primary education, four years of Junior High School, and
two years of Senior High School to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and
entrepreneurship.

The Varied Goals of Education in Different Historical Periods of Philippine History

What was considered important in each historical period of the country was also the focus or
direction of the education of the Filipinos.

During the pre-colonial period, students were given vocational training but lesser academics for
them to be good fathers and
mothers.
During the Spanish period, schools focused on religious formation to help them live the Christian
faith.

The American regime

educated the Filipinos to become good citizens of a democratic country while;

The Japanese regime taught them love of labor. The post-colonial period educational system was
devoted to the following
goals:
1) foster love of country
2) teach the duties of citizenship;
3) develop moral character self-discipline, and;
4) scientific, technological and vocational efficiency.

The present DepEd vision and mission statement and core values and the fourth mission of the
Commission on Higher Education add light to the present goals of
Philippine education.

They are given below:

To produce thoughtful graduates imbued with

1) Values reflective of a humanist orientation (e.g. fundamental respect for others as human
beings with intrinsic rights, cultural rootedness avocation to serve
2) analytical and problem solving skills;
3) the ability to think things through the ethical and social implication of a given source of action
4) the competency to learn continuously throughout life meaningfully in a complex, rapidly
changing and globalized world while engaging (in) their community and the nation's
development issues and concern. - Commission on Higher Education