Northern Mindanao Colleges, Inc.

City of Cabadbaran

MODULE ON
EDUCATION
POLICIES,
ADVOCACY AND
LAWS
Submitted by:

ALYSSA C. MADRONA

Submitted to:

DR. REBECCA V. DELAPUZ, CESO IV

MODULE ON EDUCATION POLICIES, ADVOCACY AND LAWS

LESSON 1: A Historical Perspective of Education

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Application

Answer the following:

1. Briefly give the focus of the following: (15pts)
1.1 Chinese Education – China has the largest education system in the world.
Their education focuses on the nine-year compulsory education policy that
ensures all students over the age of six receive free education in both primary
(grades 1–6) and junior secondary (grades 7–12) schools across the country
(grade 7 to 9). The policy is government-funded, and tuition is free.
Miscellaneous fees are still charged by schools. In China, senior secondary
school (grades 10 to 12) and college education are not required or free. Pre-
school education is an important component of education cause in China. Since
the promulgation of the "Compulsory Education Law of the People's Republic of
China" in 1986, the 9-year compulsory education has been implemented by
governments at various levels and made significant progress.

1.2 Hindu Education – In Hinduism education is an important means to achieve

the four aims of human life, namely dharma (virtue), artha (wealth), kama
(pleasure) and moksha (liberation). The focus of hindu education is on value-
based learning. They think that education may provide people with the skills they
need to survive, but that knowledge is acquired for life. One can achieve success
with education, but having information is equivalent to having the potential to
obtain wisdom. As a result, not all educated people are necessarily wise.
1.3 Jewish Education – Informal Jewish education focuses on all aspects of an
environment in order to educate for Jewishness. Six defining characteristics of
Jewish and general informal education are shared: both are person-centered,
experience-oriented, and participatory, and both foster a learning and
experiencing community, a culture of education, and engaging content.
Nonetheless, informal Jewish education is a one-of-a-kind, separate group. Its
curriculum of experiences and values, as well as its holistic educator, set it apart
from typical informal education. The education for boys was primarily focused on
the study of Jewish scriptures, such as the Torah and Talmud, while girls
obtained studies both in Jewish education as well as broader secular. In all
Jewish day schools, students are taught to read, speak, and understand the
language of Hebrew.

1.4 Ancient Egyptian Education – Education in ancient Egypt was shaped by

its conservative social system. Until the boys reached the age of four, mothers
were responsible for educating their children, both males and girls. Their fathers
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took over the job of educating their sons at that age. The children were taught to
respect their parents, especially their mothers, and a strong emphasis was
placed on morals, manners, and the development of a work ethic. Disrespect and
slothfulness were harshly punished.

1.5 Greek Education – The Greek educational system is mainly divided into
three levels: primary, secondary and tertiary, with an additional post-secondary
level providing vocational training. Primary education is divided into kindergarten
lasting one or two years, and primary school spanning six years (ages 6 to 12).
Children were educated in order to produce good citizens for Athens, though only
men were considered citizens. The goal was that they would be educated
enough to advance their society as they grew. Children were trained in music,
art, literature, science, math, and politics. Greek education placed a strong
emphasis on developing the whole individual, including the mind, body, and
imagination. Girls in ancient Greece acquired weaving techniques from their
moms. Boys were the only ones who went to school. They began when they
were seven years old.

1.6 Roman Education – The only children to receive a formal education were
the children of the rich. The very rich families employed a private tutor to teach
their children. Those that could not afford to do this used either slaves or sent
their children to a private school. The focus of Roman education was to be an
effective speaker. At age 12 or 13, the boys of the upper classes attended
"grammar" school, where they studied Latin, Greek, grammar, and literature. At
age 16, some boys went on to study public speaking at the rhetoric school, to
prepare for a life as an orator. Typically, elementary education in the Roman
world focused on the requirements of everyday life, reading, and writing. The
students would progress up from reading and writing letters, to syllables, to word
lists, eventually memorizing and dictating texts.

1.7 Islamic Education – In Islam, education consists of two parts: learning

intellectual knowledge (through the use of logic and reason) and growing spiritual
understanding (derived from divine revelation and spiritual experience).
According to Islam's perspective, equal educational opportunities must be
provided for both. In Islam, acquiring knowledge is viewed as a tool to develop a
higher moral and spiritual consciousness, which leads to faith and good behavior.

2. What were the educational practices of Jesus Christ? (5pts)

Jesus is said to be the master and the best teacher and these are the
educational practices that he made to teach and preach people while on earth.
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Speaking with Authority - He spoke with His own authority because “all
authority on heaven and earth had been given to Him”.
Using object lesson - Jesus used object lessons to communicate truth to
those who would listen.
Use of Repetition - There is a famous saying attributed to teachers: “You
are going to do this over and over again until you get it right.” Repetition is
essential to new learning, as is relevance and rigor.
Story telling - From His stories, Jesus related to His listeners using
everyday examples, referencing, for instance, fig trees, mustard seeds,
fish, weddings, coinage, and the workforce. Teachers must beware those
stories are intended to “shed light on spiritual truths. Through His short
stories Jesus did not entertain; He educated”
Teachable moments - Jesus utilized the teachable moment like no other
before Him or since. There is a wonderful example in the Old Testament
that illustrates teachable moments. This goes beyond the classroom and
shows the mindset one needs to be ready for teachable moments.
Sayings and word pictures - Jesus used sayings and word pictures for
three reasons: “to capture His hearer’s attention, to encourage them to
reflect on what He said, and to help them remember His words”.
Get their attention - “We all must be on the same page”. “I need
everyone’s attention”. “All eyes on me”. These phrases are commonly
heard in today’s classroom these are one of the effective ways to get
students’ attention by the teachers.
Humor - This use of humor also supports the shock approach to teaching.
It gets the students’ attention and gets them thinking. However, “the Lord’s
humor was never entertainment for entertainment’s sake. He never told
jokes merely to evoke hilarity. His humor Teaching Methods of Jesus was
always purposeful”. I would caution and encourage all teachers to use
humor to support their lesson points.
From my experience or Experiential learning - There is something
about experience that lends credibility to a teacher’s lesson. Consider the
own experiences of the teachers that could bring to their lessons to make
them not only memorable, but invigorating and inspirational.
Questions-questions-questions - We must take our students from
knowledge to comprehension, followed by application and analysis, then
synthesis and evaluation, all this done by the appropriate phrasing of our
questions. Through throwing questions both learners and teachers learn.

3. What do you know about the following during the medieval times? (20pts)

Christianity: Education as an instrument of salvation

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The Catholic church established its own schools throughout the Middle
Ages, some to train priests and others to specialize on grammar and the liberal
arts. Despite the fact that education became legally separate from the church,
the Catholic church continued to exert a significant impact on education. Primary
schools, secondary schools, and universities gradually grew in number. As
learning became more and more available, it also became more and more
secularized, and Scripture lost its central place in most schools. Slowly, the
modern Christian school movement gained momentum. It becomes more evident
in the records of social history that people offered countless variations on the
essence of the faith. Many people used the church’s officially legitimated faith in
the power of saints’ relics to develop patterns of dealing with God that, according
to the Protestant reformers, detracted from the uniqueness of Jesus Christ as the
only agent of salvation.This also means that Christian Education is the process of
human development toward God’s objective for man. To be educated by Gods
words and with full understanding accept Christ as Savior will bring to salvation.
Monasticism: Education as a Religious Discipline
Individual soul salvation is the purpose of monastic education, which is a
sort of moral and physical discipline that emphasizes bodily mortification and
wordly renunciation for the sake of moral improvement. Monasticism became
quite popular in the Middle Ages, with religion being the most important force in
Europe. Monks and nuns were to live isolated from the world to become closer to
God. Monks provided service to the church by copying manuscripts, creating art,
educating people, and working as missionaries. Convents were especially
appealing to women. It was the only place they would receive any sort of
education or power. It also let them escape unwanted marriages. Though
primarily monasticism was not a scheme of education it influenced education in
numerous ways. Moral development of people was its principal objective.

Scholasticism: Education as an Intellectual Discipline

Scholasticism's primary goal is discipline. It uses reasonable argument to
support the church's theology. It aimed to provide the intellect supporting
authority, to justify faith via reason, and to substantiate theology with logic. The
foundation of scholastic education was the seven liberal arts, taught in an
elementary way in the grammar school and in greater detail in the arts faculty of
the schools. Scholasticism, the philosophical systems and speculative
tendencies of various medieval Christian thinkers, who, working against a
background of fixed religious dogma, sought to solve anew general philosophical
problems (as of faith and reason, will and intellect, realism and nominalism, and
the provability of the existence of God), initially under the influence of the
mystical and intuitional tradition of patristic philosophy, especially
Augustinianism, and later under that of Aristotle.
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Chilvalry: Education as a Social Discipline

Chivalry was a type of social training. It placed a strong emphasis on military
training as well as social manners. This social discipline taught the young
nobleman how to govern his estate and to develop a sense of superiority over
the lower classes.

MODULE ON EDUCATION POLICIES, ADVOCACY AND LAWS

 Northern Mindanao Colleges, Inc.
City of Cabadbaran

LESSON 2: The Philippine Educational System

Application

1. Write a brief historical account of the Philippine Educational System in essay

form. State the different educational developments per period. (20pts)

From Pre-Spanish periods to the present, education in the Philippines has

gone through numerous eras of growth.
Education in the Pre-Spanish period was both informal and unstructured.
Oral, practical, and hands-on education were all taught. Men and women in the
Philippines may read and write using their own alphabet, alibata.
During the Spanish Period, the primary goal of the educational system was
to make native Filipinos obedient and God-fearing Christians. There is a formal
educational system in place. Boys and females attended separate schools. At all levels,
religion was a required subject. The schools concentrated on the doctrine of the Church
of Christ. The friars monitored, supervised, and directed education. The government
was required by education decree 1863 to provide school institutions in every town
(public schools), therefore Filipino students were already accepted.
The primary purpose of the educational system throughout the American
Period was to educate and teach people in the science of self-government. One of their
major concerns was to educate the Filipinos. Americans made it a priority to teach
Filipinos English, and American soldiers were among the first to do so. Soldiers were
replaced by well-trained teachers. Filipinos greeted their new teachers with open arms.
Free primary education and a school for Filipino teachers were created and beginning of
the public school system in the philippines was operated in January 1901.
During the Commonwealth Period and the Japanese Occupation,
education was provided. The Commonwealth provided free education in public schools
across the country in accordance with the 1935 constitution. In 1936, President Quezon
established the National Council of Education. Adult and vocational education were
prioritized. President Quezon issued Executive Order No. 217, Quezon's Code of
Ethics, which was mandated in all schools. By virtue of the Educational Act of 1940,
reforms were made to the country's educational system in 1940.
Under the First Philippine Republic, Article 23 of the Malolos Constitution
dictated that public education be free and compulsory in all Philippine schools. Then, in
Executive Order No. 94, President Manuel Roxas renamed the Department of
Instruction as the Department of Education, with the Bureau of Public and Private
Schools in charge of regulation and supervision. Following independence, Islamic
schools sprang up all over Mindanao, forming a parallel educational system that lasted
all the way through higher education.
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During the years of Martial Law, the educational system was a mess. The
Education Department was renamed the Department of Education and Culture in 1972.
Ministry of Education and Culture, 1978 Ministry of Education, Culture, and Sports
(MEC&S) was established in 1982. In 1974, the government launched a bilingual
education program that mandated the use of English and Filipino in schools. Science
and math topics, as well as English language and literature classes, were taught in
English, while the rest of the curriculum was taught in Filipino.
It is the period of Aquino's Administration that is recognized as the
"Decade of Education for All." Following that, the government issued proclamation No.
841, "Reorganizing the National Committee on Education for All Created Under
Proclamation No. 480 and Memorandum Circular No. 141:Adopting the Education for
All: A Philippine Plan of Action, 1991-2000 as a Major Social Development Policy and
Program of the Government." When the President formally launched the Education for
All Program in Malacanang. The Ministry of Education and Culture (MEC) has been
renamed Department of Education, Culture, and Sports (DECS).
Ramos Administration, The passage of Republic Acts 7722 and 7796 in
1994, which occurred during the Ramos administration, led to the “trifocalization” of the
Philippine educational system. The Commission on Higher Education (CHED), which
took over the functions of the Bureau of Higher Education and supervised tertiary
degree programs, was established by Republic Act 7722, or the Higher Education Act of
1994. The National Manpower and Youth Council was established under Republic Act
7766, or the Technical-Vocational Education Act, to supervise non-degree Technical-
Vocational Programs. Meanwhile, the Department of Education, Culture, and Sports is
still in charge of all primary and secondary education.
Estrata Administration, mandated the medium of instruction in the first
grade of schooling was the lingua franca. States are encouraged to promote nonformal,
informal, and indigenous learning methods, as well as self-learning, independent, and
out-of-school study programs, particularly those that respond to community needs,
according to the Constitution. The Bureau of Nonformal Education (BNFE) of the
Department of Education, Culture, and Sports (DECS) is responsible for providing
nonformal basic education services on behalf of the Philippine government.
Arroyo Administration, Prior to the establishment of the Mother Tongue-
Based Multilingual Education (MTB-MLE) system in the 2012-2013 school year, the
Arroyo Administration followed a Bilingual Policy. Regional languages are auxilliary
official languages in the regions and serve as auxilliary media of instruction, according
to Article XIV, Section 7 of the 1987 Philippine Constitution. The NEAT was renamed
the National Achievement Test (NAT) by the Department of Education in 2004, when
DECS was officially turned into the Department of Education. This exam is used in both
public and private primary schools to assess a student's ability.
Among the Aqunino III Administration proposed reforms in the Philippine
education system are the expansion of the basic 10-year education cycle to 12 years
and the increase of investments in the education sector. In line with the K to 12
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program, which aims to prepare high school graduates for employment, Aquino is also
re-introducing technical-vocational education in public high schools, making students,
who cannot afford to pay college education, ready for work after graduation.
Duterte Administration Despite the Covid-19 pandemic, the Duterte
administration ensures that learning continues and that all Filipino pupils receive a high-
quality education. With the deployment of nearly one million computers, laptops, and
tablets to 93 percent of the country's schools, the Department of Education supported
modular distance learning. The Duterte administration strengthened Republic Act
11510, or the Alternative Learning System (ALS) Act, to ensure that out-of-school youth
and indigenous peoples receive proper and timely attention and support. The
"Transnational Higher Education Act," or Republic Act No. 11448, was signed by
Duterte. To develop internationally competitive learners.
Various educational advances around the country have made learners more
competitive and informed in many areas, and education will continue despite any
obstacles that may arise in our country. 

2. Match column A with column B. Write letters of the correcrt answers on the
spaces provided for. (20pts)

Column A Column B

D 1. Pre-Spanish Period a. Promulgation of the 1st

Educational Decree of 1863

A 2. Spanish Period b. Beginning of the public

School system in the
Philippines

B 3. American Regime c. Passage of the Educational

Act of 1940

C 4. Commonwealth Period
And Japanese Occupation d. Learnings were purely
Incidental and unstructured

E 5. Republic Years e. The Department of Education

Was named one of the
Executive departments under
The office of the President

L 6. Martial Law Years f. The Educational System was in

A transition due to the
Pandemic

K 7. Aquino Administration g. Implementation of the K-12

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Curriculum

J 8. Ramos Administration h. Passed the Governance of

Basic Educational Act and
DECS was change to DepED

I 9. Estrada Administration i. Medium of instruction in the first

Grade of schooling was the
Lingua franca

H 10. Arroyo Administration j. Trifocalization of educational

System

G 11. Aquino III Administration k. Ministry of Education and

Culture(MEC) enamed to
Department of Education,
Culture and Sports, (DECS)

F 12. Duterte Administration l. The Department of Education

And Culture (DEC) was
Converted into Ministry of
Education and Culture (MEC)