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    The Philippine Educational System

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    Joan Leorna
    The Philippine educational system has gone through several periods of development and reform. During the pre-colonial period, indigenous forms of education focused on practical skills, religion, and traditions. Under Spanish colonization, a formal school system was established but faced issues like a lack of resources and corporal punishment. The American period introduced English as the medium of instruction and emphasized subjects like science and mathematics. Japanese occupation during WWII shifted the focus to vocational education and Asian culture. Today, the system includes early childhood education, K-12 basic education, alternative learning programs, and tertiary education across public and private institutions.

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    The Philippine Educational System

    Uploaded by

    Joan Leorna
    76 views39 pages
    The Philippine educational system has gone through several periods of development and reform. During the pre-colonial period, indigenous forms of education focused on practical skills, religion, and traditions. Under Spanish colonization, a formal school system was established but faced issues like a lack of resources and corporal punishment. The American period introduced English as the medium of instruction and emphasized subjects like science and mathematics. Japanese occupation during WWII shifted the focus to vocational education and Asian culture. Today, the system includes early childhood education, K-12 basic education, alternative learning programs, and tertiary education across public and private institutions.

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    The Philippine educational system has gone through several periods of development and reform. During the pre-colonial period, indigenous forms of education focused on practical skills, religion, and traditions. Under Spanish colonization, a formal school system was established but faced issues like a lack of resources and corporal punishment. The American period introduced English as the medium of instruction and emphasized subjects like science and mathematics. Japanese occupation during WWII shifted the focus to vocational education and Asian culture. Today, the system includes early childhood education, K-12 basic education, alternative learning programs, and tertiary education across public and private institutions.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    76 views39 pages

    The Philippine Educational System

    Uploaded by

    Joan Leorna
    The Philippine educational system has gone through several periods of development and reform. During the pre-colonial period, indigenous forms of education focused on practical skills, religion, and traditions. Under Spanish colonization, a formal school system was established but faced issues like a lack of resources and corporal punishment. The American period introduced English as the medium of instruction and emphasized subjects like science and mathematics. Japanese occupation during WWII shifted the focus to vocational education and Asian culture. Today, the system includes early childhood education, K-12 basic education, alternative learning programs, and tertiary education across public and private institutions.

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    The Philippine Educational System

    Prepared by: Joan Leorna


    Pre-Colonial Period

    The existence of alibata is one of the evidences of civilization.

     Pre-Colonial Period

    • Writing implements included barks of trees and sharpened pieces of


    iron, palm leaves, and bamboo nodes.

    • Schools existed where children are taught reading, writing, religion and
    incantation and self-defense.
    • Most schools offered learning the Sanskrit and arithmetic.

    • Instruction was also done at home where parents and other


    elders in the household taught children obedience to elders,
    and loyalty to tribal laws and traditions.
    Spanish Period

    • The alibata was replaced by Romanized script.

    • Castilian language was mandated as the medium of instruction.

    • Education was put under the control of religious orders, the friars.
    “Brutalized the masses” that led to the establishment of Frailocracy.
    Spanish Period

    • Schools opened separately.

    • The objectives of opening schools were to popularize education


    and to train “religious, obedient, and instructed teachers”.

    • Courses included Christian doctrine, morality, and history, reading


    and writing in Spanish, arithmetic, and practical agriculture, rules of
    courtesy, and Spanish history.
    Spanish Period

    • Girls in the elementary level had special courses on sewing, mending,


    and cutting and those in high school had instrumental music (piano),
    painting, and sketching, sewing and embroidery, and domestic science.
    UST was the only institution of higher learning offering courses such as
    medicine, pharmacy, midwifery and law.
    Spanish Period

    • Problems that persisted that time

     Lack of equipments
     Students were often absent
     Corporal punishment were also given
    • During the brief period after the success of the Philippine revolutionaries
    against Spain, the leaders of the Republic tried to infuse nationalism in the
    education system.

    • The Malolos constitution stipulated Tagalog was the national language


    but Spanish still dominated the curriculum.
    American Period

    • Thomasites heralding the institution of English as the new medium


    of instruction.

    • Public school system was instituted making it obligatory for all


    children.

    • Education was given for free.

    • English and Mathematics dominated the curriculum and the teaching


    of religion was prohibited.
    American Period

    • In high school, Latin and Spanish classics were replaced by the study
    of the English language and Anglo-American Literature.

    • Required courses included:


     General science
     Algebra
     Geometry
     Physics
     US history and government

    • The UP curriculum was patterned after some American universities.


    Japanese Period

    • Basic policy: Greater East Asia Co-Prosperity Sphere

    • The military administration outlined the basic principles of education in


    the Philippines. Some of these included:

     Cut dependence on Western nations


     Foster a new Filipino culture
     Spread the Japanese language and end use of English
     Focus of basic education and promote vocational education
     Inspire people with love of labor

    • Social sciences and literature were de-emphasized while vocational


    education and service to the country were given focus.
    Japanese Period

    • The use of Tagalog was encouraged, especially in literature.

    • Jose P. Laurel Administration

     Created the National Education Board to look into curriculum changes


    and develop a more relevant education program

     Advocated for the use of the national language and the teaching of
    Asian history and culture.

     Mandated that only Filipinos should teach Filipino history.


    Governing Bodies

    • Prior to 1990 when the Congressional Commission on Education


    (EDCOM) was organized, the Philippine education system was highly
    centralized. The EDCOM was tasked to investigate the problems of the
    Philippine education and implement the provisions of the 1987
    constitution.

    • All programs, personnel and financing from the elementary to the


    tertiary level were under the supervision of the Department of
    Education.
    Governing Bodies

    • In 1972, the department was renamed Department of Education and


    Culture through Proc. 1081.

    • Education Act of 1982 created Ministry of Education, Culture and


    Sports (later renamed Department of Education, Culture and Sports
    [DECS]).
    Curricular Programs

    • Early Childhood Education


    • Formal Basic Education
    • Vocation-Technical Education
    • Tertiary or Higher Education
    • ALS High school Elementary Graduate Programs
    • College Basic Literacy Program
    • A&E Program
    • IP Education Program

    Two General Categories:


    1. Public
    2. Private
    Early Childhood Care and Development

    • Republic Act 8980 promulgated a comprehensive policy and a


    national system for ECCD Act.

    • The ECCD system includes health, nutrition, early education and


    social services programs that should provide for the basic holistic needs
    of young children from 0 to 6 years old.

    • One of the programs to be institutionalized is the Day Care Service.


    Early Childhood Care and Development

    • Objectives:
     To achieve improved infant and children survival rates
     To enhance the physical, social, cognitive, psychological, spiritual and
    language development of young children
     To enhance the role of parents and other caregivers as the primary
    caregivers and educators of their children

    • The ECCD curriculum has the following basic policies:


     It shall provide the delivery of complementary and integrative
    services for health care, nutrition, early childhood education,
    sanitation and cultural activities.
     It shall use the child’s first language as the medium of instruction.
    Basic Education

    • DECS now Department of Education (DepEd)

    • EDCOM recommended to “decongest” the DECS.

    • The sports functions, programs and activities were transferred to the


    Philippines Sports Commission (PSC).

    • Functions related to culture were assumed by the National Commission


    for Culture and the Arts(NCCA).
    Republic Act 9155

    “Governance of the Basic Education Act of 2001” spells out the framework
    of basic education and renames the institution as Department of Education.
    States that quality basic education is the right of all citizens and therefore
    should be accessible to all “by providing all Filipino children free and
    compulsory education. It also underscores the inclusion of ALS for out-of-
    school youth and adult learners.
    Basic Education

    • Despite the legal provisions, reports on students’ performance on


    the basic subjects as Math, Science and English has not been
    anything but dismal.

    • Experts point out that one reason for this problem is the overload
    curriculum and the short duration cycle.

    • DepEd implemented the Revised Basic Education Curriculum (RBEC)


    to decongest the curriculum and give more time to English, Math and
    Science.
    Basic Education

    • DepEd prepared the Education National Development Plan for


    Children (ENDP), 2000-2025 Aims to provide the focus for setting local
    as well as national priorities in education. Considered key goals set
    forth at the Jontien Conference in 1990 to attain the goal of Education
    for All (EFA).
    Alternative Learning System

    • ALS is the component that bridges the gap between Formal Basic
    Education and Vocational-Technical Education.

    • Designed to be a parallel learning system that provides a viable


    alternative to the existing nonformal and informal sources of knowledge
    and skills.

    • Executive Order 356 was released renaming the Bureau of Nonformal


    Education to Bureau of Alternative Learning System
    Alternative Learning System

    • This system has three (3) major nonformal programs:

    1. Basic Literacy Programs: community based program for non- literates

    2. Accreditation and Equivalency Program: certification of learning for out-


    of-school youths and adults, 15 years old and above, who are unable to
    avail of the formal school system, or who have dropped out of formal
    elementary and secondary education, therefore have not completed ten
    years of basic education.

    3. Indigenous People (IP) Education Program: a program that aims to


    develop an IP culture-sensitive core curriculum, learning materials and
    assessment tools and instruments.
    Tertiary and Higher Education

    • Includes all post secondary courses ranging from one-or two-year course
    to the four-year degree and professional programs, including graduate
    education offered by colleges and universities.

    • Mission statement: Higher education shall be geared toward the pursuit of


    better quality of life for all Filipinos by emphasizing the acquisition of
    knowledge and formation of those skills necessary to make the individual a
    productive member of society. It shall accelerate the development of high
    level professionals who will search for new knowledge, provide leadership in
    various disciplines required by a dynamic and self-sustaining economy.
    Higher education shall likewise be used to harness the productive capacity of
    the country’s human resource base towards international competitiveness.
    Tertiary and Higher Education

    • Public Higher Education Institutions (HEIs) are classified by CHED as follows:

    1. State Universities and Colleges (SUCs): chartered public higher education


    institutions established by law, administered and financially subsidized by
    the government, a few have fiscal autonomy while other don’t.

    2. Local Universities and Colleges (LUCs): established by the local government


    through resolutions or ordinance; financially supported by the LGU concerned.

    3. CHED Supervised Higher Education Institutions (CSIs): non- chartered


    government post-secondary education institutions established by law,
    administered, supervised and financially supported by the government.
    Tertiary and Higher Education

    • Private higher education institutions are established under the


    Corporation Code and are governed by the special laws and general
    provisions of this Code.

    1. Non-sectarian institutions are duly incorporated, owned and operated


    by private entities that are not affiliated with any religious organization.

    2. Sectarian institutions are usually non-stock, non-profit but duly incorporated,


    owned and operated by a religious organization.

    • CHED requires offering of subjects that cover the General Education Program.
    The minimum requirements for the mandatory general education curriculum
    (GEC) leading to initial bachelor’s degree covering four (4) curriculum years shall
    be sixty-three (63) units.
    The Philippine Basic Education Curriculum

     1984 – 2002: National Elementary School Curriculum

     1991 – 2002: New Secondary Education Curriculum

     2002: Revised Basic Education Curriculum

     2010: Secondary Education Curriculum UbD

     2012: present: K to 12 Enhanced Basic Education Curriculum


    The Imperative for K to 12

    • Streamline the curriculum to improve mastery of basic competencies

    •Ensure seamlessness of primary, secondary, and post- secondary


    competencies

    •Improve teaching through the use of enhanced pedagogies (e.g. spiral


    progression in Science & Math) and medium of instruction

    •Expand job opportunities (by reducing jobs-skills mismatch) and


    provide better preparation for higher learning
    K to 12 and Further Education
    THE PHL QUALIFICATIONS FRAMEWORK
    Phased Introduction of Enhanced Curriculum in Public Schools
    The K to 12 Curriculum Model Salient features of the K to 12

    • It focuses on the holistic development of the learner.

    • It is outcome-based as it prepares learners for: Higher education

     Middle level skills


     Employment and
     Entrepreneurship

    • It is anchored on the principles of:  Inclusive education  Learners’


    growth and development  Teaching and learning and  Assessment
    THANK YOU FOR LISTENING!

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