Historical

Foundations of
Philippine
Education
Development of
Education in the
Philippines from
Pre-Spanish to
Present times
 Pre-Spanish era
BRIEF HISTORY
• The early Filipinos were already civilized, before the Spanish came and conquer
our country.
• They had government, laws, education, writing, literature, religion, customs and
traditions, commerce and industries and arts and services.

EDUCATIONAL PROGRAM
• Rituals and ceremonies are considered as program that time
• For conformity

EDUCATIONAL PRACTICES
• Apprenticeship – at home
• Knowledge and skills
• Institutionalized – religious and imitation
• Attending religious rituals and ceremonies
LEGAL MANDATES
• Code of Kalantiaw
• Based on elderly rule of the chief in the barangay

PROPONENTS
• Parents
• Elders
• Babaylan and Katalona
 Timeline
Before 1521 Education before the coming of Spaniards
1521-1896 Education during the Spanish Regime
1896-1899 Education during the Philippine Revolution
1898-1935 Education during the American Occupation
1935-1941 Education during the Philippine
Commonwealth
1941-1944 Education during the Japanese Occupation
1944-1946 Education after the World War II
1946-present Education under the Philippine Republic
 Pre- Hispanic Education
• Pre- Hispanic education in the
Philippines was not formal
•Education was oral, practical, and hands-
on
•The objective was basically to promote
reverence for, and adoration of Bathala,
respect for laws, customs, and authorities
represented by parents and elders
•When the Spaniards arrived in the
Philippines they encountered islanders
who knew how to read and write.
Education during the Spanish Regime

•The Friars established parochial

schools linked with churches to teach
catechism to the natives
•Instruction was in the dialect
•Education was managed, supervised,
and controlled and the friars
•Education in the country was not
uniform
•The system of schooling was not
hierarchical nor structured, thus there
were no grade levels
 Major Problems
•Lack of trained teachers
•Lack of teachers
(150 teacher-missionaries to instruct over half a
million inhabitants)
• Lack of funds, instructional materials, and in many
instances school houses
 Spanish era
BRIEF HISTORY

• Almost 333 years, colonize the Philippines .They are after the
3G’s
• God - religion
• Gold – treasure
• Glory - power
LEGAL MANDATES

• Royal Decree of 1863 (Educational Act of 1863)

• Establishment of a complete system of education in
the country comprising of elementary, secondary
and collegiate levels
• The provision of government supervision and
control of these schools
• The establishment of teacher training institutions

PROPONENTS
• Spanish missionaries
Subjects: Based on the Royal Decree of
1863
•Languages(Latin, Spanish grammar and literature,
elementary Greek, French and English)
•History (Universal, Spanish)
•Mathematics(Arithmetic, Algebra, Trigonometry,
Geometry)
•Philosophy(Rhetoric, Logic, Ethics)
•Geography
•Psychology
 Educational System During the Spanish
Regime
 Religion is still the center of educational system
imposed by the Spaniards
 Primary education - catered by friars, by teaching
them Christian doctrine, alphabet, language,
customs, and policies.
 For males in secondary education schools: 1
2

1. Colegio Maximo de San Ignacio (1589)

2. Colegio of San Ildefonso (1599)
3. Ateneo de Municipal de Manila (1817)
Two official secondary schools for males
4. San Juan de Letran College
5. Colegio de San Jose
 For males curriculum includes: Spanish history,
Latin, Philosophy, Canon, Civil law and Rhetoric
 For females in secondary education schools:
1. Colegios of Santa Potenciana (1591)
2. Sta Isabel (1632)
3. Sta Catalina de Sena (1696)
4. Sta Rita College (1719)
5. Colegio de la Immaculada Concepcion
Concordia (1868)
6. Sta Rosa
 For females curriculum: Rules of courtesy, 1
3
vocal music, language and sewing
 The educational system is also used to
pacify the Filipinos and train them in
Catholicism and to follow laws imposed by
the Spaniards.
 Important subject is religion
 The natives were constantly reminded
that they had inferior intelligence and
they were fit only for manual labors
thus children attended classes on the
ground floor of the convent, in a
stable in the “casa real” or in the
darkest corner in the pueblo's town 1
4

hall - friars maintained this to repress

Filipino intellect rather than
cultivating and developing them.
 UST (1611) was the only institution of
university level in Manila at the end of
Spanish period.
 Although the Colonial Administration issued the
Educational Decree of 1863 (20 December)
stating that “that each major town in the
Philippines should establish at least one primary
schools for boys and another for girls, that the
medium of instruction is Spanish.”
 The friars did not implement the decree; because
they say that if the Filipino will be educated, it
might be inspired by new ideas of freedom and
independence as well as justice thus keeping 1
5
them in the dark.
 This explained the rigid censorship of book by
church authorities as well as the government
 Another noble intention of Spain to improve the
Educational System in the Philippines was the
Moret Decree of 1870 - to secularize higher
education in the colony but was opposed by
friars.
Philippine Revolution
•Illustrados spearheaded the
Propaganda Movemnent
•Curricular reforms
1. Secularization of education
2. Instruction of Spanish
3. Greater attention to natural science
4. The design of a relevant curriculum
5. Improvement of higher centers of
learning
6. Improvement of educational system
• Jose Rizal criticized unequivocally the friars’
method of instruction in his two novels Noli
Me Tangere and El filibusterismo
1. Disproportionate focus on religion
2. Discourage the attempt of Filipino students
to speak in Spanish
3. Lack of pedagogical skills
4. Irrelevant courses in the curriculum
 Curriculum
To improve the existing curriculum, Rizal considered the ff.
Subjects as required courses in secondary schools
•Science
•Math
•History
•Philosophy
•Law
•Language
•P.E
•Religion
•Music
•Social Sciences
 Graciano- Lopez Jaena
“The outstanding cause of the distressed situation of
Filipinos today is the anomalous education received
by the youth in schools. They learn to read correctly
and write gracefully, but they do not learn anything
useful because they are not taught any. They are
taught how to pray and never go to work”
 American Occupation
•The Americans used education as a vehicle
for its program benevolent assimilation
•American soldiers were the first teachers
•Restore damaged school houses, build
new ones and conduct classes
•Trained teachers replaced soldiers
•Filipinos warmly received their new
teachers, Thomasites
•American teachers infused their students
the spirit of democracy and progress as
well as fair play
EDUCATIONAL PRACTICES

• English language was used as a medium of instruction.

• New subject areas were introduced -reading, writing,
arithmetic, language, good manners and right conduct,
civics, hygiene and sanitation, gardening, domestic
science, American History and Philippine History.
• American textbooks and reading materials were the
only educational materials used.
• Technical/ vocational skills were emphasized.
• “Thomasites” were the first teacher.
• Grade seven was included.
LEGAL MANDATES

• First Philippine Commission (President William McKinley, April

7,1900)
• Bring about an era of anew form of colonial governance over a
long-oppressed people.
• Educational Act No. 34(January 21, 1901)
• Established the Department of Public Instruction
Organic Act of 1916
• Department of Public Instruction is headed by a secretary.
• Act No. 74 – Educational Act of 1901
• ”Organic School Law” of the Philippines
• Continuance of  public/private schools
• Prohibits teacher from teaching religion ♪ Act No. 3162 & 3196
-Munroe Survey Commission in 1925
 TAKE NOTE!
• It is not surprising that the democratic values
espoused by the Americans, whether SINCERE
or NOT, touched a receptive nerve un the
Filipino psyche.
•Americans discarded the religious bias
•Educational Act of 1901- Separation of Church and
State in education
•Encourage Filipino in the field of teaching
•Outstanding Filipino scholars were sent to US to train
as teachers
 Curriculum
Primary Education
•GMRC
•Civics
•Hygiene and Sanitation
•Geography
Intermediate Curriculum
•Grammar and composition
•Reading, spelling
•Science courses
•Physiology
•Hygiene and sanitation
•Intensive teaching of geography
•Government established NORMAL SCHOOL for future
teachers
•Courses include
Methods of teaching, practice teaching, psychology,
mathematics, language, science, history and
government, social sciences, P.E
•White collar-job bias
 Philippine Commonwealth
•All schools should develop moral character, personal
discipline, civic conscience and vocational efficiency
•Promote effective participation of the citizens in the
processes of a democratic society
•Educational Act of 1940
“meet the increasing demand for public instruction
and at the same time comply with the constitutional
mandate on public education”
 Commonwealth Period
BRIEF HISTORY
• Commonwealth Period Commonwealth started in 1935
with Manuel L. Quezon as the president.“Preparatory
period” that would enable the Filipinos to deserve
independence.

• Filipino” language was used as the medium

of instruction
• It is during the time of presidency of Manuel L. Quezon
LEGAL MANDATES
• Common wealth Act No. 80 in 1963 – Office of Adult
Education
• Commonwealth Act No. 4 – ROTC
• Executive Order No. 17(Quezon Code of Ethics)
– Foundation stone of emerging philosophy of the
Philippine Education system.

1935 Constitution
• moral character 
•  personal discipline
• civic conscience
• Vocational efficiency
• Citizenship training
 Japanese Regime
•6 basic principles of Japanese Education
1. Realization of NEW ORDER and promote friendly
relations between Japan and the Philippines to the
farthest extent
2. Foster a new Filipino culture based
3. Endeavor to elevate the morals of people, giving up
over emphasis of materialism
4. Diffusion of the Japanese language in the philippines
5. Promotion of VOCATIONAL course
6. To inspire people with the spirit to love neighbor
 Curriculum
•School calendar became longer
•No summer vacation for students
•Class size increased to 60
•Deleted anti-asian opinions, banned the singing of
american songs, deleted american symbols, poems
and pictures

•Nihongo as a means of introducing and cultivvating

love for Japanese culture
•Social Studies
 Japanese Occupation
EDUCATIONAL PROGRAM

• re – opening of Elementary Schools

• re – opening of vocational and normal
schools
• institutions of higher learning giving
courses in agriculture, medicine, fisheries
and engineering
LEGAL MANDATES

Executive Order No.2- basic principles of education

• to make the people understand the position of the
Philippines as a member of East Asia Co-Prosperity
Sphere
• to eradicate the old idea of reliance upon the Western
nations
• to promote friendly relations between Japan and
Philippines
• to endeavor to elevate the morals of the people giving
up the overemphasis on materialism
• to strive for the diffusion of Japanese language in the
Philippines to terminate the use of English in due course
PROPONENT

• Jose P. Laurel
• required teachers to obtain licenses
after undergoing a rigid examination
• encouraged the propagation of Tagalog as the
national language
• require that majority of the governing board
of any school, college or university be Filipino
citizens
 Take Note!
Spanish- Reign for 300 years
American- 50 years
Japanese- about four years
•It is thus not surprising that despite the measure they
had instituted, the Japanese failed to succeed in
transforming the values and attitudes of the people in
line with their vision of the NEW ORDER.
•A contributory factor was widely reported brutalities
that ushered in the Japanese occupation that the
filipinos did not experience with the same degree during
the American period
 After World War II

In 1947, by the virtue of Executive Order No. 94, the

Department of Instruction was changed to
"Department of Education." During this period, the
regulation and supervision of public and private
schools belonged to the Bureau of Public and Private
Schools.
 Education after 1940
• The objective of the Philippine Education was to
established “integrated, nationalistic, and
democracy- inspired educational system” included
the ff.
1. Inculcate moral and spiritual values inspired by an
abiding faith in God
2. To develop an enlighten, patriotic, useful and
upright citizenry in a democratic society
3. Conservation of the national resources
4. Perpetuation of our desirable values
5. Promote the science, arts and letters
 REPUBLIC ACT 4007
June 18, 1964

• An act amending section sixteen

hundred eighty-six of the revised
administrative code, as amended by
republic act numbered twelve hundred
seventy-seven.
•Great experiments in the community school and the use
of vernacular in the first two grades of the primary schools
as the medium of instruction were some of them.
•An experiment worth mentioning that led to a change in
the Philippine Educational Philosophy was that of school
and community collaboration pioneered by Jose V. Aguilar.
Schools are increasingly using instructional materials that
are Philippine-oriented.
Memorandum No. 30, 1966 sets the order of priority in the
purchase of books for use in the schools were as follows:
Books which are contributions to Phil. Literature
Books on character education and other library materials
Library equipment and permanent features
 Republic act 4670 : June 18, 1966
THE MAGNA CARTA FOR PUBLIC SCHOOL
TEACHERS.
Its purpose is to provide programs for the
promotion and improvement of the well-being
and economic status of public school teachers.

August 4, 1969
Republic act no. 6054  - an act to institute a
charter for barrio high schools.
 Executive Order No. 202
• in 1969 – Presidential Commission to
Study Philippine Education(PCSPE).
• Individual as a useful member of
society
• Government’s book  program
• Education for all
• Integrated System of Education
  Martial Law period
• The Department of Education became the
Department of Education and Culture in 1972,
the Ministry of Education and Culture in 1978,
and with the Education Act of 1982, the
Ministry of Education, Culture, and Sports.
• 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.
1973 Constitution
– To foster love for country
- Teach the duties of citizenship 
- Develop moral character.

Agencies - Curricular changes in elementary education

- Integration of values in all learning areas
- Emphasis on mastery learning
- Curricular changes in secondary education
- Increased in time allotment
- Elective offerings as part of curriculum Media of Instruction -
Bilingual Education Policy: use of English and Filipino as media of
instruction in specific learning areas. Educational Programs
Initiated - Project IMPACT- Instructional Management by Parents,
Community, and Teachers.
Republic Act 1124
•  An act creating a board of national
education charged with the duty of
formulating general education policies and
directing the educational interests of the
nation
Republic Act 7877
• Anti-Sexual Harassment Act of 1995
Republic Act 8525
• Establishing adopt-a-school program
 From 1986 to the present
• The bilingual policy in education was
reiterated in the 1987 Constitution of the
Philippines.  
• (EDCOM), Congress passed Republic Act 7722
and Republic Act 7796 in 1994, creating
theCommission on Higher Education (CHED)
and the Technical Education and Skills
Development Authority (TESDA). The institute
governing basic education was thus renamed
in 2001 as the Department of
Education (DepEd).
 • By virtue of Executive Order No.
1987 117 became the Department of
Education, Culture and Sports.
 • The Commission on Higher
1994 Education (CHED) and the Technical
Education and Skills Development
Authority (TESDA) were established
to supervise the tertiary degree
programs and non- degree
technical-vocational programs.
• The Congressional Commission on
Education (EDCOM) report provided
the impetus for congress to pass RA
7722 and RA 7796 creating the
CHED and TESDA.
 Elementary, Seconday
and Non formal
DECS Education including
culture and sports

CHED Higher Education

Trifocal Education

Post secondary
TESDA

Middle level man

power training and
development
 In August 2001
Republic Act 9155

Otherwise called the Governance of Basic Education Act, was

passed. This act changed the name of the Department of
Education, Culture and Sports (DECS) to the Department of
Education and redefined the role of field offices (regional
offices, division offices, district offices and schools). The act
provided the overall framework for school empowerment by
strengthening the leadership roles of headmasters and fostering
transparency and local accountability for school administrations.
The goal of basic education was to provide the school age
population and young adults with skills, knowledge, and values
to become caring, self-reliant, productive, and patriotic citizens.
• In 2002-Introduced the
implementation of the Basic
Education Curriculum (BEC).
• The curriculum was based on the
principle of lifelong learning and
empower learners to actively
construct personal meaning of
learning experiences and acquire
life skills
In January 2009
the Department of Education signed a
memorandum of agreement with
the United States Agency for
International Development to seal
$86 million assistance to Philippine
education, particularly the access to
quality education in the Autonomous
Region in Muslim Mindanao (ARMM),
and the Western and Central
Mindanao regions.
• The quality of public school education is generally
considered to have declined since the post-war years,
mainly due to insufficient funds. The Department of
Education aims to address the major problems
affecting public education by 2010.
• Private schools are able to offer better facilities and
education, but are also much more expensive. There is
a wide variety of private schools, including all-boys’
and all-girls’ schools, religious schools, non-sectarian
schools, Chinese schools, special schools, and
international schools. Due to economic difficulties,
there has been a recent increase in the popularity
of home schooling and open universities in the
Philippines.
 Old Curriculum
• Students lack mastery of basic
competencies due to a congested ten-
year basic education curriculum.
• Graduates of the old curriculum are
younger than 18 years old and are not
legally ready to get a job or start a
business.
• Foreign countries perceive a ten-year
curriculum as insufficient. They do not
automatically recognize Overseas Filipino
workers (OFWs) as professionals abroad.
• Kindergarten (a strong foundation for
lifelong learning and total development) is
optional and not a prerequisite for
admission to Grade 1.
• Old education system offers a broad
curriculum that does not include enough
practical applications.
 K-12 System
• The K-12 program offers a decongested 12-
year program that gives students sufficient time
to master skills and absorb basic competencies
• Students of the new system will graduate at the
age of 18 and will be ready for employment,
entrepreneurship, middle level skills
development and higher education upon
graduation
• The K-12 program accelerates mutual
recognition of Filipino graduates and
professionals in other countries.
• Kindergarten is mandatory for five-year-old
children, a prerequisite for admission to Gr. 1
• The new curriculum gives students the chance
to choose among three tracks(i.e Academic,
Technical-Vocational-Livelihood; and Sports
and Arts) and undergo immersion, which
provides relevant exposure and actual
experience in their chosen track.
 YEAR OFFICIAL NAME HEAD OF OFFICE LEGAL BASES
SUPERIOR COMMISSION OF EDUCATIONAL DEGREE OF
1863 PRIMARY INSTTRUCTION CHAIRMAN 1863
DEPARTMENT OF PUBLIC ACT NO.74 OF THE PHIL.
1901-1916 INTSTRUCTION GENERAL SUPERINTENDENT COMMISSION JAN 21, 1901
DEPARTMENT OF PUBLIC ORGANIC ACT 1916 JONES
1916-1942 INTSTRUCTION
SECRETARY
LAW
DEAPARTMENT OF RENAMED BY JAPANESE
1942-1944 EDUCATION, HEALTH AND COMMISSIONER EXEC. COMMISSION, JUNE
PUBLIC WELFARE 11, 1947
DEAPARTMENT OF
RENAMED BY THE JAPANESE
EDUCATION, HEALTH AND
1944 PUBLIC WELFARE
MINISTER SPONSORED PHILIPPINE
REPUBLIC

RENAMED BY THE JAPANESE

DEPARTMENT OF PUBLIC SPONSORED PHILIPPINE
1944 INSTRUCTION
SECRETARY
REPUBLIC

DEPARTMENT OF PUBLIC RENAMED BY THE

1945-1946 INSTRUCTION AND SECRETARY COMMONWEALTH
INFORMATION GOVERNMENT
RENAMED BY THE
DEPARTMENT OF COMMONWEALTH
1946-1947 INSTRUCTION SECRETARY GOVERNMENT

E.O. NO. 94 OCTOBER 1947

1947-1975 DEPARTMENT OF EDUCATION SECRETARY REORGANIZATION ACT OF
1947
 YEAR OFFICIAL NAME HEAD OF OFFICE LEGAL BASIS
Department of
Proc No. 1081, Sept
1975-1978 Education and Secretary
Culture 24, 1972
Ministry of
PD No. 1397, June
1978-1984 Education and Minister 2, 1978
Culture
Ministry of Education Act of
1984-1986 Education, Culture Minister
1982
and Sports
Department of
EO No. 117,
1987-2001 Education, Culture Secretary
January 30, 1987
and Sports
Department of
2002- PRESENT Secretary RA No. 9155
Education (DepEd)
 Reference
•http://en.wikipilipinas.org/index.ph
p?title=Education_in_the_Philippines
•http://en.wikipedia.org/wiki/Educati
on_in_the_Philippines
•THE NATURE AND SCOPE OF
CURRICULUM DEVELOPMENT
(PHILIPPINE CONTEXT) by PROF. RONNIE
ESPERGAL PASIGUI
 Thank You
for
Listening! 