III.
PHILIPPINE EDUCATIONAL SYSTEM
Education during the Pre-Spanish Period
Aims: For Survial, Conformity, and Enculturation
Contents: Informal Ecuation, Religion-oriented
Methods: Tell me and show me, observation, trial and error.
Education during the Spanish Period
Aim: To propagate Christianity
Contents: Religious Education, Vocational courses
Methods: Dictation and memorization
 The vernacular was used as the medium of instruction in the
parochial schools.
 The religious orders introduced the parochial school.
 Education is suppressed, exclusive (for the elite), and
inadequate.
Education during the American Period
Aim: To teach democracy as a way of life.
Methods: Socialized recitation, Student’s participation.
Contents: Reading, writing, arithmetic, language, GMRC, civics,
hygiene and sanitation, gardening, domestic science, American
History and Philippine History.
 Formal Education was established
 Education during the Commonwealth Period (1935-1942)
Aims: (as provided for in the 1935 Constitution)
 To develop moral character, personal discipline, civic
conscience and vocational efficiency
 To teach the duties of citizenship
 To continue the promotion of democratic ideals and way of
life
Content: Character education and citizenship training
 Education under the Commonwealth helps prepare for the
coming independence of a new Filipino nation.
Education During the Japanese Era (1943-45)
Aims:
To strive for the diffusion of the Japanese language in the
Philippines and to terminate the use of English language in schools
to stress the dignity of manual labor.
Contents: Vocational, Technical, Agriculture, Values rooted on love
for labor, physical physical education and singing Japanese songs,
health/vocational education.
Education During the Republic (1943-1972)
Aims:
 Full realization of the democratic ideals and way of life
 Promotion of equal educational oppurtunities for all
Contents:
 Social orientation as manifested by the conservation of the
Filipino heritage.
 Training for occupation
 Promotion of democratic nation building
 A new thrust on community development
Education During the New Society (1972-1986)
Aims: For National development
 Curricular changes in Elementary Education
a) Focused on the 3Rs
b) Integration of values in all learning areas
c) Emphasis on mastery learning
 Curricular changes in Secondary Education
a) Increased in time allotment
b) YDT and CAT introduced as new courses
c) Elective offerings as part of the curriculum
 Made education relevant to the needs of the changing world
 Bilingual Education Policy – use of English and Filipino as
media of instruction in specific learning areas
 Aims of education in the Philippines based on the 1973
Constitution:
 Foster love of country
 Teach the duties of citizenship; and develop moral
character, self-discipline, and scientific, techonological and
vocational efficiency
Education During 1986-2000
Aim: To promote national development and values education
 The national government appropriates the highest budgetary
allocation to education
 Promotion and improvement of the public school teachers
 Implementation of NESC – addressed to civic, intellectual
and character development of the child. Its features are:
 Emphasis on mastery learning; Focused on fewer
learning areas
 Focused on the development of the 3Rs
 Emphasis on the development of intellectual skills
which are as important as work skills
 Multi-disciplinary treatment of curriculum content
 Student-centered
 Cognitive-affective manipulate based curriculum
 Values education offered as separate subject area
 Emphasis on Science and Technology
 Billigual policy
 Emphasis on Critical thinking
 The Congressional Commision on Education (EDCOM), in
its report 1991, recommended the following:
a) Trifocalization of DECS into the Department of
Education (DepEd), Technical Education and Skills
Development Authority (TESDA), and Commission on
Higher Education (CHED);
b) Establishment of Teacher Education Council and
Centers of Excellence;
c) Professionalization of teachers; and
d) Technical-Vocational Education reform
Education During 21st Century
Aim: To provide the school age population and young adults with
skills, knowledge and values to become caring, self-reliant,
productive and patriotic citizens.
 Republic Act 9155 (Governance of Basic Education Act).
Was passed transforming the name of the 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). The act provides the overall framework for:
 School head empowerment by strengthening their
leadership roles
 School-based management within the context of
transparency and local accountability
The K-12 program
 Implementation started on SY 2012-2013
 Kindergarten is now part of the compulsory education
system
 A new curriculum for Grade 1 and Grade 7 pupils and
students, respectively introduced.
 By SY 2016-2017, Grade 11/Year 5 will be introduced, and
Grade 12/Year 6 by SY 2017-2018;
 The phased implementation of the new curriculum will be
finished by the SY 2017-2018
IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF
EDUCATION
Sociology
  The science of man and society
 Study of patterns of human behavior
 Study groups and societies and how they affect the people
Society – a group of organized individuals who think of
themselves as a distinct group, and who live together
sharing the same culture occupying the same territory, who
interrelates and interacts with one another, recruits its
members by inter group sexual reproduction and has shared
comprehensive culture, with common shared attitudes,
sentiments, aspirations, and goals
Socialization
 A process of adapting or conforming to the
common needs and interest of a social group
 A process whereby people learn the attitudes,
values and actions appropriate to individuals as
members of particular society, where a member of a
group learns and internalizes the norms and
standards of the other member among whom she/he
lives.
Agents of Socialization:
a) Family – smallest social institution whose members are united
by blood, marriage or adoption, constituting a household and
having a common culture.
b) School / Education – established by society for the basic
enculturation of the group; an agency which makes student
learns how to value oneself and eventually others; an agency
organized by society for the basic function of teaching and
learning.
c) Church
d) Mass media
Institutional Group Agencies for Education
Three (3) very important groups that serve as agencies for learning:
1.) Family
 Smallest social institution
Educative Functions of the Family (Home)
 Health Education – proper food to eat, proper hygiene
 Ethics, Morality, Religion – spiritual, moral and desirable
social values.
 Socialization – roles and status in society
 Psychomotor and manipulative skills – how to walk,
dance and to use properly kitchen tools, utensils, etc.
 Recreational Skills.
 Academic – reading, writing, arithmetic
2.) School
 An institution, center of learning, established by society in
which the accumulated experiences of the past generations are
passed on to the incoming generation by means of systemized
programs of instructions.
Roles of Schools:
1.) The School as an agent of Socialization
 Children learn how to get along with other
student in the scholl
 Social Ethics are taught in the schools.
 The student government trains the student to
become a good leaders and followers.
 The school prepares the individual to become
worthy members of the society by making them
aware of their responsibilities.
2.) The school as an agent of cultural transmission
 Culture can be transferred through:
a) Enculturation
 The passing on of group’s custom, beliefs and
traditions from one generation to the next
generation
 b) Acculturation
 Learning other culture; the passing of
customs, beliefs and traditions through
interactions/reading/intermarriages, etc.
 Values and attitudes formation are easily transmitted
through lessons provided by the teachers.
 Culture can be transmitted through field trips, experiential
learning, experimentation, group dynamics, cooperative
learning, peer learning, role playing and dramatization.
 Knowledge about the latest development in science and
technology, and about the nations and people of the world
can be acquired through different learning activities.
3.) The school as an agent of cultural change
 Cultural changes are best discussed in the school.
4.) The school as an agent of modernization
 Educational systems are focused on future beeds of the
students.
 Changes which are mostly attempts to modernization are
being discussed in the school.
 The elements of cultural change which lead to
modernization:
 Development of oral and written
communication and other modern means of
communication
 Improvement of science and technology in all
fields
5.) Other functions of the schools:
 Serves as a multi-purpose institution
 Provides training of the mind, teaches the basic
 Develops problem solving and ciritical thinking
 Promotes social integration, enculturation and cultural
perception
 Accelerates adjustments of society
3.) Church
 A lifetime school of learning
Education from the Church (through the bible)
 History
Ex: Persia (now Iran), Mesopotamia (now Iraq)
 Prophecies
Ex: Earthquake, Famine, Calamities
 Divine Values
Ex: Love, Hope, Faith, Wisdom
Sociology of Education
 Provides a study of the relationships between society and the
educational processes which contributes to the analysis and
solution to problems confronting the educational system.
Anthropology
 Science that studies the origin and development of man, his
work and achievements which includes the study of physical,
intellectual, moral, social and cultural development of man,
including his customs, mores, folkways and beliefs
Culture
 The shared products of human learning, the set of learned
behaviors, beliefs, attitudes, values and ideals that are
characteristics of a particular society or population
 The complex whole which includes knowledge, beliefs, arts,
laws, morals, customs and other capabilities and habits
acquired by man as member of society
Characteristic of Culture:
Culture is
 Transferable
 Continous
 Symbolic
  Dynamic application of his technological knowledge and skills as
 Shared he adopts himself to environment
 Adaptive Examples of technological changes in education:
 Learned  Introduction of new methods of learning
 Universal  Vocational education, computer education and
 Borrowed practical arts in the curriculum
Elements of Culture  Inclusion of information and communication
 Language – an abstract system of word meanings and technology in the curriculum
symbols for all aspects of culturel verbal and nonverbal 3.) Social change – refers to the variation or modifications
 Norms – are established standards of behavior maintained in the patterns of social organization, of such groups
by a society; it must be shared and understood within a society or the entire society
 Sanctions – penalties or rewards for conduct concerning Example of Social changes in education:
social norms  Revival of nationalism themes in literature,
a) Positive sanctions – pay, promotion, medals, word music and arts, etc.
of gratitude Anthropological-Sociological Implications to Education:
b) Negative sanctions – fines, imprisonment, threats,  The curricular program of all learning institutions should be
stares, ostracism examined by the Commision on Higher Education (CHED) and
 Values – are collective conceptions of what is considered the Department of Education (DepEd) so that those will be
good, desirable and proper or bad, undesirable and improper responsive to the needs of the society.
in a particular culture.  Parents should be involved in the school projects and activities,
and in encultural and socialization process.
Change
 An enduring force in history; is inevitable, takes place from SOCIAL CONCEPTS:
time to time 1. Values
 The adjustment of persons or group to achieve relative  Generally considered as something – a principle,
harmony quality, act or entity – that is intrinsically desirable
2. Justice
Forms of Change:  giving others what is due to them; rendering to
1.) Cultural change – refers to all alteration affecting new every man that exact measures of his due without
trait or trait complexes to change the culture’s content regard to his personal worth or merit.
and structure 3. Freedom, Rights and Responsibility
2.) Technological change – revision that occur in man’s  Freedom is not absolute, it is not doing something
 without restrictions or reservations or interference
and influence others.
 Right means what is just, reasonable, equitable,
what ought to be, what is justifiable, something that
is owed or due to others.
 Rights and responsibitility come in pairs. If one
wants more rights and freedom, she/he shale also
have to accept more responsibility. A right is
abused when it interferes with the right of others.
 The reciprocation of rights and duties is the true
foundation of social order.
 Duties – refer to those that are due justice, to
another individual or collective persons and to God.
 Authority – refers to the right given to give
commands, enforce laws, take action, make
decisions, and exact obedience, determine or judge.
 Accountability – means to be answerable for;
emphasizes liability for something value either
contractually or because of one’s position of
authority
 Responsibility – refers to trustworthy performance
of fixed duties and consequent awareness of the
penalty for failure to do so.
4. Ethics/Moral law
Ethics is based on one’s station in life: to each station
corresponds a certain behavior according to which a
person must live.
THEORIES OF ETHICS:
1) Consequentialism – claims that the morality of an
action is determined by its consequences
a) Hedonism – views that only pleasure is
good as an end;
b) Utilitarianism – believes that the greatest
happiness of the greatest number is the test
of right or wrong
c) Self-realizationism – holds that the ultimate
end ids the full development or perfection
of the self.
4) Non-consequentialism – claims that the morality of an
action depends on its intrinsic nature or on its motives.
5) Divine Command Theory – claims that the morality of an act
depends on whether it is in accordance with the will of God.
6) Categorical Imperative Theory – holds that for one’s action to
be morally right, s/he must be willing to have everyone act in the
same way.
7) Egoism – claims that an action is right only if it is in the interest
of the agent.
8) Situation Ethics – claims that morality of an action depends on
the situation and not on the application of the law.
9) Intuitionism – claims that one’s knowledge of right and wrong is
immediate and self-evident
10) Emotive Theory – claims that moral judgements do not state
anything that is capable of being true or false but merely express
emotions like oaths or exclamations
11)Ethical Relativism – holds the view that there is no one correct
moral code for all times and peoples, that each group has its own
morality relative to its wants