NIMROD B.

CABRERA 12-18-2021
MEd-Math Foundations of Education

FINAL EXAMINATION

1. EXPLAIN THE HISTORICAL EVOLUTION OF EDUCATION IN THE PHILIPPINES

Before the Philippines gained total independence in 1946, the country's education system was
modeled after those of Spain and the United States, two countries that colonized and ruled the
country for nearly 300 years. The country's educational system, on the other hand, has
experienced ongoing reform since independence.

Pre-Spanish Period

Most children received only vocational training during the pre-colonial period, which was
supervised by parents, tribe tutors, or individuals appointed to specific, specialized jobs within
their communities (for example, the babaylan). Stories, music, poems, dances, medicinal
practices, and guidance about all kinds of communal life issues were largely passed down by
oral tradition in most societies. Although there are various syllabaries used throughout the
archipelago, some communities utilized a writing system known as baybayin, which had a wide
and varied use.

Spanish period

The Spaniards brought formal education to the Philippines, which was largely provided by
religious groups. They began teaching Christianity, the Spanish language, and Spanish culture
after acquiring the local languages and writing systems. As early as the 16 th century, these
religious institutions established the first schools and universities. After arriving on the islands,
Spanish missionaries quickly erected schools. In 1565, the Augustinians established a Catholic
school in Cebu. Apart from teaching new industrial and agricultural practices, the Franciscans
embarked on the goal of boosting literacy in 1577. In 1581, the Jesuits arrived, followed by the
Dominicans in 1587, who established a school in Bataan. The church and the school worked
together to ensure that youngsters in Christian villages could attend school.

The Educational Decree of 1863 established a government-run, free public education system in
the Philippines. The decree required each municipality to build at least one primary school for
boys and one for girls under the administration of the municipal authority, as well as a normal
school for male teachers under the direction of the Jesuits. Primary education has also been
announced to be free and open to all Filipinos, regardless of race or social class. They were not
religious schools, contrary to what the propaganda of the Spanish-American War attempted to
portray; rather, they were institutions established, financed, and maintained by the Spanish
government.
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MEd-Math Foundations of Education

First Republic

Following Spain's defeat in the Spanish-American War, the Philippine Independence Movement
erupted, resulting in the formation of the insurgent First Philippine Republic. The schools that
had been maintained by Spain for more than three centuries were briefly shuttered, but the
Secretary of the Interior restored them on August 29, 1898. The Burgos Institute (the country's
first law school), the Academia Militar (the country's first military academy), and the Philippine
Literary University were all founded. Under the First Philippine Republic, Article 23 of the
Malolos Constitution demanded that public education be free and compulsory in all schools
across the country. The Philippine-American War, on the other hand, slowed things down.

American period

The Americans were eager to create seven schools with army troops teaching using army
command-selected materials and supplies around a year after securing Manila. More schools
started in the same year, 1899, this time with 24 English-language teachers and 4500 students.

The Philippine Commission established a highly centralised, experimental public school system
in 1901, which was regulated under Act No. 74. Because of the high enrollment numbers in
schools, the law revealed a critical scarcity of trained teachers. As a result, between 1901 and
1902, the Philippine Commission authorized the Secretary of Public Instruction to bring over
1,000 teachers from the United States, known as Thomasites, to the Philippines. These
educators were dispersed over the islands in order to build barrio schools. The Philippine
Normal School (now the Philippine Normal University) was created under the same law to train
ambitious Filipino teachers.

Third Republic

President Manuel Roxas issued Executive Order No. 94 in 1947, after the United States
relinquished all authority over the Philippines. It renamed the Department of Instruction to the
Department of Education. The Bureau of Public and Private Schools was in charge of regulating
and supervising public and private schools during this time.

Fourth Republic

Under Proclamation 1081, signed by President Ferdinand Marcos in 1972, the Department of
Education became the Department of Education and Culture (DECS). DECS was decentralized on
September 24, 1972, by Presidential Decree No. 1, with decision-making shared among its
thirteen regional offices.
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MEd-Math Foundations of Education

President Marcos adopted the 1973 Constitution by Proclamation 1102 on January 17, 1973,
after a referendum of all barangays in the Philippines from January 10-15, 1973. The three main
goals of education in the Philippines were established in the 1973 Constitution:

 To instill a sense of patriotism;

 To instill citizenship responsibilities; and
 To cultivate moral character, self-discipline, and scientific, technological, and vocational
adequacy

Fifth Republic

On February 2, 1987, a new constitution was passed, and it went into effect on February 11.
The 10 fundamental goals of education in the Philippines are listed in Section 3 of Article XIV of
the 1987 Constitution. All children were required to attend elementary school under Section
2(2) of Article XIV of the 1987 Constitution.

In 2006, the Education for All (EFA) 2015 National Action Plan was implemented. It states:

“The central goal is to provide basic competencies to everyone, and to achieve functional
literacy for all. Ensuring that every Filipino has the basic competencies is equivalent to providing
all Filipinos with the basic learning needs, or enabling all Filipinos to be functionally literate. “

Recent Years

Late President Benigno Aquino III declared his wish in 2010 to establish the K-12 basic
education cycle, which would bring the total number of years of compulsory schooling to
thirteen. He claims that this will “provide everyone an equal chance to achieve” and that
“excellent education and prosperous jobs” will be available as a result. Following more talks
and studies, President Aquino’s administration formally established the K-6-4-2 basic education
system, which includes one year of kindergarten, six years of elementary school, four years of
junior high school, and two years of senior high school. The Kindergarten Education Act of 2012
formally made kindergarten compulsory, while the Enhanced Basic Education Act of 2013
formally made the additional twelve years compulsory. Despite the fact that the K-12 Program
has been in place since SY 2011-2012, it was enacted into legislation to ensure its continuation
in the next years.

2. EXPLAIN HOW PSYCHOLOGY REFINED EDUCATION

In the realm of education, psychologists investigate how people learn and retain information.
They use psychological science to help students study more effectively and achieve academic
success.
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MEd-Math Foundations of Education

Educational psychology has provided educators with sets of tools that we can utilize in our
instructional practices, lesson planning, giving learning experiences to our students, lifelong
learning and work as teachers/students, and the position as a parent.

Educational psychologists use human development theories to better understand individual

learning and inform the teaching process. While interacting with instructors and students in the
classroom is a vital component of their profession, it is not the sole aspect of it. Learning is a
never-ending process. People learn not only in school, but also at work, in social interactions,
and even while doing ordinary chores or running errands. This subject of psychology studies
how people learn in a range of circumstances in order to develop techniques and strategies that
will help them learn more effectively.

3. COMPARE AND CONTRAST THE FOLLOWING LEARNING THEORIES BEHAVIORISM,

COGNITIVISM, CONSTRUCTIVISM AND EXPERENTIALISM.

BEHAVIORISM

Behavioral psychology, commonly known as behaviorism, is a learning theory based on the

concept that all behaviors are learned through conditioning. Interaction with the environment
is how conditioning takes place. Our activities are shaped by our responses to external stimuli,
according to behaviorists.

This school of thought believes that behavior can be researched in a methodical and observable
manner regardless of internal mental states. Only observable behavior should be evaluated;
cognition, emotions, and moods are simply too subjective.

COGNITIVISM

Cognitivism is a learning theory that examines how the mind processes, organizes, stores, and
retrieves knowledge. It employs the mind as a data processor, much like a computer. As a
result, cognitivism considers learning as internal mental processes rather than observable
behavior. Learners, according to this perspective, are actively involved in the way they process
knowledge. Knowledge, memory, reasoning, and problem solving are all areas that can be
improved.

CONSTRUCTIVISM

Constructivism is a key learning theory that educators employ to assist pupils in their learning.
Constructivism is founded on the premise that people actively create or make their own
knowledge, and that your experiences as a learner define your reality. Learners, in general, use
their prior knowledge as a foundation and then add to it with new information. As a result,
everyone’s learning is unique to them due to their distinct experiences.
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MEd-Math Foundations of Education

As a teacher, you must grasp constructivism since it affects how all of your pupils learn.
Teachers and instructors that are familiar with constructivist learning theory recognize that
every day, their pupils bring their own unique experiences to the classroom. Their prior
knowledge and experience have an impact on their ability to learn. Educators can utilize
constructivist learning theory to help students grasp what they already know. If you’re a
present or aspiring schoolteacher, it’s critical to obtain the necessary education and
certifications. Understanding learning theories and how they affect you and your students is
equally critical. This guide will explain what constructivist learning theory is and how it can
benefit you as a teacher.

EXPERENTIALISM

Experientialism is a philosophy or way of life that emphasizes the importance of personal

experience as a source of knowledge. Other forms of knowledge may be valued by certain
experientialists, but experience is the most significant. In truth, whether or not they consider
experientialism to be their “philosophy” or “worldview,” many people live this way because, in
the end, experientialism makes the individual—and his interpretation of his experience—the
sole authority for himself.

The postmodern rejection of absolutes is complemented by experientialism. While some

people may use limited experience to extrapolate universal principles (e.g., “I ate at a
restaurant once, and the item I ordered did not taste good; therefore, I know that the
restaurant never serves good food”), most experientialists are content to let their experiences
provide them with individual knowledge without making any universal claims (e.g., “My
experience has taught me that it is not a good idea to cheat on my taxes, but if your experience
is different, your experience will tell you otherwise”

4. EXPLAIN SECTION 24 TO 26 OF ARTICLE V OF THE MAGNA CARTA FOR TEACHERS

V. LEAVE AND RETIREMENT BENEFITS

SECTION 24

This section is all about Study Leave. Teachers in public schools will be entitled to study leave of
up to one school year after seven years of service, in addition to the current leave entitlements.
Such leave will be given in accordance with the Department of Education’s schedule. Teachers
shall be entitled to at least 60% of their monthly salary during the period of such leave;
provided, however, that no teacher shall be allowed to accumulate more than one year of
study leave unless he requires an additional semester to complete his thesis for a graduate
NIMROD B. CABRERA 12-18-2021
MEd-Math Foundations of Education

study in education or allied courses; and provided, further, that no compensation shall be due
to the teacher after the first year of such leave. The study leave duration will be counted for
seniority and pension purposes in all situations.

The one-year study leave remuneration offered above is contingent on the teacher doing the
regular study load and passing at least 75% of his courses. The Secretary of Education may grant
a study leave of more than one year, but without remuneration.

SECTION 25

This section is all about Indefinite Leave. When the nature of the sickness necessitates a lengthy
treatment period of at least one year, teachers will be awarded an indefinite sick leave of
absence.

SECTION 26

This section is all about the salary increase upon retire. Upon retirement, public school teachers
who have met the age and service criteria of the applicable retirement statutes will be given
one range salary hike, which will be used to calculate the lump sum retirement pay and
monthly benefits thereafter.

5. EXPLAIN BRIEFLY DEPED RATIONALIZATION PLAN

The Rationalization Program is a move to transform the Executive Branch into a more effective
and efficient government. It aims to:

- focus government efforts on its vital functions and channel government resources to these
core public services; and

- improve the efficiency of government services, within affordable levels, and in the most
accountable manner.

The government will be able to eliminate redundancies in its operations and focus its resources
on its most important responsibilities thanks to the Rationalization Program. The bureaucracy
might focus on tasks that must be completed by the government. Overlaps and duplications
could be reduced, if not eliminated, and its systems and procedures might be improved.

6. WHAT IS YOUR PERSONAL REACTION TO SECTION 6 OF ARTICLE X14 OF THE PHILIPPINE

CONSTITUTION?
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MEd-Math Foundations of Education

The national language is a driving force behind the nation's people's cohesiveness and
distinguishes them from other nations - as long as you respect it. Respecting one's native
tongue entails making it one's primary language as well as the preferred mode of
communication at all levels.

In education, to deliver assignments, engage in learning processes, provide academic

information, measure learning, exhibit knowledge and competence, and develop classroom life,
teachers and students employ spoken and written language. Furthermore, language is a big
part of what pupils learn. They learn to read and write (academic written language) as well as
the academic fields' discourse (sometimes called academic languages and literacies).
Comprehending the relationship between language and education necessitates understanding
both definitions of language.