Organization and Structure of the

System
Pre-Spanish Period
Before the coming of the Spaniards, the early
Filipinos had a culture their own. The Filipinos had a
system of government, social organization, laws,
language, writing, literature, property ownership, and
religion.
 Education was informal. However, as race
experience accumulated, formal instruction began
in the home by means of crude apprenticeship.
Institutionalized education began in the form of
initiation rites and religious ceremonies. The priests
called Babaylon or sonats provided specialized
training for would- be-priests.
 With the coming of the Spaniards, education
became organized. During the early part of the
Spanish regime, schools were set up for the upper
social classes.
 The first schools founded by the Spaniards were for
the Spanish youth, to train them in virtues and
letters. Filipino boys and girls attended the
parochial schools where they were given religious
instruction.
 Since the Spaniards wanted to spread Christianity,
education was predominantly religious.
 The children learned Christian doc- trine, sacred
songs and music, and prayers required for the
sacraments of confession and communion. The
rudiments of reading, writing, and arithmetic were
given to brighter pupils.
 As soon as the Americans occupied Manila in 1898,
they immediately re- opened schools. A teacher of
English was assigned in each school under the
supervision of Reverend McKinnon, Captain of the
First California Regiment. The Americans, imbued
with democratic principles, established for the
Filipinos a system of free public education as
provided for in Act No. 74.
 In as much as the First teachers of English were the
army men, the United States government sent a group
of professionally-trained American teachers as soon as
it was possible.
 These teachers were popularly called the “Thomasites”
because they came aboard the U.S. Army transport
Thomas.
 Before the provisions of the Educational Act of 1940
could be implemented, the Pacific War broke out on
December 8, 1941, and the Philippines came under
Japanese Occupation.
 In 1942 the Commander-in-Chief of the Japanese
Imperial Forces issued Order No. 2 which spelled
out the basic principles of education during the
Japanese period.
 Emphasis in education was placed on voca- tional
education and the dignity of manual labor.
 The Japanese rulers wanted to eliminate English
and to introduce the Japanese language (Nippongo).
The Japanese exerted all efforts to wean the
Filipinos from reliance on the Western powers but
they did not succeed.
 Asearly as in pre Magellanic times,
education was informal, unstructured, and
devoid of methods. Children were provided
more vocational training and less academics
(3 Rs) by their parents and in the houses of
tribal tutors.
 As previously stated, the public educational system
dates back to 1863 when the Educational Decree of
1863 was promulgated during the Spanish era. It
gained a foothold after the passage of Act No. 74 in
1901 by the American Military Commission which
established the Department of Public Instruction.
 The proclamation of different laws in the Philippine
constitution strengthen the education system in the
country together with the presidential decrees and
Republic acts.
 The picture below are the changes of Official Names of the
Department together with the names, legal bases in accordance with the
year it was changed until the present.
 (REPUBLIC ACT NO. 10533)
Pursuant to Section 16 of Republic Act No. 10533,
entitled “An Act Enhancing the Philippine Basic
Education System by Strengthening Its Curriculum and
Increasing the Number of Years for Basic Education,
Appropriating Funds Therefor and for Other
Purposes,” otherwise known as the “Enhanced Basic
Education Act of 2013,” approved on May 15, 2013, and
which took effect on June 8, 2013, the Department of
Education (DepEd), the Commission on Higher Education
(CHED), and the Technical Education and Skills
Development Authority (TESDA), hereby issue the
following rules and regulations to implement the
provisions of the Act.
Section 10. Basic Education Curriculum
Development. In the development of the
Basic Education Curriculum, the DepEd shall
be guided by the following:
10.1. Formulation and Design. Pursuant to
Section 5 of the Act, the DepEd shall
formulate the design and details of the
enhanced basic education curriculum. The
DepEd shall work with the CHED and TESDA
to craft harmonized basic, tertiary, and
technical-vocational education curricula for
Filipino graduates to be locally and globally
competitive.
10.2. Standards and Principles. The DepEd shall
adhere to the following standards and principles,
when appropriate, in developing the enhanced
basic education curriculum:
(a) The curriculum shall be learner-centered,
inclusive and developmentally appropriate;
(b) The curriculum shall be relevant, responsive
and research-based;
(c) The curriculum shall be gender- and culture-
sensitive;
(d) The curriculum shall be contextualized and
global;
(e) The curriculum shall use pedagogical
approaches that are constructivist, inquiry-
based, reflective, collaborative and integrative;
(f) The curriculum shall adhere to the
principles and framework of Mother Tongue-
Based Multilingual Education (MTB-MLE)
which starts from where the learners are and
from what they already know proceeding
from the known to the unknown;
instructional materials and capable teachers
to implement the MTB-MLE curriculum shall
be available. For this purpose, MTB-MLE
refers to formal or non-formal education in
which the learner’s mother tongue and
additional languages are used in the
classroom;
(g) The curriculum shall use the spiral progression
approach to ensure mastery of knowledge and
skills after each level; and
(h) The curriculum shall be flexible enough to
enable and allow schools to localize, indigenize
and enhance the same based on their respective
educational and social contexts.
10.3. Production and Development of
Materials. The production and development of
locally produced teaching and learning materials
shall be encouraged. The approval of these
materials shall be devolved to the regional and
division education unit in accordance with
national policies and standards.
10.4. Medium of Teaching and
Learning. Pursuant to Sections 4
and 5 of the Act, basic
education shall be delivered in
languages understood by the
learners as language plays a
strategic role in shaping the
formative years of learners.
The curriculum shall develop proficiency in Filipino
and English, provided that the first and dominant
language of the learners shall serve as the
fundamental language of education. For
Kindergarten and the first three years of
elementary education, instruction, teaching
materials, and assessment shall be in the
regional or native language of the learners. The
DepEd shall formulate a mother language
transition program from the mother/first
language to the subsequent languages of the
curriculum that is appropriate to the language
capacity and needs of learners from Grade 4 to
Grade 6. Filipino and English shall be gradually
introduced as languages of instruction until such
time when these two (2) languages can become
the primary languages of instruction at the
secondary level.
10.5. Stakeholder Participation. To achieve
an enhanced and responsive basic education
curriculum, the DepEd shall undertake
consultations with other national government
agencies and other stakeholders including,
but not limited to, the Department of Labor
and Employment (DOLE), the Professional
Regulation Commission (PRC), private and
public schools associations, national student
organizations, national teacher
organizations, parents-teachers associations,
chambers of commerce and other industry
associations, on matters affecting the
concerned stakeholders.
 Section 11. Curriculum Consultative
Committee. Pursuant to Section 6 of the Act, a
Curriculum Consultative Committee shall be
created, to be chaired by the DepEd Secretary or
his/her duly authorized representative, and with
members composed of, but not limited to, a
representative each from the CHED, TESDA,
DOLE, PRC, the Department of Science and
Technology (DOST), and a representative from
business chambers such as the Information
Technology – Business Process Outsourcing (IT-
BPO) industry association. The Consultative
Committee shall oversee the review and
evaluation of the implementation of the
enhanced basic education curriculum and may
recommend to the DepEd the formulation of
necessary refinements in the curriculum.
The K to 12 Program covers 13 years of basic
education with the following key stages:
 Kindergarten to Grade 3
 Grades 4 to 6
 Grades 7 to 10 (Junior High School)
 Grades 11 and 12 (Senior High School)
 The Philippines is the last country in Asia and
one of only three countries worldwide with a
10- year pre-university cycle (Angola and
Djibouti are the other two).
 A 12-year program is found to be the best
period for learning under basic education. It
is also the recognized standard for student
and professionals globally.
 The College General Education curriculum
will have fewer units. Subjects that have
been taken up in Basic Education will be
removed from the College General Education
curriculum.
 Details of the new GE Curriculum may be
found in CHED Memorandum Order No. 20,
series of 2013. Curriculum.
 The current curriculum has been enhanced
for K to 12 and now gives more focus to
allow mastery of learning.
 For the new Senior High School grades
(Grades 11 and 12), core subjects such as
Mathematics, Science and Language will be
strengthened. Specializations or tracks in
students’ areas of interest will also be
offered.
 Changes to specific subjects are detailed in
the K to 12 Curriculum Guides, viewable and
downloadable at bit.ly/kto12curriculum.
 Schools with special curricular programs will
implement enriched curriculums specific to
their program (e.g. science, arts) following
the K to 12 standards.
 The K to 12 Curriculum was designed to
address diverse learner needs, and may be
adapted to fit specific learner groups.
 The principle of MTB-MLE is to use the
language that learners are most comfortable
and familiar with; therefore, the common
language in the area or lingua franca shall be
used as the language of instruction.
 There are currently 19 mother tongue
languages:
– Akianon
– Bahasa Sug
– Bikol
– Cebuano
– Chabacano
– Hiligaynon
– Iloko
– Ivatan
– Kapampangan
– Kinaray-a
– Maguindanaoan
– Meranao
– Pangasinense
– Sambal
– Surigaonon
– Tagalog –
-Waray
– Yakan
– Ybanag
Senior High School (SHS) covers the last two
years of the K to 12 program and includes
Grades 11 and 12. In SHS, students will go
through a core curriculum and subjects under
a track of their choice.
These two additional years will equip learners
with skills that will better prepare them for
the future, whether it be:
– Employment
– Entrepreneurship
– Skills Development (Further Tech-Voc
training)
– Higher Education (College)
 Senior High School “completes” basic
education by making sure that the high
school graduate is equipped for work,
entrepreneurship, or higher education. This
is a step up from the 10-year cycle where
high school graduates still need further
education (and expenses) to be ready for the
world.
 SHS will be offered free in public schools and
there will be a voucher program in place for
public junior high school completers as well
as ESC beneficiaries of private high schools
should they choose to take SHS in private
institutions.
 This means that the burden of expenses for
the additional two years need not be
completely shouldered by parents.
 Senior High School covers eight (8) learning
areas as part of its core curriculum, and adds
specific tracks (similar to college courses)
based on four (4) disciplines:
 Academic (which includes Business, Science
& Engineering, Humanities & Social Science,
and a General Academic strand)
 – Technical-Vocational-Livelihood (with highly
specialized subjects with TESDA
qualifications)
 Sports
 – Arts & Design
 SHS Students may pick a track based on how
he or she will want to proceed after high
school graduation. You can learn more about
the tracks and strands (as well as their
curriculum) in the K to 12 Curriculum Guides.
 SHS cannot guarantee employment; but it
creates the following opportunities: –
Standard requirements will be applied to
make sure graduates know enough to be
hirable. – You will now be able to apply for
TESDA Certificates of Competency (COCs)
and National Certificates (NCs) to provide
you with better work opportunities.
 Partnerships with different companies will be
offered for technical and vocational courses.
 You can now get work experience while
studying; and companies can even hire you
after you graduate.
 Entrepreneurship courses will now be
included. Instead of being employed, you can
choose to start your own business after
graduating, or choose to further your
education by going to college.
 SHS, as part of the K to 12 Basic Curriculum,
was developed in line with the curriculum of
the Commission of Higher Education (CHED) –
the governing body for college and university
education in the Philippines.
 This ensures that by the time you graduate
from Senior High School, you will have the
standard knowledge, skill How will students
choose their Senior High School
specializations?
 Students will undergo assessments to
determine their strengths and interests.
These will include an aptitude test, a career
assessment exam, and an occupational
interest inventory for high schools. Career
advocacy activities will also be conducted to
help guide students in choosing their
specialization or track.
 Specializations or tracks to be offered will be
distributed according to the resources
available in the area, the needs and interests
of most students, and the opportunities and
demands of the community.
 according to the law. Beginning SY 2016-
2017, you must go through Grades 11 and 12
to graduate from High School.
 You will be a Grade 10 completer, but not a
high school graduate. Elementary graduates
are those who finish Grade 6; high school
graduates must have finished Grade 12.
 You can find out more at the K to 12 page.
You can also ask your school administration
(public or private) to contact the DepEd
division office to help organize an
orientation seminar.
It is an aptitude test geared toward providing
information through test results for self-
assessment, career awareness and career
guidance of junior high school students of
the K to 12 Basic Education Program (BEP).
 Test-taking is mandatory.
 Test results are recommendatory.
 For K to 12 Program: career guidance for
choosing the tracks in Senior High School
A locally developed test which was
standardized and validated using Filipino
respondents
 A paper-and-pencil test which utilizes
scannable answer sheets that are processed
electronically
 A multiple-choice type of test
 Culture fair and sensitive
 Provides an end-user-friendly report format
(COR)
 To foster the highest quality of education in
the Philippines by regulating and monitoring
the flow of students to post secondary
institutions of learning and their potential
contribution to national development.
 To minimize indiscriminate wastage of
manpower and resources by working for a
match between manpower skill outputs and
job market demands.
 To assess the skills of Grade 9 students
planning to proceed to senior HS, toward
providing relevant information on their skills,
abilities and readiness for academic and non-
academic courses;
 To provide information that will help high
school students make wise career decision;
Similarities
 Both are general scholastic aptitude tests (GSAT)
Differences
 NCAE includes scientific ability as an area in
GSAT
 Still recommendatory – without cut-off score
 Includes technical-vocational aptitude, logical
reasoning ability, occupational interest
inventory, aptitude on academic tracks
 Allenrolled Grade 9 students in public and pr
ivate high schools operating with permit.
Clusters of Occupational Fields*
 Science
 Natural Sciences
 Aquaculture and Agriculture/Forestry
 Engineering
 Business and Finance / Commerce
 Professional Services
 Personal Services
 Computers and Technology
 Media and Communication
 Community Services
 Architecture and Construction
 The Arts
 Fashion: Garments, Hairstyle/Cosmetics/Parlor
Services, Jewelry and Accessories
 Military and Law Enforcement
 Spiritual Vocation
*As per consultation with Dr. Annadaisy J. Carlota,
Consultant, Department of Psychology, UP
Diliman (2014)
General Scholastic Aptitude (GSA)
 Scientific Ability (SA) – 40 items
 Reading Comprehension (RC) – 30 items
 Verbal Ability (VA) – 30 items
 Mathematical Ability (MA) – 40 items
 Logical Reasoning Ability (LRA) – 15 items
Aptitude for Academic Tracks
 Humanities and Social Sciences (HUMSS) – 50
items
 Science, Technology, Engineering and Math
(STEM) – 50 items
 Accountancy, Business and Management
(ABM) – 50 items
 Thisis an inventory / checklist of
occupational interests which provides an
assessment on inclinations / preferences for
comprehensive career guidance. The
students are provided with a profile chart of
their occupational inclinations and
preferences thru the identified cluster
occupations.
COR = Certificate of Rating
 The COR contains the report on how the
examinees performed in the test which is
presented in a graph alongside the Standard
Scores and Percentile Ranks.
 The descriptive rating of the Percentile Rank
is also included.
 The overall GSA and TVA scores are reported
along with scores in the subtests.
 The GSA score is the average of the standard
scores in these areas: SA, RC, VA, MA and LRA.
 Reporting of results for HUMSS, STEM and ABM
will be in Standard Score and Percentile Rank.
 Likewise, the TVA score is the composite of the
CA and VMS scores.
 OIISSS: The level of preference for each area of
occupational interest is displayed based on
percentage score which is as follows: high (76-
100), moderate (51-75), low (26-50) and very
low (0-25)
 Examinees can gauge their individual strengths
and weaknesses in every domain/area measured
based on the test results.
 The scores are reported in Standard Scores
and Percentile Ranks.
 Standard Score – where the mean is 500 and
the standard deviation is 100. The highest
scores are in the 700’s; the lowest scores are
in the 300’s.
 Percentile Rank – shows the test taker’s
position among all the examinees. If an
examinee scores at percentile rank 99+, it
means that he scored above the other 99
percent of the examinees.
 None.
 The cost in the preparation of test materials
and administration of the test does not entail
any amount from the schools, parents and
students.
 All expenses are shouldered by the
Department.
 3-4 months
 The NCAE intends to provide information that
will help high school students make wise career
decisions based on the results of the domains of
the test.
 It also provides an interest inventory that will
show the inclinations of the students in a
particular occupational field.
 The test results will validate the previously
thought career choice by showing the student’s
strengths and weaknesses in the aforementioned
domains.
 In2007, DepED-NETRC conducted a survey on
the utilization of the NCAE results for SY
2006-2007.
 Nineteen (19) higher education institutions
and TESDA accredited schools in twelve (12)
schools divisions participated in the survey.
 The NCAE annual administration was viewed
positively by 81.31% of the students.
 80% of their parents affirmed in the
necessity to administer the NCAE yearly.
 85% of the school officials favored the
annual administration of the NCAE.
 Across the four groups of respondents
(students, parents, school officials and
CHED/TESDA institutions), the NCAE
elicited high acceptance level.
 All groups manifested agreement on the
yearly administration of the NCAE.
 Policy Directions:
 Based on the results of the NCAE over the years,
majority of our high school graduates have
inclinations toward technical-vocational (tech-voc)
occupations.
 The strengthening of 261 technical-vocational high
schools is being carried out by the Department
wherein improvements are being made in their
curriculum, training, physical and policy support.
 The results validate DepED’s decision to put great
stress on tech-voc program, that is, to equip high
school students with technical-vocational skills that
can empower them to find meaningful employment,
whether or not they pursue college education.
 DepED’s tech-voc curriculum is being aligned
with the training regulations of TESDA. This
will allow tech-voc high school graduates to
acquire TESDA certificates.
 It is also the Department’s goal to improve
the abilities of students in the general
scholastic domain.
 Moreover, the Department is currently
working on intensifying the career guidance
programs in public national high schools and
in orienting the guidance staff in the schools
and division offices on how to maximize the
utilization of the NCAE results in order to
properly guide students in making wise
career decisions.
 With the results of the NCAE, the students
will be directed to occupational fields where
they would be potentially productive and
successful.
 No.
 The results of the NCAE should NOT be used
for other purposes other than career
guidance.

 Please follow this instruction for the duplicate
copy of your NCAE Result.
 Please be informed that there is a payment for a
duplicate copy of the Certificate of Rating which
costs Fifty Pesos (P50.00) and One Hundred
Twenty Pesos (P120.00) for the mailing of the
said COR via LBC (cash to be delivered to our
Office, not for pick up). For payment of the COR
and courier, kindly send it thru mail addressed to
Dr. Nelia V. Benito, Director IV, Bureau of
Education Assessment, 2F Bonifacio Bldg., DepEd
Complex, Meralco Avenue, Pasig City. For further
inquiries, you may contact the Education
Assessment Division bea.od@deped.gov.ph
 What is the NAT
The National Achievement Test (NAT) is a
Philippine-made standardized test designed
to determine pupils/students’ achievement
level, strengths and weaknesses in five key
curricular subject areas at the end of the
school year.
 TheNAT was developed to measure what
pupils/students in Grade Six and Fourth Year
know and can do in five subject areas:
Science, Mathematics, English, Filipino, and
HeKaSi (Heograpiya, Kasaysayan at Sibika) in
elementary and Araling Panlipunan in
secondary level.
1. provide empirical information on the
achievement level of pupils/students to
serve as guide for policy makers,
administrators, curriculum planners,
supervisors, principals and teachers in their
respective courses of action.
2. identify and analyze variations on
achievement levels across the years by
region, division, school and other variables.
3.determine the rate of improvement in basic
education with respect to individual schools
within certain time frames.
 Grade 6 - public and private schools (census)
 Year 4 - public and private schools (census)
 TEST NAT G6 NAT Y4
Subject Area 1. Science 1. Science
Coverage
2. Mathematics 2. Mathematic
3. English 3. English
4. Filipino 4. Filipino
5. HeKaSi 5. Araling Panlipunan
Number of Items Per 40 60
Subject (Except for Math, 50)
Total Number of 200 310
Items
 A multiple-choice test
 A sampling of competencies intended for the
whole year coverage
 A standardized test with mostly moderately
difficult items
 Anchored on Bloom’s Taxonomy of Cognitive
Objectives / Dimensions
 High-Ordered Thinking Skills (HOTS)
 The performance of an examinee is compared to
the performance of a national populace.
 The rating is expressed in percentage score or
percent of correct responses.
 The NAT is a system-based assessment
specifically designed to gauge learning
outcomes across target levels in identified
periods of basic education.
 NAT-Grade Six - It serves as terminal exit
assessment of elementary education and as
measurement of incoming first year students’
readiness for high school (pursuant to DepED
Order No. 5, s. 2005).
 Raw scores obtained by an examinee five
subjects are reported in a table alongside with
the percentage scores.
 Total test scores for raw and percentage scores
are revealed at the bottom part of the table.
 A quartile distribution of the obtained of mean
percentage scores is provided to guide end-users
in interpreting test results.
 Percentage of Correct Responses (PCR) per
learning competency by subject area is likewise
presented to have a glimpse on the performance
of the pupil/student in every skill measured in
the test.
 The NAT results are interpreted in quartile
distribution of Mean Percentage Scores (MPS)
to indicate the percentage of correctly
answered items in a test or subject area
proficiencies. It is also used in classifying
test performances of schools, divisions,
regions and the total country.
 Forexample: Performance of School X
•School X has overall Mean Percentage Score
(MPS) of 52%. It is classified as upper average
in school performance. •School X has MPS of
80% in English. It has superior performance in
English.
Quartile Distribution Descriptive Equivalent

76-100% Superior

51-75% Upper Average

26-50% Lower Average

0-25% Poor
 The MPS indicates the ratio between the
number of correctly answered items and the
total number of test questions or the
percentage of correctly answered items in a
test.
 For instance, a 50 MPS in one subject area
would mean that an examinee correctly
answered 20 out of 40 test items (NAT-Grade
6).
 On the other hand, a 60 MPS for a total score
means that an examinee correctly answered
6 out of 10 questions in the test.
 None. It uses the MPS to indicate the
percentage of correctly answered items in a
test. The computation of grades in school,
however, is done very differently from the
NAT.

(Refer to DepED Order No. 73, s. 2012,

“Guidelines on the Assessment and Rating of
Learning Outcomes under the K to 12 Basic
Education Curriculum; www.deped.gov.ph)
 No.
 An MPS below 75 would mean that the
examinees’ test performance does not
belong to the upper average of the total
number of test-takers.
 The standard criterion set by the Department
in terms of achievement level is 75% which is
the national target.
 None
 OnlyGrade SIX Pupils will have their COR for
the NAT.
 CHAPTER 9
History of the
Philippine
Educational System
 EDUCATIONAL AIM

• For survival and

conformity
• For encultration
 TRAINING

• Theoretical, moral and spritual

awakening
• Domestic chores and pratical /
occupational skills
 TEACHING METHODS

• Demonstration method
• Observation and imitation
• Indoctrination
 TEACHING CONTENTS

• Broad, indefinite, and unwritten

• Unstructured or incidental
EVIDENCES THAT FILIPINO HAD AN ELABORATE
CIVILIZATION PRIOR TO WESTERN CONTACTS

• Effective Technology (Ceramic Industry – 400BC)

• Predictive Sciences ( Preserved mummies in Central
Cordillera Mountains)
• Art and Religion ( Petroglyphs – in Angono)
• Foreign Trade (Full scale trading during Tang dynasty in
9th Century AD)
• Big Population center ( 20,000 population in
Manila)
• Megalithic structure (Rice Terraces in Ifugao)
• Government (Barangay)
• Laws (Code of Kalintaw)
• Warfare (Baranggay VS Baranggay)
EDUCATION DURING
SPANISH ERA
 EDUCATIONAL AIM

The Royal decree 0f 1555 (8)

• Indoctrination of Christianity
• Imposition of Spanish Culture
• Promotion of Spanish langguage
AGENCIES OR CONTENTS STUDIED / TRAINING
• Focused on CHRISTIAN DOCTRINE (simple
cathechism)
• Three and a half century before Spanish
government set up a school system
• Other subjects such as arithmetic, music, and arts
and trades
• Rise of Parochial schools started in Cebu in 1565
(by Augustinians)
• The Parochial school concept was introduced (by
Augustinians, Franciscans, Dominicans, and
Jesuits)
• VISITAS (refers to first Parochial schools)
• Parochial school was established in the
19th Century
• Academic institutions were established
• Secondary Schools established such as 9
Colegios ( for boys) and 10 Beaterio ( for
girls)
• FIRST COLEGIO – Colegio de San Ignacio
( by Jesuits, 1589, Manila)
• Cologio de Santo Rosario - next bacame
Colegio de Santo Tomas then Pontificial
University of Santo Tomas
• Beaterio de Santa Isabel - (1632) oldest
existing school for girls
• Beaterio de Santa Potenciana – (1594) first
beaterio for girls.
• Institutions established for higher learning -
provide church wih centers of learning and the
state with much needed judges and lawyers.
 TEACHING METHODS
• Dictation
• Memorization
• Moro-moro , cenaculo, and other
theatrical performances

THE MEDIA OF INSTRUCTION

•Spanish
•Latin
 TYPES OF EDUCATION

• Subject centered
• Teacher-dominated
• Authoritarianism
• Imposition of severe discipline
 OUTSTANDING CONTRIBUTION

• Royal Decree of 1863 - Upliftment

of Philippine education
(EDUCATION ACT 1863 BY MINISTER
JOSE DELA CONCHA)
oAttempt of the Spanish to establsih an
overall public schools system.
oNormal school attached to Escuela
oComplete system of education
oFree system of education
oReorganization of school curriculum
oBreaking 3 Century of church domination
by letting the government handle the
supervision and control of school.
 LINGUISTICS
• Produce first grammars and dictionary
• “Arte y Regala de Lengua Tagala“
(Francisco Blancas de San Jose 1610,
Printed: Tomas PinPin)
• “Arte y Vocabulario de Lengua Tagala”
(Juan Quinones, 1581)
EDUCATION DURING THE
AMERICAN ERA
 EDUCATIONAL AIM

• promote democratic ideals and way

of life
 AGENCIES AND CONTENTS STUDIED

• Aguinaldo’s Republic under Revolutionary

Government.
• The schools maintained by spain for more than
three centuries were closed and reopened on
August 29,1898 by Secretary of the Interior.
• The Burgos Institute in Malolos and the Literary
University of The Philippines were established.
 AGENCIES AND CONTENTS STUDIED
• MALOLOS CONSTITUTION - establish system of free
and compulsory elementary education.
• Public and secular (manned by chaplains, US military
officers, and Thomasites) – where trainging was done.
• University of the Philippines was founded (1908)
SUBJECTS FOR STUDY
• Philippine Education was highly influence by the
Philosophy of John Dewey
 TEACHING METHOD

Democratic way of teaching

 OUTSTANDING CONTRIBUTIONS OF AMERICAN TO
PHILIPPINE EDUCATION

• Religious freedom was enforced

• Development of the intelligence, right attitudes
and habits of children who were to become
citizens of the future were emphasized.
• Citizens for adults become important
• Emphasis in Democratic ideal
• Guidance and consultancy
 LEGAL MANDATE
• Treaty of Paris (1898)
Put an abrupt end to the newly born republic.
“BENEVOLENT POLICY OF ASSIMILATION”
-America assume full control and adminitration of the
Philippine Affairs.
-the study of newly acquired territory
• SCHURMAN COMISSION
-the study of newly acquired territory
• Taft Commission (1900) - Organize civil government
• (March 1900) Office of Superintendent of Public
Instruction was created
Captain Albert Todd – general superintendent of
schools
• Educational Act of 1901 ( Act No. 74 of the
Philippine Commission
-Establish a department of Public Instruction to
oversee the operation of public schools.
A. SECTIONS 1 to 13 – were meant to establish a
highly centralized system
B. SECTION 14 to 15 - importation of the American
teachers
C. SECTION 16 – seperation of church and state
• D. SECTION 17- created Philippine National school
noe Philippine Normal University
• The Department of Public Instruction set up three
level school system.
FIRST LEVEL – four-year primary and three-year
intermediate (seven-year elementary school) 16
SECOND LEVEL – four-year high school
THIRD LEVEL – two-year junior college and later a
four-year program
• (1925) Monroe Survey Commission
-Headed by Paul Monroe
-Evealuate the entire school system the American set
up
Act No. 3162 and 3196 Recommended:
• Educational Reforms
• Evaluation of teaching and learning
• 1927 the American Director of the Bureau of
Education spelled out these aims of education:
• Training for self-government
• Provision of english as common langguage
 EDUCATION DURING THE COMMONWEALTH
PERIOD (1935-1942)

FUNDAMENTAL AIMS OF EDUACTION IN THE

1935 CONSTITUTIONS: 18
• Develop moral character, personal discipline,
civic conscience, and vocational efficiency.
• To teach the duties of citizenship
 AGENCY AND CONTENT TO STUDY

• PUBLIC AND PRIVATE SCHOOLS

(SECTARIAN AND NON-SECTARIAN)
-training was done

• Curricular emphasis
- Character education
- Citizenship training
 LEGAL MANDATE

• EXECUTIVE ORDER NO. 17

- By Pres. Manuel Quezon
- Known as “Quezon Code of Ethics”
- Foundation of the emerging
philosophy of Philippine Education
EXECUTIVE ORDER NO. 134 (1936)
-By Pres. Quezon 19
-Tagalog as National langguage

EXECUTIVE ORDER NO. 263 IN 1940

-Required the teaching of filipino
langguage in the senior year of all
high schools and in all years in the
school.
 EDUCATION ACT OF 1940 (C.A 586)
-Approved : August 7, 1940
• Reduction of the 7-year elementary course to
6 years
• Fixing the school entrance age at 7 years
• Compulsory attendance of primary children
enrolled in grade 1
• National support for elementary education
• Adoption of double-single sessions in the
primary grade with one tecaher one class
assignment of intermediate tecahers.
EDUCATION DURING THE JAPANESE ERA (1943-
1945)
 Order No. 2 of Japan Imperial
Forces(February 17, 1942)
-Set up war-time educational objectives
in the country
 EDUCATIONAL AIM
• To understand the position of the Philippines asa
member of the East Asia Co- Prosperity Sphere
• Eradication of old idea of reliance upon Western States
(Paticularly the US and GREAT BRITAIN)
• Fostering new Filipino culture based on consciousness
of people as ORIENTALS
• Love the Labor
• Promotion of Vocation Education or Diffusion of
elementary education
• Emphasis on Japanese langguage and termination of
use of English langguage in Schools
• Emphasis in Materialism
 AGENCIES AND CONTENT STUDIED
• Schools – place of training
• Opening of Vocational Scools
• Establishment of Agricultural Schools and
Colleges.
• CURRICULAR CONTENT
-Values rooted on love of labor 19
-Emphasizing vocational education
-Use of Niponggo
-Teaching of Physical education and singing
Japanese song
 LEGAL MANDATE
• Proclamation No. 1

-Made the Philippines as a meber of the

Greater East Asia Co- Prosperity sphere.
-Informed people that the sovereingnty of
the US over Philippines was over and the
Martial LAW was to reign.
EDUCATION DURING THE REPUBLIC (1945-
1972)
EDUCATIONAL AIMS
• Full realization of the democratic ideas and way of life.

CHARACTERISTICS
• Democracy upon intrinsic worth of individual.
• Realize their capacities best in Social contacts
• Society is not seperated from the Individual
• Democracy thrives on change
• Fosters persuation and consensus and rejects coercion
and indoctrination.
 CURRICULAR CONTENT

• Community development
• Traing for occupation
• Promotion of democratice nation building
• Social Orientation for the conservation of
Filipino heritage
 LEGAL MANDATES
• R.A. 139 ( June 14,1947)
- The Board of Textbooks
• R.A. 1079 ( June 15, 1954)
- service eligibility of teachers

• R.A. 1124 ( June 16, 1954) 20

- Board of National education (BNE) formulate
educational policies to give direction to
Philippine Education
 R.A. 1265 ( June 11, 1955)
- A daily Flag ceremony including
the singing of the National
Anthem.
R.A 1425 (June 12, 1965)
- Offerings in all schools, the life ,
the works and writings of Jose Rizal
especially Noli Me Tangere and El
Filibusterismo shall be included in
all levels.
 R.A 4007
- Elementary Education was Nationalized
and Abolished matriculation fees

R.A. 4670 ( June 18 1966)

- Magna Carta for Public School Teachers
Provitions:
•Recruitment qualification
•Code of professional conduct of teachers
•Maximum load six hours, 25% of
regularremuneration for overtime
( maximum hour ng trabaho is 6 hours pag
sumobra over time na yun)
•GSIS
•Sabbatical leave and after 7 years of continous
teaching
•Salary increase upon retirement
•Freedom to form organization
(may rights sila mag create ng org or clubs na
mageenhace ng non-academic skills ng bata)
R.A. 5447 (1968)
- Special Education Fund and Local school Board

R.A. 6054
- Advocated by Dr. Pedro T. Orata
- Rise of Barrio High school

R.A. 6132
- Created by Ferdinand Marcos
- Constitutional Convention

Executive Order No. 202 (1969)

By president Marcos
EDUCATION DURING THE NEW SOCIETY (1972-1986)
 EDUCATIONAL AIM
• P.D. 6-A (Educational decree of 1972)
- one of the offshoots of PCSPE
- issued by Onofre D. Corpuz
- embodied into law the national development goals and the
goals of the educational system geared towards their
attainment.

Following aims:

• Development of the high-level professions and evaluation

• Provision broad education enhance self actualization
• Manpower training in middle-level skills
• PROCALAMATION 1102 (January 17, 1973)
-By President marcos
-Announced the ratification of the 1973 constitution through a
referendum of assemblies on January 10-15, 1973

AIMS OF EDUCATION IN 1973 CONSTITUTION

• Develop moral character, self discipline, and scientific,

technological and vocational efficiency
• To foster love of country
• Teach duties of citizenship
• AIMS OF EDUCATION IN 1973 CONSTITUTION
 AGENCIES OR CONTENTS STUDIED
• Curricular changes in elementary education
• Focused on education
• Integration of values in all learning area
• Emphasis on mastery learning
• Curricualar changes in Secondary education
• Increase in time allotment
• Elective offerings as part of curriculum
• YDT and CAT introduced as new courses
• Elective offerings as part of curriculum
 MEDIA OF INSTRUCTION

• Bilingual Education Policy

 EDUCATIONAL PROGRAMS INITIATED
PROJECT IMPACT – Instructional Mnagement by
Parents, Community, and Teachers
ISOSA – In School-Off school Approach
CPS – Continous Progression Approach
PRODED – Program for a Decentralized Educational
Development
NCEE – National College Entrance Examination 21
NEAT – National Elementary Assesment Test for
NSAT – Nationl Secondary Assessment Test 22
 LEGAL MANDATES
PD No. 1 (September 24, 1972)
-Integrated Reorganization Plan
-Decentralization of department of education, Culture and
sports
PD 146 (March 9, 1973)
-Nationl College Entrance Examination (NCEE)
-Required all senior high school students to pass the NCEE as
requirement for amission to any post-secondary academic or
professional degree program for minimum of 4 years of study
in any private or public college and university start on SY 1972
– 1973.
PD 907 ( March 1976)
-Tertiary honor students granted civil service eligbility
DEPARTMENT ORDER NO. 25 S. 1974
-Bilingual Education Program
-Mandates the use of English and Filipino seperately
as media of Instuction
PD 1006 (September 22, 1976)
-Teachers are considered professionals and teaching
as profession upon passing the Professional Board
Examination for teacher (PBET) 23
R.A. 7836
- mandates the Licensure Examination For Teachers
to be administered the Professional Regulations
commission (LET) 24
BATAS PAMBANSA BLG. 232 (EDUCATION ACT OF
1982)
“ An Act providing for the estblishment and
Maintenance of an Integrated System of Education”
SECTION 29
-Quality education
-Voluntray accreditaion for schools, colleges, or
university to upgrade standards
SECTIONS 16 AND 17
Obligations and responsibilities of teachers and
administrators
SECTION 41
Government financial assistance to private schools
EDUCATIONT DURING THE PRESENT PERIOD
EDUCATIONAL AIM

To promote National development and values

education
EDUCATIONAL SYSTEM AND CURRICULAR REFORMS
1. Implementation of NESC

FEATURES

• Fewer learning areas, emphasis on mastery learning

• Development of 3RS
• Development of intellectual skills which are as
important as work skills
• Focus on the development of humanism and
Filipinism in all learning areas
2. Implementation of SEDP

FEATURES

• Uni-disciplinary treatment of curriculum

content
• Concept-based subject areas
• Specific competencies
• Development of values
3. Implementation of the New Secondary Education
Curriculum (NSEC)
FEATURES

• Multi-disciplinary treatment of curriculum content

• Student centered
• Cognitive-affective manipulative based curriculum
• Values Education as a separate subject area
• Emphasis on Science and Technology
• Bilingual policy
• Critical thinking emphasized
4. NSEC offered values education as a separate
subject and integrated in all subjects in both
curricula
5. EDUCATION FOR ALL
-Future Direction for the Philippines
-By Presidential Proclamation 480

COMPONENTS

• ECCD – early Childhood Care and Development

• UQPE – Universal Quality of Primary Education
• EQI – Eradication of Illiteracy
• Alternative Learning Systems
• CE – Continuing Education
• Inculcate Patriotism and nationalism
• Foster love of Humanity
• Respect for Human Rights
• Appreciation of our National heroes in the
historical development of the country
• Teach rights and duties of citizenship
• Strengthen ethical and spiritual values
• Develop Moral character and personal
discipline
• Scientific and technological knowledge
• Promote Vocational efficiency
R.A. 6850 (February 8, 1990)
- granting of civil service eligibility to all
government employees with the provisional or
temporary status who have rendered a total of
at least 7 years of efficient and dedicated
service.
Congressional Commission on Education
-conduct educational survey

RECOMMENDATIONS
• Break up of DECS into :
Department of Basic Education (BSE)
Technical Education and Skills Development Authority (TESDA)
Commission on Higher Education (CHED)
• Technical-vocational reform
• Professionalization of teachers
• Establishment of Teacher Education Centers of Excellence
(CENTREXES)
6. DECS order No. 6 s. 1988
-By Education Secretary Lourdes R. Quisumbing 25
-Strengthens the teaching of values in the NESC (SY.
1982-1983) and NSEC (1989-1990) under the
Program for Decentralized Educational Development
(PRODED) and SEPD respectively.
7. R.A. 6655 ( May 26, 1988)
-President Cory Aquino
-Free public secondary education
PROVISIONS:
• Less than 1500 pesos tuition fee supplement for
students in private schools, vocational and technical
courses.
• Textbook assistance
• Expansion of Educational Service Contracting Scheme
• College faculty development fund
• Voucher system of the Private Education Student
Financial Assistance Program (PESFA)
• Scholarship for Valedictorians and salutatorians
• Tuition fee supplements in Private colleges and
universities
• Educational Loan fund

8. Student Employment Law (R.A. 7323) (February 3,

1992)
-Students who ages 15-25 may be employed during
summer or Christmas vacation with a salary not
lower than minimum wage.
9. (DURING THE TERM OF FIDEL V. RAMOS)

The division of DECS into :

• CHED (R.A. 7722 , May 18, 1994)
-function as Bureau of Higher Education
• TESDA ( R.A. 7796, August 25, 1994)
-Absorbed The Bureau of Technical-Vocational
Education and the National Manpower and Youth
Council (NMYC)
• R.A. 7784 (August 4,1994)
-Centers of Excellence in Teacher Education
10. P.D. 146 by Virtue of R.A. 7731 ( June 2, 1994)
-National College Entrance Examination
11. P.D. 1001 R.A. 7836 ( December 16, 1994)
PROVISIONS:
• Board for professional teachers composed of 5
commissioners under PRC
• PBET to LET ( Licensure Examination For teachers)
• From CSC and DECS to Board of Professional teachers
under PRC
• Article II of R.A. 7836
-Code of Ethical and Professional standards for
professional teacher by Board for professional
teachers.
12. DECS’ Masterplan for Basic Education
• Realism of the Educational system
• Non-traditional means of ensuring that children stay
in school
• Expanded the PTA into PTCA
• Social reform of the agenda ( improve 6 years
completion in elementary schools)
• EFA – as fundamental and long term policy measure
to bring about quality basic education.
• NEAP was established
• EFA’s philosophy and goals
• EFA emphasize creative and critical thinking
• RECOMMENDATIONS:

• Strengthening the foundation of Education

• The Priorities are the advancement of Early
childhood Care and Development, expansion
of pre-school services and 8 week Early
childhood experiences in Grade 1 scheme.
• Improving the Quality of primary Education
• Curriculum and content
-new basic education curriculum
The Constitution and Education Act of 1982
-sources of the curriculum
NEEDS OF SOCIETY IN TERMS OF CITIZEN WHO ARE :
-Makabayan -Makakalikasan
-Makatao -Makadiyos

PARAMETER OF CURRICULUM

-Environment
-Society
-Learner
 LEARNING AREAS
-Filipino -Science
-English -Mathematics -Makabayan
SUPPORT SYSTEM
-Training of teachers
-Provisions of materials equipment and facilities
-Policy and administrative support
MONITORNING AND EVALUATION
-Pre-implementation, Process and post
implementation monitoring
- access progress and provide intervention
 TESTING
NEAT ( Nationl Elementary Achievement Test)
MEASURE MILTI LEVEL INTELLIGENCE
• Environmental Education
• Environmental Ethics
• Population Education
• Gender Fairness and Peace education are integrated
in Social Studies
• Global Education
LIST OF SECRETARIES OF EDUCATION
SECRETARIES OF PUBLIC INSTRUCTION
SERGIO OSMENA
(1935-19400
JORGE BACOBO (1940-1941)
SECRETARIES OF PUBLIC INSTRUCTION, HEALTH,
AND PUBLIC WELAFARE
(COMMONWELATH WAR CABINET )
SERGIO OSMENA
(1942-1944)
COMMISSIONER OF PUBLIC INSTRUCTION
CLARO M. RECTO
( 1942-1943)
MINISTER OF PUBLIC INSTRUCTION
( 2ND REPUBLIC)
JORGE BACOBO (1943-1945)
SECRETARIES OF EDUCATION, CULTURE AND
SPORTS
LOURDES QUISUMBING
(FEB. 1986- DEC. 1989)
 ISIDRO CARINO
(JAN. 1990 – JUNE
19920
 ARMAND FABELLA
(JULY 1992-JULY 1994)
 RICARDO GLORIA
(AUG. 1994-DEC. 1997)
 ERLINDA PEFIANCO
(JAN. 1998-JUNE 1998)
BR. ADREW GONZALES
( JULY 1998-JAN.
2001)
 RAUL ROCO
(FEB. 2001-AUG. 2001)
SECRETARIES OF EDUCATION
 RAUL ROCO
( AUG. 2001-AUG.
2002)
 EDILBERTO DE JESUS
(SEPT. 2002- JULY 2004)
 FLORENCIO ABAD
(JULY2004-JULY 2005)
 RAMON BACANI
( JULY 2005-SEPT.
2005)
 FE HIDALGO
(SEPT. 2005- JULY
2006)
 JESLI LAPUZ
(JULY 2006-2015)
 Article XIV of the 1987 Constitution
 The Department of Education, Culture and Sports (DECS)
 It pursues the mandate embodied in the Constitution as
follows:
“The state shall protect and promote the right of all
citizens to quality education at all levels and shall take
appropriate steps to take such education accessible to
all.” (Article XIV section 1)
Article XIV, section 2 stipulates:
• The establishment and maintenance of a complete,
adequate, integrated system of education relevant to the
needs of the people and society
• Free and compulsory public elementary education
• Free secondary education
• Scholarship grants and incentives
• Non-formal, informal and indigenous learning systems
• Inclusion of the study of constitution, inculcation of patriotism,
and nationalism, love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical
development of the country, teach the duties of citizenship,
etc. in the curriculum
VIII Article 194
• Right to education comes from national nature. Every child is
entitled to be educated by his family, by the state and by the
church.
• Support of children as defined by the 1988 Family code that
includes schooling or training.
Goal
The Act provides that the basic policy of the States is to
establish and maintain a complete adequate, and integrated
system of education relevant to the goals of national
development as follows:
1. Achieve and maintain an accelerating rate of economic
development and social progress;
2. Assure the maximum participation of all people in the
attainment and enjoyment of such growth, and
3. Achieve and strengthen national unity and consciousness
and preserve, develop and promote desirable cultural, moral
and spiritual values in a changing world.
Aims
1. Provide for a broad general education
1.1 attain his potentials
1.2 enhance the range and quality of individual and group
participation
1.3 acquire essential education foundation
2. Train the manpower in the middle-level skills
3. Develop the professions that will provide leadership for the
nation
4. Respond effectively to changing need and conditions of the
nations
 Rights and Duties of Parents in the Education of Children (Section
8)
1.) Rights
Right to organize themselves and/or with teachers for the
purpose of providing a forum for the discussion of matters relating to
the total school program, and for ensuring the full cooperation of
parents and teachers in the formulation of efficient implementation
of such programs.
Right to access to any official record directly relating to the
children who are under their parental responsibility.
2.) Duties
 Duty to help carry out the educational objectives in
accordance with national goals
 Duty to enable their children to obtain elementary education
and shall strive to enable to obtain secondary and higher
education in the pursuance of the right formation of the
youth
 Duty to cooperate with the school in the implementation of
the school program
 Rights and Duties of Students
1.) Rights
 Right to receive , primarily through competent instruction,
relevant quality education in the line with national
development goals and conductive to their full development
as persons with human dignity
 Right to freely choose their field of study subject to existing
course therein up to graduation, except in cases of
academic deficiency, or violation of disciplinary regulations
 Right to school guidance and counseling services
 Right of access to his own school records, the confidentiality
of which the school shall maintain and preserve
 Right to the issuance of official certificates, diplomas,
transcript of records, grades, transfer credentials, and other
similar documents within thirty days from request
 Right to publish a school newspaper
 Right to free expression of opinions and suggestions and to
effective channels of communication
 Right to form, establish and join organizations
 Right to be free from involuntary contributions, except those
approved by their own organizations or societies
2.) Duties
 Duty to exert his utmost to develop his potentialities
 Duty to uphold the academic integrity of the school
 Duty to promote and maintain the peace and tranquility of
the school
 Duty to participate actively in civic affairs, and in the
promotion of general welfare
 Duty to exercise his rights responsibly
EXECUTIVE ORDER NO. 117, s. 1987
(REORGANIZATION OF DECS)
The Department shall be primarily responsible for the
formulation, planning, implementation, and coordination of the
policies, plans, and projects in the areas of formal and non-
formal education at all levels: elementary, secondary, higher,
technical-vocational, non-formal, sports and culture; supervise all
educational institution, both public and private: provide for the
establishment and maintenance of a complete, adequate, and
integrated system of education relevant to the goals of the
national development.
With the passage of RA 7722 creating the Commission on
Higher Education (CHED) and RA 7796 creating Technical
Education and Skills Development Authority (TESDA), the function
and responsibilities of the Bureau of Higher Education and
Technical and Vocational Education were transferred these two
entities. The CHED and TESDA are independent and separate
entities from the DECS.
 In 1994, the Commission on Higher Education (CHED) was
created to govern mainly the higher education or otherwise
known as the tertiary education.
 Coverage
 Mission
 Main goal or mission
 Higher Modernization Act of 1977
 Corporation Code of the Philippines
Magna Carta- was enacted on June 18,
1966
 Teachers requirement for teaching
 Maximum 6 hours of teaching load
 1 year study leave (sabbatical leave)
 Health and Injury benefit through GSIS
 Leave and Retirement Benefit
 Teacher’s freedom for organization
 Introduction
Teachers are duly licensed professional who
possess dignity and regulation with high moral values
as well as technical and professional competence.
 Article I “Scope and Limitation”
-all educational institutions shall offer quality
education for all Filipino citizens
-this code covers all public and private teachers
in all educational institution.
 Article II “The Teacher and the State”
-the schools are of the future citizens of the
state
-teacher and other school officials shall
promote policies in the state
 -teacher shall possess and actualize full
devotion to his duty
-teacher shall not engage in any other political
or religious interest
-he or she shall not directly or indirectly collect,
solicit and require money or any other valuable
material for any person for such purposes
 Article III “ The Teacher and the Community”
-shall provide the best service to such learning
and growth
-shall provide leadership and initiative to
actively participate in community movement
-shall behave with honor and dignity at all times
-shall help the school to keep people in the
community informed and accomplished school as
well as its needs and problem
 Article IV “The Teacher and the Profession”
-shall uphold the highest possible standard of
quality education
-shall improve his efficiency, enhance the
prestige of the profession and strengthen his
competence, virtue and productivity in order to be
nationally and internationally competitive
 Article V “The Teacher and the Teaching
Community”
• Section 2. A teacher is not entitled to claim
credit for work not of his won
• Section 4. A teacher shall hold inviolate all
confidential information concerning associates
and the school, and shall not divulge to anyone
documents which have not yet been officially
released, or removed records from the files
without official permission.
• Section 5. It shall be the responsibility of every
teacher to seek correctives for what may
appear to be an unprofessional and unethical
conduct of any associate.
• Section 7. A teacher may apply for vacant
position for which he is qualified, provided
further, that all qualified candidates are given
the opportunity to be considered.
 Act No. 74 (January 1, 1901)
 RA 416 (June 18, 1949)
 RA 7168 (December 26,1991)
 Commonwealth Act No. 1
 Commonwealth Act No. 586
 RA 6655
 DECS ORDER No. 38 s. 1994
 DECS ORDER No. 25
 DECS ORDER No. 107 s. 1989
 RA 5462
 PD 603
 RA 5250 (1966)
 PD 1480
 RA 5698
 RA 7686
 RA 7687
 Commonwealth Act No. 80
 PD 1139
 Act No. 2706
 MECS Order No. 84
 PD No. 1006
 September 22, 1976 And made effective on
January 12, 1977
 Commonwealth Act 587
 B.P. 232 Section 64
 RA No. 4670
 PD No. 146
 MECS Order No. 31 Series 1981 (Revised
Oreder: DECS Order No. 49 series 1992)
 MECS Order No. 44 series 1983
 RA 7722
 RA 7731
 RA 7743
 RA 7796
 RA 7791
 RA 1265
 RA 7836
 RA 9155
 CHAPTER 6
Philippine Philosophical Orientation
⦿ The theories, beliefs and expectations of a society
constitute the basis of a society's philosophy of
education. Policy makers formulate the national
goals of education which are articulated in the
Constitution. Schools articulate these in their own
institutional missions and goals, and teachers
formulate their syllabi and write their lesson plans
based on these objectives. Thus, a society's
philosophy directly affects the details of school
work.
Political, economic and social changes are
taking place in different parts of the world and
these, too, are affecting the people's way of
life. Education is faced with changing
philosophical ideas and movements which, in
turn, influence the educational policies,
curricula and practice in Philippine schools.
⦿ Duringthe Spanish times, there was a close
connection between the school and the church. The
educational plan was to evangelize the islands and
make the Christian religion a unifying element. The
government, with the help of the missionaries and
the clergy, set up parish schools and taught the
Catholic faith. This became the basis of education.
 As a result, the schools became the principal arm of the
church in evangelizing and only incidentally was it done for
literacy so that the citizens could read the "doctrine". Education
was based on the philosophy of idealism which holds that what is
real is in the mind. Knowledge, therefore, came about as a
result of mental activity, specially memorization. Schools were
authoritarian in nature, classrooms were teacher-dominated and
subject-centered; discipline was severe; children were supposed
to be seen and not heard; the ideal child was the obedient child.
The American regime brought about changes in the
lifestyles of the Filipinos and more so in its
educational philosophical orientation. The growth
in industrialization brought about factors that
favored an orientation that was pragmatic.
Pragmatism stressed the functional and the
IN 1903 DAVID BARROW, GENERAL
SUPERINTENDENT OF THE BUREAU OF
EDUCATION, STATED THE PHILOSOPHY UPON
WHICH THE AMERICAN SYSTEM OF PUBLIC
EDUCATION IN THE PHILIPPINES WOULD OPERATE:

1. The schools would be public and secular;

2. They should not give religious instruction;
3. They should not depend upon the church for
assistance;
4. The schools should be open to all;
5. The schools were to serve society by developing
the intelligence, right attitudes and habits of the
children who were to become citizens of the
future;
6. The democratic ideal as a philosophy was greatly
emphasized; and
7. Supervision of schools would take the role of
guidance and consultancy.
 The enactment of the Constitution by a Constitutional Convention in
1935 marked a new system of education embodied in Article 14 Section 5, a
mandate what the government shall establish and maintain a complete and
adequate system of public education and shall provide at least free public
primary in- action and citizenship training to adult citizens." The
government established and maintained elementary, secondary and tertiary
levels of education operated by government or private endeavors. The
primary instruction would develop an enlightened citizen.
⦿ Citizenshiptraining for adult citizens was necessary
since the low educational level of the masses might
breed subversive ideas and political
disenchantment. This Constitutional provision which
was inspired by democratic ideals now pervades the
aims of Philippine education.
⦿ OnJanuary 2, 1942, the Japanese occupied the
Philippines. The Commander-in-Chief of the
Imperial Japanese Forces issued Proclamation No. 1
while informed the people that the sovereignty of
the United States of the Phil. was over and that
Martial Law was to reign. Aside from emancipating
the Philippines from the oppressive Americans, it
made the Philippines a member of the Greater East
Asia Co-Prosperity Sphere.
⦿ The Japanese redirected the political and cultural
orientation of the Filipinos from the West to Japan,
from Western materialistic values to values rooted
in Asian love for labor, emphasizing vocational
education, diffusing the use of Nippongo and
terminating the use of English, the emphasis on
physical education and the singing of Japanese
songs. Since the Japanese did not stay long. they
did not succeed in reorienting the Filipinos to the
new ideology.
⦿ From the 1946 onward, the pervading philosophy of
education was democratic schools were tasked to
provide the proper climate which would bring about
the full realization of this democratic ideal. The
characteristics of the democratic way of life are:
1. Democracy is predicated upon the intrinsic worth
of the individual. The individual is regarded as an
end, rather than as a means to an end.
2. Individuals realize their capacities
best in a social context.
3. The society is not separated from
the individual. They exist for a
mutual good.
4. Democracy thrives on change; it is
dynamic and flexible.
5. It fosters persuasion and consensus
and rejects coercion and
indoctrination.
⦿ The years following independence in 1946 were
marked by the vigorous Arts of the leaders.
President Roxas focused on the rehabilitation of the
school system which was in keeping with the
policies of the government. Pres. Quirino stressed
social orientation as manifested by the conservation
of the Filipino heritage, training for occupation,
promoting democratic nation-building and a new
thrust on community development.
⦿ The Magsaysay administration directed its main
goals on the attainment of social and economic
development. Adopted were the more functional
types of educational progress. President Garcia's
ad- ministration focused on the promotion of
Filipino ideals. Educational policies were geared
towards nationalism. Non-formal education and
vocational train- ing came into existence.
⦿ President Macapagal geared his educational goals to
the development of the society's cultural identity.
There was a shift from quantitative expansion to
the improvement of quality in education. Beginning
in 1966, Pres. Marcos “revolutionized” many facets
of Filipino life. Policies and strategies for
educational development were formulated to
bridge the gap between manpower development
and the needs of industries (Phi Delta Kappa).
⦿ During the first National Conference on Education in
1964, one topic that was thoroughly discussed was
the philosophy of Philippine Education. The
following were the questions raised;
1. What kind of Filipino are we trying to produce?
2. Should education be designed to change society or
to sustain it?
3. Should the educational mandates of the
constitution be sufficient bases for our
philosophy?
4. What is Philippine education for?
 THE ABOVE QUESTIONS ARE STILL
BEING ASKED AT PRESENT. THE
FOLLOWING DISCUSSION IS CULLED FROM
PHILIPPINE SOURCES TO CLARIFY THE
ABOVE QUESTIONS.
1. The Philippine Constitution has determined
the aim of education, a statement of a
philosophy of education must necessarily
be based on those aims but do not
constitute the entire philosophy of
education in the Philippines.
2. A philosophy of education is a philosophy of
life and has for its basis the biological and
social processed of a people.
3. The political philosophy of a nation
determines its educational philosophy.
4. The philosophy of education must take into
account the nature of man and the kind of
society in which he lives.
5. The Philippine philosophy of education must
be distinctly Filipino and stress nationalism
tempered with internationalism.
6. The Philippine educational philosophy stresses
conservatism and the enrichment of Filipino
desirable values and traditions in order to pre serve
the Filipino identity as a nation and as a people.
EDUCATION DURING THE NEW
SOCIETY (1971-1986)
⦿ PD.no. 1 or the Integrated Reorganization
Plan the decentralization of the Department
of Education and culture. Decision making
was shared by the thirteen regional offices
headed by the regional Director.
⦿ The Educational Decree of 1972 or P.D. 6A provided
for National Development (goals which where based
on the findings of the Presidential Commission to
Survey Philippine Education (PCSPE).
These are:
1. An accelerating rate of economic development
and social progress;
2. Attainment and enjoyment of the benefits of such
growth;
3. Provision for desirable cultural values in a
changing world.
THE NATIONAL DEVELOPMENT
GOALS OF EDUCATION ARE

1. Broad general education

productivity;
2. Manpower skills for national
development;
3. High level professions for
leadership, advancement of
research, research and
improvement of the quality of
human life.
4. Response to changing needs
and conditions of the nation.
TEN-YEAR NATIONAL EDUCATION
DEVELOPMENT PROGRAM WAS FORMULATED TO
ATTAIN THE NATIONAL DEVELOPMENT GOALS:

1. Improvement of curricular program and quality

of instruction;
2. Upgrading of academic standards through
accreditation, admission tests and guidance;
3. Democratization of educational opportunities;
4. Government assistance to institutions in the
form of grants and loans, synchronization of
curricular progress, staffing patterns and
institutional development activities;
5. Expansion of existing programs and
establishment of new ones to train
middle-level technical and
agricultural manpower;
6. Reform in the educational financing
system - shifting of fund
responsibility for public schools from
the national to the local government,
and increasing government
participation in higher education.
EDUCATION DURING THE PRESENT
PERIOD (1986-)
⦿ Education aims to promote value education
and national development. The 1987
Constitution provides for free elementary
and secondary education, schol- arship
grants and loan programs formal and
nonformal education as well as Special
training for vocational education. The 1987
Constitution states:
 "All educational institutions shall inculcate
patriotism and national- ism, foster love of
humanity, respect for human rights, appreciation of
the role of national heroes, teach the rights and
duties of citizenship, strengthen ethical and moral
values, develop moral character and personal
discipline, encourage critical and creative thinking,
broaden scientific and techno- logical knowledge,
and promote vocational efficiency."
 All efforts must be directed towards
these goals. Moral character is given
emphasis because strength of character is
basic to national survival. No nation can
achieve greatness unless its people are of
strong moral fiber. ne schools today,
more than at any other time, are called
upon to develop values. Duties of
citizenship do not only mean payment of
taxes and obedience to laws. As members
of society we owe it to our fellow citizens
to do of share for national development.
Personal discipline implies control on
one's tendencies and actions in relation to
others.
GLOBAL EDUCATION
The most recent concept in education is
global education. Global education aims for
responsible participation in an
interdependent world community. An over all
framework for every discipline is to have
world relevance. In outline form below are
the key themes and strategies for global
education.
KEY THEME
1. Human value centered
That worth and dignity of a human person as core
value of the universe
World order values are
-peace
-economic equity
-social justice
-Ecological balance
-democratic participation
2. World-oriented Global society has
interdependent peoples and systems.
sharing of world’s common problems
-nuclear proliferation
-problems of war
-ecological balance
-preservation of human rights
3. Future oriented of a better future.
GLOBAL EDUCATION
1. Help people find ways to
-analyze human centered values
-fuller development of each individual
-survival and
-welfare of the whole human species.
2. Views the earth and its inhabitants as
interdependent.
Recognizes the need for international cooperation to
promote humankind’s welfare.
3. Explores preferred feature by giving priority to the
search for world order alternatives,
EXPECTATIONS OF GLOBAL
EDUCATION FROM TEACHERS
1. At the earliest age, help children develop:
-social sense
-political sense
-ecological sense
2. help students develop a sense of the world
as a set of interconnected and
interdependent economic environment,
social and political system.
3. Help students understand the direction of global
trends.
-exponential consumption of non-renewable
resources.
- proliferation of nuclear weapons
- widening gap between developed and
underdeveloped nations
4. Explore solutions for global problems
5. Plan for alternative futures - the kind of world we
want to live in and help create it
⦿ 6.Develop a personal value and behavior system
based on global per- spectives and world order
values.
EDUCATION FOR ALL
⦿ (Mandated by Presidential Proclamation 480
as The Decade of Education for All for the
Year 2000)
A. VISION/PHILOSOPHY
⦿ The
education of the Filipino is anchored on
humanitarianism and equalitarianism.
B. CONCEPT
⦿A plan of action to achieve the goals of basic
education from 1990 to 2000. Basic
education is the empowerment of individuals
with funda- mental learning for their well-
being. It is essential to the develop- ment
process and recognized as the right of every
human being.
C. OBJECTIVES
1. To institutionalize early childhood
development as a basic service for all
children;
2. To improve the quality and efficiency of
primary education;
3. To eradicate illiteracy;
4. To provide basic knowledge, skills and
values to improve the quality of life and
participate in the development process.
D. STRATEGIES\APPROACHES
1. Focus on specific groups - e.g. cultural
minorities, disabled, refugees, etc.;
2. Establish alternative learning systems;
3. Emphasize creative and critical thinking,
4. Intensify values education;
5. Promote scientific literacy and culture;
6. Install a system of monitoring and
evaluating learning achievements;
7. Upgrade teacher competency;
8. Strengthen partnership between school, home,
community and government:
9. Harness media to generate public awareness and
improve basic education;
10. Allocate resources to basic education and equal
distribution of re- sources to different regions;
11. Maximize Philippine involvement in the Global
Education for All movement.
E. IMPLEMENTATION
1. Tasks to be carried out by DECS, various
agencies and the private sector;
2. Social mobilization program-participation of
educators, non-educators, teachers and
parents;
3. Funding agencies in providing basic
education for all in the year 2000.
⦿ There are other common concepts about education that
have influenced Philippine education. These will be
discussed briefly.
1. Education is the transmission of knowledge and skills.
Knowledge and skills are cultural; that is, they are
products of the interaction of men among themselves,
and men with the world. Education then involves the
continuity of tradition which is designed for
conservatism. Contemporary philosophy moves away
from mere transmission be- cause of the dynamism of
man. It is no longer sufficient to merely reproduce the
past. Education will prepare the student to receive
tradition as it will enable him to move away from
tradition criticism.
2. Education is life. Education is co-extensive with
living. It is a life-long process. It bears away from
the not be looked upon merely as schooling and the
acquisition of academic subject matter but as a
part of life itself. Education is involved in teaching
children how to live. This accomplished in three
steps:(1) provision for opportunity to live,
(2)provision for learning experiences, and (3)
provision of conditions for proper character
development.
3. Education prepares a man to fit into society. It
prepares a man to assume responsibilities towards
others. Education must allow man to deal with
experiences of life, friendship or even hatred.
Protagonists of this view suggest that education
prepares man not really to "fit into" but to change"
society. Education must prepare unique individuals
to uniquely contribute to the common good.
4. Education is the acquisition of the art of utilizing
knowledge. Acquiring knowledge by itself is not
sufficient, in fact, it is not yet education. Education
is, rather, the more difficult business of learning
how to use, challenge, think, change, re-think and
apply what one has learned. When these are done
to make humans more human and to make life
better for the majority, then one is truly educated.
⦿ 5.Education is a right. Education, in the context of
this discussion, starts with the birth of the child.
This child has the right to perfect himself by the
use of his faculties. Education is necessary to
enable the individual to achieve his maximum
potential. Hence, man has the right to education.
The state is bound by law to provide the individual
with opportunities for education. Schooling is a
formalized system of education and is one avenue
of education.
⦿ The right to education should be more aptly called the
right to schooling. What society is obliged to do is to
provide alternative schooling. As a result, one's IQ,
socio-economic condition, and aptitude inclination
define one's possibilities, admitting some and closing
the door to others. When a private school is allowed to
exist, its mission statement and objectives are recog-
nized as legitimate. While maintaining the right of
capable individuals to schooling, the school's right to
screen admission on the basis of its mission and
objectives, is also compelling. In this context,
education is a privilege.
⦿ 6.Education as a social institution is a mirror of
society. Education should not mirror or reflect only
our vices and shortcomings but our higher ideals,
aspirations, virtues and capabilities so that
education may become an instrument of change, a
process of continued social self- renewal
 CHAPTER 6
Renaissance Period
RENAISSANCE
⦿ Great cultural movement that began in Italy
⦿ Spread in England, Germany, Netherlands
and Spain
⦿ 1.Latin word renascere means act of being
reborn
CLASSICAL ANTIQUITY – culture of ancient
Greece and Rome
HUMANISM – most significant intellectual
movement of the renaissance
2. HUMANISTS – scholars and artist who studied
subjects that they believed would help them
better understand the problems of humanity
Subject Include : Literature / Philosophy
- civilizations of ancient Greece and Rome
To Study: (principal concern)
1. Philology – the science of meaning and
history of words
2. History – study of great actions taken by
courageous noble, wise man

ITALIAN HUMANISM
Renaissance began in Italy
Italy – home of Greco - Roman culture and
tradition
AIMS OF EDUCATION
⦿ 1. Academic Freedom – imposed by intuitions
such as church, guilds, lords and monasteries
⦿ 2. Abundant living – develop a versatile
individual
⦿ 3. Liberal Education – have well rounded
personality
AGENCIES OF EDUCATION
1. Lower or Elementary Schools – for
beginners
2. Secondary or Court Schools – equivalent to
colleges later become preparatory schools
3. Universities – value of humanistic
METHODS OF INSTRUCTION
⦿ 1. Lecture – minimize because of more books
⦿ 2. Writing themes – skill in writing
⦿ 3. Self-expression
⦿ 4. Thinking
⦿ 5. Mental and Physical Activity
⦿ 6. Alternation of Subject
⦿ 7. Discipline
CONTRIBUTIONS
1. Establishment of secondary schools
2. Modern academic freedom
3. Individual differences
NORTHERN HUMANISM
2 characteristics
1. Piety of brethren as represented(work of
Kemphis)
2. Works of Desiderius Erasmus
- leading priest and scholar
- leading Christian humanist
AIMS OF NORTHERN HUMANISM
▪ Social
▪ Religious and Moral
▪ Literacy ( wipe out ignorance)
▪ Democratic
AGENCIES OF EDUCATION
▪ Elementary schools
▪ Secondary school (only male)
▪ Universities (only male)

CONTENTS:
▪ Biblical and Classical Literature
▪ Church Catechism
▪ Hebrew language
▪ History, Geography, Science
METHODS OF INSTRUCTION
▪ Ciceronianism
▪ Memorization
▪ Rules of grammar
▪ Excessive formalism
▪ Religious indoctrination
▪ Humanistic elements

CONTRIBUTIONS
▪ Class-a-year practice
▪ Social education
REFORMATION
⦿ Religious movement that led Protestantism

MARTIN LUTHER – German monk, protested

against certain practices of Roman Catholic
church 16.f

CAUSES OF REFORMATION
o RELIGIOUS CAUSES
• Corrupt financial practices
• Religious life of church
• Sacrament celebrated meaninglessly
o CULTURAL CAUSES
• People outside clergy gained education
• Study of Greek and Hebrew to read and
understand Bible
o POLITICAL CAUSES
• Kings were increasing their power over people.
Pope, emperor
o ECONOMIC CAUSES
• cities grew wealthy and independent
o DEVELOPMENT OF REFORMATION
• Begin with Catholic church itself(Oct. 31,
1517) 18. t
• Martin Luther posted 95 thesis on door of
church 19. f
⦿ Pope Leo X excommunicated Luther and
declare him heretic (1521) 20.f
⦿ Edict of worms(declare Luther to be an
outlaw)
⦿ John Calvin (French protestant establish
Protestantism in Switzerland) 21
⦿ Philip Melanchton “teacher of Germany” 22.

AIMS
1. Religious Moralism – worthy life
2. Protestant Ethic – industrious, thrifty
3. Literacy Promotion – curriculum based on
ancient Greek
PROTESTANT SCHOOL SYSTEM
⦿ 1. Vernacular school – compulsory
⦿ 2. Secondary school – reformation gained its
greatest stride
⦿ 3. University school – training future leaders

METHODS OF INSTRUCTION
1. Ciceronianism
2. Memorization – routine pronunciation
3. Excessive formalism
4. Religious Indoctrination
CATHOLIC COUNTER REFORMATION
⦿ Generallygiven to renewal movement in
Catholic church

MAIN FORMS
1. Rebirth of faith
2. Reasseessment of principles by church leaders

AIMS/METHODS
1. Religious Moralism and complete obedience
2. Leadership training (Jesuits)
3. Education of poor (Christian brothers
4. Spiritual salvation (Jansenists)
AGENCIES OF EDUCATION
⦿ 1.Elementary schools – organized by Christian
brothers
⦿ 2. Secondary schools
⦿ 3. Higher schools

CONTRIBUTIONS
1. Saxony plan (development school system)
2. Class-a-year plan
3. Vernacular elementary school
 CHAPTER 7
Legal Bases of Education
LEGAL BASES OF EDUCATION
⦿ Our constitution provides the legal basis of
education in our country. The main currents
of the Philippine educational system are
provided in the Philippines Constitution, the
educational Act of 1982 and the basic
Education act of 2001 (RA 9155)
PHILIPPINES CONSTITUTION
⦿ ArticleXIV of the 1987 constitution is on
Education, Science and Technology, Arts,
Culture and Sports.
⦿ Section 1 Article XIV of the Constitution
ensures the right of all citizens to quality
education at all levels. The state shall take
appropriate steps to make such education
accessible to all.
SECTION 2 ARTICLE XIV
STIPULATES THE FOLLOWING:
⦿ Complete, adequate, and Integrated System
⦿ Free Public Elementary and Secondary
Education
⦿ Scholarship Grants and Incentives
⦿ Non-formal, informal and indigenous
Learning Systems
⦿ Complementary Roles of Public and Private
Institution
⦿ Ownership,Control and Administration of
Educational Institutions
SECTION 5,ARTICLE XIV STATES
THE FOLLOWING PROVISIONS
⦿ Regional and Sectoral needs
⦿ Academic Freedom
⦿ Budgetary Priority
⦿ National Language (section 6)
⦿ Research and Development (section 10)
⦿ Free artistic and Intellectual Expression
(section 14)
⦿ Cultural Opportunities (section 17 and 18)
⦿ Physical Education (section 19)
EDUCATION ACT OF 1982
⦿ Theact applies to and governs both formal
and non-formal systems in both public and
private schools in all levels of the entire
educational system.
⦿ The act declares that the basic policy (section 3) of
the state is to establish and maintain a complete,
adequate, and integrated system of education
relevant to the goals of national development as
follows:
1) Achieve and maintain an accelerating rate of
economic development and social progress.
2) Assure the maximum participation of all the
people in the attainment and enjoyment of such
growth
3) Achieve and strengthen national unity and
consciousness and preserve, develop and promote
desirable cultural, moral and spiritual values in a
changing world.
 TO ATTAIN THESE NATIONAL
DEVELOPMENT GOALS, THE FOLLOWING
HAVE BEEN SET AS OBJECTIVES OF THE
EDUCATION SYSTEM: (SEC. 4)
1. Provide for a broad general education that will
assist each individual in the peculiar ecology of
his own society to
a) Attain his potentials as a human being.
b) Enhance the range and quality of group and
individual participation of the basic function of
society.
c) Acquire the essential educational foundations
of his development into a productive and
versatile citizen.
2. Attain the nation’s man power in the middle-level
skills required for national development.
3.Develop the professions that will provide leadership
for the nation in the advance of knowledge for
improving the quality of human life.
4. Respond effectively to changing needs and
conditions of the nation through a system of
educational planning and evaluation.
 NATURAL RIGHTS AND DUTIES OF
PARENTS IN THE EDUCATION OF
CHILDREN. SECTION 5 OF THE YOUTH
THROUGH THE EDUCATIONAL SYSTEM.
⦿ Rights of School. In addition to other rights
provided for the law, institutions of higher
learning have been granted by the Act (Sec. 13)
⦿ Maintenance of quality education: the act has
provided alternatives to maintain quality
education. One of them is voluntary
accreditation for those institutions desiring to
meet standards of quality over and above the
minimum required for state-recognition (sec.
29).
⦿ Another safeguard to maintain quality education is
the report mechanism which the act requires of
teachers (sec. 16) and administrators (sec. 17).
These reports provide a bases for assessment of
performance.
⦿ Free legal assistance to teachers. The act prohibits
the giving of compulsory assignment not related to
teachers’ duties as defined in employment
contracts without the teachers being paid
additional compensation under existing laws (sec
11). It also prohibits involuntary contributions
except those imposed by their own organizations.
⦿ Government financial support . The Act also
specifies government commitment to extend
financial support and assistance to public and
private schools.
⦿ Special Rights of Teachers. Section 11 and sec. 12
states that teachers and school administrators shall
be deemed persons in authority while in the
discharge of lawful duties and responsibilities and
shall, therefore, be accorded due respect
protection.
BASIC EDUCATION ACT OF 2001
REPUBLIC ACT (RA) 9155
⦿ TheGovernance of Basic Education of 2001 was
enacted into law on August 10, 2001 and is now
Republic Act (RA) 9155.
The governance law is designed o optimized
the quality of education in the country.
The law is premised on the principles of
shared governance where all positions in the
Department of Education Culture and Sports
(DECS) from secretary down to school heads are
properly defined and delineated to pinpoint
accountability.
⦿ The Governance Law overhauls the traditional
centralized practice in the DECS.
⦿ Under RA 9155 principles are given a wide latitude
to decide on how to improve their schools in a way
most beneficial to their students. They are granted
administrative powers such as preparation of
manpower and logistics requirements,
recommending of teacher applicants, deciding on
appropriate textbooks for their students and
formulating education programs suited to their
needs.
⦿ RA 9155 also mandates that all functions, programs
and activities related to sports be transferred to
the Philippine sports commission (PSC) and the
Bureau of physical education and school sports
(BPESS) will be abolished. However the program for
school sports and physical fitness remains part of
the basic education curriculum. likewise cultural
activities will now be fully handled by the national
commission for culture and arts (NCAA). Culture
will be taught as a humanities subject including
music and literature.
LICENSURE EXAMINATION FOR
TEACHERS
⦿ Republic Act No. 7836 is known as the
Philippine Teachers Professionalization Act of
1994. - (the LET as we known today, was
based on this law) A person considered as a
professional teacher is one who has a
“permanent appointment under Magna Carta
for Public School Teachers and all others who
may qualify for registration”.
MAGNA CARTA FOR PUBLIC
SCHOOL TEACHERS
⦿ Republic Act No. 4670 (Magna Carta for Public
School Teachers) declared as its policy the
promotion and improvement of the social and
economic status of public school teachers, their
living and working conditions, their terms of
employment and their career prospects in order
that they may compare favorably with existing
opportunities in other walks of life. Attract and
retain in the teaching profession more people
with the proper qualifications.
TEACHER’S RIGHTS AND
RESPONSIBILITIES

⦿ The teachers who are unaware of their rights

and responsibilities may suffer because they will
be more vulnerable to deprivation for their
constitutionality guaranteed freedom. They will
also make more mistakes that would result in
their dismissal or litigation. Two documents
embody these rules and privileges that will guide
teachers – the Magna Carta for Public School
Teachers and Professional Ethics. Some legal
matters, however, are briefly discussed below.
CONTRACTS
⦿ Upon appointment, the teachers receive a
written contract for signature. Generally, t
commits the teacher to school rules and
regulations.
PROBATION, TENURE AND BREACH
OF CONTRACT
⦿ The length of probation ranges from one semester
to six semesters. After a period of satisfactory
probation, the teacher is tenured. Tenure provides
job security for teachers by preventing their
dismissal without cause and by requiring that due
process be provided in termination cases.
⦿ What constitutes "cause" is determined by law and
usually includes in- competency, immorality and
insubordination or unprofessional conduct. Once
tenure has been granted, teachers no longer sign
semestral/yearly contracts. Tenure guarantees
reemployment. Contracts are binding for both
parties (the teacher and the school). When one side
fails to perform as agreed, the contract is broken,
this is referred to as breach of contract.
DUE PROCESS
⦿ The dismissal of tenured faculty for
legitimate reasons follows rules established
for protecting the rights of teachers. This
procedural due process contains certain
elements.
1. The teacher must be given timely,
detailed, written notice of the charges.
2. The teacher must be accorded a lengthy
and sufficient time to pre- pare a defense.
3. The teacher has the right to be represented by
legal counsel.
4. The teacher may present written and oral evidence
including witnesses.
5. The teacher may cross-examine witnesses and
challenge evidence.
6. The teacher should be heard by an impartial body.
7. The teacher has the right to appeal to a higher
body.
ACADEMIC FREEDOM
⦿ Academic freedom upholds the teachers' rights
to freely discuss topics of 1ssues within their
field of expertise. In elementary and secondary
education, much of the curricular content and
basic textbook selection is decided by
Department of Education, Culture, and Sports
(DECS). The classroom teachers responsibilities
include the selection of a teaching method,
supplemental materials, assignment of projects,
all within minimum requirements Prescribed by
law.
TEACHER AS MODEL
⦿ In the majority of schools, teachers' lives are
regulated because the public believes that
they should be examples of high moral
standards, impeccable character,
conservative dress and grooming and refined
manners.
⦿ In some schools, teachers may be dismissed
for living with members of the opposite sex,
admit- ted homosexuality, or sexual
involvement with students.
⦿ The passage of the Anti-Harassment Law in 1995
will protect students from teachers taking ad-
vantage of their vulnerability.
⦿ Other offenses like telling obscene jokes, taking
prohibited drugs, coming to school drunk, wearing
provocative dresses, wearing a beard and sideburns
or pigtails for males may be a cause for non-
renewal of appointment since the behavior in
question may seriously impair the teacher's
classroom effectiveness.
TORT LIABILITY AND
NEGLIGENCE
⦿ Teachers are required by law to protect their
students from injury or harm. Torts are civil
wrongs. Under tort law, individuals who have
suffered because of the negligence of others
may sue for damages. Tort law, though, is
based on reason and does not mean that
every time somebody gets hurt, someone is
li- able. Injury must be proven to be caused
by negligence.
⦿ Educators may be found guilty of negligence when
students are injured in the classroom, on the
playground or in the laboratory because of neglect
or lack of forewarning so that the injury could have
been prevented. In cases of field trips and athletic
activities, parents accomplish a waiver but a waiver
does not release teachers from their obligation to
protect students in their care.
STUDENTS’ RIGHTS AND
RESPONSIBILITIES
⦿ Until the 1970's, students' rights were limited by their
status as minors and by the concept of "in loco parentis"
where school authorities assumed the powers of the
child's parents during the hours the child was under
school super- vision. Students are increasingly becoming
aware of their rights, and schools deal with their
demands in varying degrees. The latest bill #4288
(Magna Carta of Students) covers in detail the rights of
students.
IN LOCO PARENTIS
⦿The rights of students are to
be protected while under the
supervision of the school.
There would be no corporal
punishment and whatever
disciplining is needed must
be done with only their best
interests in mind.
FREEDOM OF EXPRESSION
⦿Students are entitled to
freedom of expression in so far
as these views are consistent
with the rules of the school and
will not disrupt school order or
transgress the rights of others.
In school publications, for
example, students may not
write anything libelous or likely
THE MAGNA CARTA FOR STUDENTS
PROVIDES
a) for a fully independent and autonomous
student council and man- dates school
owners to provide the necessary funds to
sustain their activities;
b) that there should be one student council for
each campus which shall have its own set of
officers elected in annual popular elections
and a charter duly ratified;
c) that no student shall be denied admission to any
school on account of his physical handicap,
socioeconomic status, political or religious beliefs
or membership in a student organization;
d) for the participation of students in the tertiary
level in the school's policy making process.
⦿ Related to letter C, the bill protects
pregnant students who are not al- lowed
admission because of their condition. It is
rather odd to see pregnant students in
uniform. Also protected are members of
indigenous groups, certi- fied drug users, and
those suffering from AIDS. How will this bill
affect the autonomy of universities in their
admission policies?
SUSPENSION AND EXPULSION
⦿ Guidelines for suspension and expulsion are
contained in the manual of Regulations for Private
Schools and in School Rules and Regulations. The
general procedure is for a student facing suspension
to be told what he is accused of and what the basis
of accusation is, then he must be given an
opportunity to explain his version of the facts. For
expulsion, due process requirements have to be
followed.
SEARCH AND SEIZURE
⦿ Searches usually are conducted because school
authorities suspect that Illegal or dangerous
items are on the students. The rise of drug use
and fraternity squabbles are legitimate reasons
for search Searches may be done in school
entrances and generally, students do not mind
this especially when all others are searched.
Lockers which are considered school property
may be searched if reasonable cause exists. Body
or strip searches are unconstitutional and should
never be allowed.
STUDENTS' RECORDS
⦿ Parents retain right of access to their
children's school records until the child
reaches the age of eighteen. The student
alone possesses the right to his school
records. Parents or other parties may apply
for records only upon the written authority
of the student.
BOARD OF TEXTBOOKS
⦿ Republic Act No. 139 provides the basis for
the selection and adoption of textbooks. It
created the Board of Textbooks which selects
and approves textbooks for use in the public
schools. The Board does not select textbooks
for use in the private schools. Private
schools, however, cannot use any textbook
to which the Board has any objection.
BILINGUAL EDUCATION
⦿ Department Order No. 25 s. 1974 (Bilingual
Education Program) man- dates the use of
English and Filipino separately as media of
instruction. English Communication Arts,
Mathematics and Science are to be taught in
English and the rest of the subjects are to be
taught in Filipino.
⦿ The implementation begins in Grade One for
Tagalog speaking areas in 1974-1975 and for Non-
Tagalog speaking areas in 1978-1979. By 1981-1982,
the shift of media was to begin in all high schools.
No definite time-table or program for tertiary level
institutions was prescribed.
PD NO. 907 GRANTING CIVIL SERVICE
ELIGIBILITY TO COLLEGE HONOR
GRADUATES
⦿ The Decree provides that honor graduates from
school year 1972-73 from schools, colleges and
universities of good standing as determined by
the Secretary of Education and Culture shall be
conferred appropriate civil service eligibilities.
⦿ The term honor graduate refers to those
students who finished their course with at least
cum laude honors. The Decree took effect upon
its approval on March 11, 1976.
FREE PUBLIC SECONDARY
EDUCATION ACT OF 1988
⦿ free public secondary education commencing in School Year
1988-1989. Students enrolled in secondary course offerings in
national and general comprehensive high schools, state
colleges and universities, specialized schools, trade,
technical, vocational, fishery and agricultural schools, and in
schools established, administered, maintained and funded by
local government units, including city, provincial, municipal
and barangay high schools, and those public high schools
which may be established by law, shall be free from payment
of tuition and other school fees. Fees related to membership
in the school community such as identification cards, student
organizations and publications may be collected.
DECS ORDER NO. 37 S. 1994
NATIONAL ELEMENTARY
ASSESSMENT TEST (NEAT)
⦿A National Elementary Assessment Test for
all grade VI elementary pupils will be given
every year on the 13th Tuesday following the
beginning of the school year. The test
consists of a battery of achievement tests of
the multiple choice type.
⦿ NSAT - A new yet similar, test for high school
seniors, the National Secondary Assessment Test or
NSAT is scheduled to be given three days after the
NEAT.
⦿ The NSAT replaces the abolished NCEE but, unlike
the NCEE, passing the new NSAT will not be pre-
requisite to entrance to college.
DECS ORDER NO. 1 S. 1994
SCHOOL CALENDAR
⦿ The elementary and secondary school year
shall consist of not less than forty-two (42)
calendar weeks, with a minimum of two
hundred (200) class days inclusive of
examination days for both public and private
schools.
⦿n addition to regular holidays and special holidays
authorized in Executive Order No. 203 promulgated
on June 30, 1987, DECS will permit the observance
by public and private schools of other holidays,
provided the minimum number of class hours and
days are observed.
DEPED ORDER NO. 34 S. 2001
⦿ All public elementary and secondary school
children are required to read at least two
books apart from the textbook a year.
CONGRESSIONAL COMMISSION ON
EDUCATION (EDCOM)
To raise the quality of our educational system,
Edcom, Congressional Com mission on
Education -a bicameral body has pushed the
approval of the law:
⦿ RA 5698 created the Legal Education Board
to improve the quality of law schools and
arrest the climbing numbers of bar flunkers.
⦿ RA 7686 institutionalized dual training, allowing
students of vocational and technical education to
pursue their studies while at the same time getting
paid for on-the-job-training in private industries.
⦿ RA 7687 established a scholarship program for
courses that will encourage the youth to pursue
careers in science and technology.
⦿ RA 7722 puts up the Commission of Higher Education
(CHED) to take over from the Department of
Education, Culture and Sports the task of over seeing
tertiary education.
⦿ RA 7731 abolished the NCEE to give the marginalized
sector greater access to college education.
⦿ RA 7743 called for the establishment of city and
municipal libraries,
⦿ RA 7784 created the Centers for Excellence in
Teacher Education,
⦿ RA 7791 stretched the school year from 185 to 200
days.
⦿ RA 7836 mandated the holding of periodic licensure
tests for would-be mentors under the supervision of
the Professional Regulation Commission.
⦿ RA 7796 created the Technical Education Skills
Development Authority (TESDA) which has the
function of upgrading voc-tech training
CHED: VISION AND PHILOSOPHY
⦿ Higher Education shall give life to the
Philippine goal of (1) international
competitiveness, and (2) people
empowerment along the lines of quality,
efficiency and equity College and university
education would have to give freedom to its
studentry and faculty to seek their just and
appropriate contribution towards this end.
WITH THE FULL OPERATIONALIZATION OF
THE COMMISSION ON HIGHER EDUCATION
THE FOLLOWING ARE FORECAST:
⦿ 1) Formulation and implementation of a Higher
Education Master Plan
that would:
- Produce globally competitive and world-class
high and middle level manpower and managers
- Establish Centers of Excellence in Teaching and
Research
- Match closely manpower to industry
requirements
2) Greater industry-academic linkages
3) Increasing role of accreditation
4) Increased emphasis on basic and applied research,
including policy
researchers
5) More training to finance quality measures and activities
in higher
education institutions
6) Improve and expand scholarship programs and other
forms of financial assistance to disadvantaged sectors of
our society
7) More development-orientation than regulation
8) Greater autonomy of institutions
PHILOSOPHY OF HIGHER
EDUCATION
⦿ UNITY, EQUITY and PROGRESS of the Filipino
people as a nation.
As such, higher education must also serve as
a vehicle in eradicating the
twin evils of poverty and injustice in
Philippine society.
TOWARDS THESE ENDS, HIGHER
EDUCATION SHALL ENDEAVOR TO:
- Inculcate to the studentry values education
and attitudes for nation building;
- Promote appropriate humanistic, scientific
and practical knowledge;
- Develop the profession and the technology
for national development, Attain high
standards of excellence and efficiency,
- Strengthen academic freedom.
TESDA
⦿ Republic Act. No. 7796 created the TESDA,
Technical Educational and Skills
Development Act of 1994, to provide
relevant, accessible, high quality and
efficient technical education and skills
development in support of the development
of high quality Filipino middle-level
manpower responsive to and in accordance
with Philippine development goals and
priorities.
 IT IS THE GOAL AND OBJECTIVES
OF THIS ACT TO:
a) Promote and strengthen the quality of technical education
and skills development programs to attain international
competitiveness,
b) Focus technical education and skills development on
meeting one changing demands for quality middle level
manpower,
e) Encourage critical and creative thinking by disseminating
the scientific and technical knowledge base of middle-level
manpower development programs;
d) Recognize and encourage the complementary roles
of public and private institutions in technical
education and skills development training systems;
and
e) Inculcate desirable values through the
development of world character with emphasis on
work ethic, self-discipline, self-reliance and
nationalism.
⦿The TESDA Board shall be composed
of the following: The Secretary of
Labor and Employment as
chairperson and the Secretaries of
Education, Culture and Sports, Trade
and Industry, Agriculture, Interior
and Local Govern- and Director-
General of the TESDA Secretariat as
members. In addition, President of
the Philippines shall appoint other
members from the private sector.
JOHN AMOS COMENIUS (1592-1670)
✔Also known as John Amos
Comenius
✔Educational reformer and writer
✔Born in Moravia
✔Poverty delayed his education
✔Wrote 154 books
✔Father of Modern Education
 WORKS
ORBIS PICTUS SENSUALIUM
(World of Sensible Things Pictured)
- First Picture books
THE GREAT DIDACTIC
- Encompassed Christian worldview in learning
from God’s second book
 Principles Comenius observed in Nature applicable to
Education
1. Nature observes suitable time
2. Nature prepares the material, before she begins to give it form
3. Nature chooses a fit subject to act upon, or first submits one to a
suitable treatment in order to make it fit.
4. Nature is not confused in its operations, but in its forward progress
advances distinctly from one point or another.
5. In all the operations of nature , development is from within
6. Nature in its formative process begins with the universal and ends
with the particular
7. Nature makes no leaps but proceeds step by step
8. If nature commences anything, it does not leave off until the
operation is completed
9. Nature carefully avoids obstacles and things likely to cause hurt
JOHN LOCKE ( 1632-1704)
✔Father of English Empiricism
✔Exponent of disciplinism
✔Protested against the study of
Latin and Greek
✔ Tabula Rasa
✔Dualist
✔Acquire knowledge with five
senses
FRANCIS BACON (1561-1626)
✔ Inductive Method
✔ Novum Organum
✔ New Atlantis
✔ Idols the Mind

NOVUM ORGANUM
- The pulling down of signs and causes of errors
within sciences
- Achieved by three refutations
1. IDOLS
2. SYLLOGISM (logical argument)
3. TRADITIONAL PHILOSOPHICAL
SYSTEMS
IDOLS
- Four headings
- Classified the intellectual fallacies of his
time
- Fixations

IDOLS OF THE MIND

1. Idols of the Tribe
2.Idols of the Cave
3.Idols of Market Place
4.Idols of the Theater
RICHARD MULCASTER (1531-1611)
✔ English Schoolmaster
✔ Theories are not yet accepted even after
250 years of death
✔ Training for teachers
✔ Adequate salaries
✔ PTA
✔ Area of socialization
✔ Individual differences
FRANCOIS FENELON (1651-1715)
✔Activist French educator
✔Tutoring the grandson of Louis IV
✔Appointment to academie
Francaise
✔Embracing Quietism
✔Publication of Telemaque
✔Exiled to his diocese
WOLFGANG RATKE (1571-1635)
✔ Wolfgang Ratich
✔ One of the next celebrated exponents of
Educational Theory
✔ German Educator
✔ Teaching in accordance with child’s nature
✔ Principle of repetition
✔ to ensure mastery
✔ Education rather than instruction
MARTIN LUTHER (1483-1456)
✔ German religious reformer
✔ Inaugurator of protestant reformation
✔ State-founded compulsory education for both
sexes
✔ Leader revolt against ecclesiastical
abolitionism
✔ Translation of Bible into Vulgar tongue
✔ Extend blessing of Education to common
people
✔ Protestantism
ST. JOHN BAPTIST DE LA SALLE (1651-
1719)
✔ Founded institute of Brethren of Christian School
✔ Teach the poor and underprivileged
✔ Introduce practical teacher training program
✔ Patron Saint of teachers
✔ Courses of study for elementary free schools
✔ Technical schools
✔ Colleges
✔ System of Psychologic Pedagogy
✔ Profound thinker
✔ Populr education
✔ Embraced all classes all conditions of Society
✔ Free schools
JOHANN HEINRICH PESTALOZZI (1746-
1872)
✔ Aim to psychologize education
✔ Combined physical, moral, intellectual, and manual
work
✔ Helping children to learn by experience and
observation\
✔ Development of thinking about pedagogy
✔ Keep in equilibrium : 3 elements ( hands, heart , head)

SIX PRINCIPLES
1.Personality is sacred
2. Childs potentiality
3.Love sole and everlasting foundation in work
4.Anschauung (sense of intuition)
5. Perception of Anschauung
SIGNIFICANCE TO INFORMAL
EDUCATORS
1. Concern with social justice and
commitment to work to those who
suffered within society
2.Paradigms as a way of thinking about the
form education should take.
3.Equilibrium between elements
4.Tyranny and correctness
FRIEDRICH WILHELM AUGUST FROEBEL
(1782-1852)
✔ Function of teacher was to promote the growth of
child
✔ He stressed:
self-development
spontaneous activity
unfolding the best in child
✔ Father of Kindergarten
✔ He formulated:
Philosophy of child development
Pedagogies of Kindergarten
Education by Development
JOHANN FRIEDRICH HERBART (1776-1841)
✔ German philosopher and educator
✔ Renewed 9th century interest in Realist
✔ Contributions to Philosophy of mind
✔ Rejected whole concept of Faculties
✔ Mental forces rather mere ideas
✔ Organized but unconscious system,
associated ideas formed
✔ Theory of education applied psychology
FIVE FORMAL STEPS IN TEACHING
1. PREPARATION
2. PRESENTATION
3. ASSOCIATED
4. GENERALIZATION
5. APLICATION
PEDRO POVEDA (1874-1936)
✔Founder of Teresian association
✔Organized livelihood program for
Adults
✔School for children
✔May 4,2003 Canonization
JOHN DEWY (1859-1952)
✔ Development of education thinking in
20th century
✔ Misinterpreted child centered education
✔ Informal education
✔ A restatement of the relation of
reflective thinking to educative process
Boston
✔ Move beyond dualities as progressive
and traditional
MARIA MONTESSORI (1870-1952)
✔ Unique individual
✔ Only child
✔ Think outside of the box
✔ Children learn to their memorable
experiences
✔ The Absorbent Mind
✔ Spent life research of truth
✔ Use manipulative didactic material to
make discoveries
✔ Group lesson
 CHAPTER 10

THE NATURE AND

SCOPE OF
PHILOSOPHY OF
EDUCATION
Philosophy of Education
- is a system of rationally supported
assumptions and beliefs about education.

Philosophy

- Came from the Greek word “philo”

meaning LOVE and “sophia” meaning
KNOWLEDGE.
HISTORY OF PHILOSOPHY
FOUR AREAS OF PHILOSOPHY
• Metaphysics – principles of things (abstract,
concept or being, knowing substance,
cause, identity, time and space)
• Epistemology – the investigation of what
distinguishes, justifies belief from opinion
• Logic – systematic study of valid rules of
inference
• Axiology – study of the nature of value and
valuation, and kinds of things that are
valuable.
Axiology (ex. Is morality defined by our
actions, or by what is in our hearts?)

Two Divisions of Axiology

1.Ethics – What is good and evil, right and
wrong?)
2.Aesthetics – What is beautiful?)
Types of Schools Under Philosophy

• Realism
• Idealism
• Pragmatism/Experimentalism
• Perennialism
• Progressivism
• Existentialism
• Reconstructionism
 REALISM
- Believes in the world as it is
 Nature of Realism
OAdvocates that values are
dependent upon the attitudes of the
sentiment beings experiencing
them.
OBelieve that investigating and
reasoning are important in any
effective adjustment to the real
world in the control of experiences.
 Assumption
OThe primary qualities of experience
exist in the physical world.
OMind is like a mirror receiving
images from the physical world
OThe mind of a child at birth is similar
to a blank of sheet of paper upon
which the world proceeds to write
its impressions.
 Educational Aim
O Gives direction and form to individual’s
basic potentialities
O Determines the direction of the
individual’s inherited tendencies.
4 principal needs of an individual:
1.Aptitude needs
2.self-determination needs
3.self-realization needs
4.self-integration needs
 Teaching methods
Scientific methods:
Steps:
1. Defining problems
2. Observing factors related to
problem
3. Hypothesizing
4. Testing the hypothesis
Character Development
OTraining in rules of
conduct
 Role of School
OFurther develop discipline
OUtilize pupil through
instruction
OChange in the school would
be perceived as a natural
evolution toward perfection
of order.
Role of Teachers
Ohelp realize that they can
enter into the meaning of
their experiences
OHelp develop initiative and
ability to control the
experiences.
 IDEALISM
• Believes in the importance of
-

mind, soul or spirit.

• Truth is to be found in
consistency of ideas
• Goodness is an ideal state,
something to strive for.
 Nature of Idealism
OOne of the oldest schools of
thoughts with its origin traced back
to Plato’s ideas.
OStresses the mental, moral and
spiritual nature of an individual and
his universe.
OAdvocates that education is both a
basic need and a basic right of man
 Assumption
O God is the absolute ideal and all positive values are
fully realized and enjoyed through him.
O Every individual is born good, and is capable to
sense, perceive, and think.
O The self has all the freedom for self-determination.
O One’s perception of the world is rooted in his
existence.
O Values depend on how individual person pass and
enjoy them in their experiences.
O Social values are realized when an individual
recognizes that he is a part of the total society.
 Educational Aim
O To develop the individual spiritually,
mentally and morally.

Curriculum Emphasis
Subject Matter of the mind
1. Literature 5. Mathematics
2. History 6. Arts
3. Philosophy
4. Religion
 Teaching methods
1. Lecture – discussion Method
2. Excursion
3. Question Method
4. Project Method
Character Development
OImitating examples of
heroes
 Role of School
OAn agency of the society
OThinking institution
 Role of Teachers
OChief source of inspiration
OCreator of educational
environment
Pragmatism/Experimentalism

• Pragmatism is primarily an American

philosophy. Basically, this concerns
with the method of reflective thinking.

• Experimentalism believes that things

are constantly changing. It is based
on the view that reality is what you
experience.
 Nature
OEncourages people to find
processes that work in order to
attain desired goals.
OThe doctrine that practical
consequences are the criteria of
knowledge, meaning and value.
OConservative
 Assumption
• The world is uncertain and incomplete. It
allows a room for improvement.
• Past is a potential instrumentality for dealing
with the future.
• Experience is not primarily an affair in
knowing but is incidental in the process of
acting ,doing and living.
• Sensation is not merely a gateway but the
avenue of active relation with the world.
 Educational Aim
• For social efficiency
• Train the students to actively
quest for information and
production of new ideas needed
to adjust to an ever-changing
society.
Curricular Emphasis
• Creation of new social order.
• Integrated and based on the
problem of the society
• Subject are interdisciplinary
• Academic and vocational
disciplines
 Teaching Methods
O Experimental methods
O Other methods:
1. Creative and constructive projects
2. Fieldtrips
3. Laboratory work
4. Library work
O Activity-centered
O Pupil-centered
O Opportunity to practice democratic ideals
 Character Development
O Making group decisions in light of consequences.

Role of Teachers
• Keeps order in the class
• Facilitates group work
• Encourages and offers suggestions , questions
and help in planning.
• Curriculum planner
 Role of School
• A miniature society
• Gives child balance and genuine
experience in preparation for democratic
living.
• Place where are tested, implemented
and restructured.
 PERENNIALISM
• Most conservative, traditional or flexible philosophy.

• Education should focus on developing rationality.

• It is largely a product of Aristotle’s rationalism and its

subsequent treatment by Thomas Aquinas.
 NATURE
• Views truth as constant and universal.

• Education is good if it enables the student to

acquire knowledge of unchanging principles.

• Great ideas have the potential to solve

problem in any area.
 ASSUMPTION
• Education should promote continuing
search for truth.

• Education should cultivate human’s rational

mind.

• Education should stimulate humans to think

critically and thoughtfully.
 EDUCATIONAL AIM
• To develop power of thought, internalize
truths that are universal and constant.
CURRICULAR EMPHASIS
• Great ideas or universal principles.

• Focused on arts and sciences and areas

such as History, Language, Mathematics,
Science, Logic, Literature and Humanities.
 TEACHING METHODS
• Subject-centered

• Methods of disciplining the mind through

reading and discussion
 CHARACTER
DEVELOPMENT

• Develop the intellect of all

learners and prepare them for
life.
ROLE OF TEACHERS
• A known master of discipline

ROLE OF SCHOOL

• Produce intellectually elite individuals to

become intellectual.
PROGRESSIVIS
M
⮚ Emphasizes the concept of progress
which asserts that human being are
capable of improving and perfecting their
environment
 NATURE
⮚Exactly opposite of
Perennialism
⮚ Stresses the child`s needs
and therefore child-
centered.
ASSUMPTION
⮚ The curriculum should be derived from the
needs and interests of the student.
⮚ Effective methods of teaching must consider
interests and needs of the student
⮚ Effective teacher provide experiences that will
make the student active than passive.
⮚ Effective education is one that provides the
learners with a future better than the past.
EDUCATIONAL AIM
⮚ To provide the pupil the necessary
skills to be able to interact with his ever
changing environment.

CURRICULAR EMPHASIS
⮚ Activity and experienced
centered on life functions.
TEACHING METHOD
⮚ Cooperative Learning Strategies
⮚ Reflective Strategies
⮚ Problem Solving Strategies
CHARACTER
DEVELOPMENT
⮚ Improvement and reform in the
human condition
 ROLE OF
TEACHERS
O Act as resource person
O Guide or facilitate
O Teaches student how to learn and
become active problem solvers

ROLE OF SCHOOL
• Develop personal and social values
• Set up a classroom environment
along the lines of democracy
 EXISTENTIALISM
• Existentialist sees the world as a
personal subjectivity, where
goodness, truth and reality are
individually defined.
• believes that things are constantly
changing.It is based on the view
that reality is what you experience.
NATURE

-Focuses on the experiences of the

individuals
-Offers individuals a way of thinking
about the meaning of life.

ASSUMPTION

-Existence precedes essence

CURRICULAR EMPHASIS

-Subject centered
-Literature
-History
-Arts for Aesthetic
expression
-Humanities for ethical
values
TEACHING METHODS

-Inquiry Approach
-Question Answer Method

CHARACTER DEVELOPMENT

-Individual responsibility for

decisions and preferences
ROLE OF TEACHERS
-Good provider of experience
-Effective questioner
-Mental disciplinarian
ROLE OF SCHOOL
-Create an atmosphere for active
interaction
-Plan better solutions to their everyday
problems
-Discuss the different situations based by an
individual
 RECONSTRUCTIONALISM
• The belief that m a significant
degree plan and control his society
,that in a democratic society this
should be done in the public interest,
and that the school have a significant
part to play in the process.
 Nature
O Social change
OSchools should have initiative
in reconstructing the present
social order.
OBelieves that educational
philosophies are based on
one’s culture.
 Assumption
O We live in a period of great crisis, as
is most evident in the fact that
humans now have the capability of
destroying civilization overnight.
O Mankind has the intellectual
technological and moral potential to
create a world civilization of
abundance, health and human
capacity.
 Educational Aim
OEducation enlivens the
student awareness of
different societal problems.
OEducation based on the quest
for a better society.
 Curricular Emphasis
O Stresses learning that enables the
individual to live in a global milieu
O Controversial national and
international issues.
O Emphasis on social sciences and social
research methods; examination of
social economics and political
problems; focus on present and future
trends.
 Teaching Methods
O Community-based projects
O Problem-oriented method

Character Development
O Provide vision for better world
 Role of Teachers
O Lead the young in designing programs for
social, educational, practical and economic
change.

Role of School
O Primary agent of social change
O Critical examination of cultural heritage
O Center of controversy where students discuss
controversial issues, political and educational.