EASTERN SAMAR

STATE UNIVERSITY
Excellence Accountability Ser vice

COURSE : MAED - EM
SEMESTER : 2ND SEMESTER
SCHOOL YEAR : 2023 - 2024
PROFESSOR : DR. SHIELA B. PELICANO
FACILITATORS : MICHAEL M. MENGOTE
JUDIL P. BUZON
FRANCIS RODRIGO CEBLANO
TOPIC : CHAPTER 1: ORGANIZATIONAL STRUCTURE AND THE
HISTORICAL DEVELOPMENT OF THE PHILIPPINES EDUCATIONAL
SYSTEMS AND THE DEPATMENT OF EDUCATION
(Historical Development of the Philippines Educational System)

I. OBJECTIVES:
1. Discuss the history of Philippine Educational System.
2. Enumerate the contributions of different Philippine Educational System to the present.
2. Cite the different problems encountered each era/period.
II. INTRODUCTION:
Education in the Philippines is compulsory at the basic education level, composed
of kindergarten, elementary school (grades 1–6), junior high school (grades 7–10), and senior
high school (grades 11–12). The educational system is managed by three government agencies
by level of education: the Department of Education (DepEd) for basic education;
the Commission on Higher Education (CHED) for higher education; and the Technical Education
and Skills Development Authority (TESDA) for technical and vocational education. Public
education is funded by the national government. Private schools are generally free to determine
their curriculum in accordance with existing laws and regulations. Institutions of higher
education are classified as public or private; public institutions are subdivided into state
universities and colleges (SUCs) and local colleges and universities (LCUs).
In the ancient Philippines, children were given the rudiments of education. Such education
was both academic and vocation. The father trained his sons to be warriors, hunters, fishermen,
miners, lumbermen, and shipbuilders. The mother on her part trained her daughters in cooking,
gardening, serving, and other household arts.
It is said that in ancient Panay, there was a barangay school called Bothoan under the
charge of the teacher usually an old man. The subjects taught to the children in this barangay
school were reading, writing, arithmetic, use of weapons, and lubus (acquiring kinaadman or
amulets).
Hence, education during that time was geared toward their needs. Because of
colonization by several foreign countries and several historical events, our education underwent
several changes although we also retained some of the ancient teachings which are practical
even during our time.
With the country’s celebration of independence in 1946, scarcely seven decades ago,
have come every aspect of the educational system in line with the new status of a new nation
seeking to achieve and maintain political and economic independence and to fashion a nation
truly united out of social and cultural diversities.
Curriculum development is the process of selecting, organizing, executing and evaluating
learning experiences on the basis of the needs, abilities, and interests of learners and the nature
of the society or community. The motives of curriculum development are Religious, Political,
Utilitarian, for mass education and for excellence in education.
EASTERN SAMAR
STATE UNIVERSITY
Excellence Accountability Ser vice

III. DISCUSSION:
 PRE – COLONIAL PERIOD
 During the pre-colonial period, most children were provided solely vocational training,
supervised by parents, tribal tutors or those assigned to specific, specialized roles within
their communities (for example, the babaylan). In most communities, stories, songs,
poetry, dances, medicinal practices and advice regarding all sorts of community life
issues were passed from generation to generation, primarily through oral tradition. Some
communities utilized a writing system known as baybayin, whose use was wide and
varied, though other syllabaries were used throughout the archipelago
 They had no formal schools and education was oral, practical, and hands-on.
 The education during this period was to prepare the children to become good husbands
and wives as well as to become productive members of the community.

 SPANISH PERIOD
Formal education was brought to the Philippines by the Spanish, which was primarily
conducted by religious orders. Upon learning the local languages and writing systems, they
began teaching Christianity, the Spanish language, and Spanish culture. These religious orders
opened the first schools and universities as early as the 16th century. Spanish missionaries
established schools immediately after reaching the islands.
The Augustinians opened a parochial school in Cebu in 1565. The Franciscans took to the
task of improving literacy in 1577, aside from the teaching of new industrial and agricultural
techniques. The Jesuits followed in 1581, and the Dominicans, in 1587, set up a school
in Bataan. The church and the school cooperated to ensure that Christian villages had schools
for students to attend.
 With the coming of Spain, the European system of education was introduced to the
archipelago. Primary schools, colleges, and universities were established in our country
by the missionaries.
 The principal aim of Spain in the Philippines during their regime was to make the native
Filipinos obedient and God-fearing Christians. For this reason, religion was a compulsory
subject at all levels – from primary schools to universities.
 The first schools were the parochial schools opened by the missionaries in their parishes.
In addition to religion, the native children in these schools were taught reading, writing,
arithmetic, and some vocational and practical art subjects.
 Later on, colleges for boys and girls were opened by the missionaries. These colleges
were the equivalent of our high schools today. The subjects taught to the students
included history, Latin, geography, mathematics, and philosophy.
 There was no co-education during the Spanish times. Boys and girls studied in separate
schools.
 University education was started in the Philippines during the early part of the 17th
century. Originally, the colleges and universities were open only to the Spaniards and
those with Spanish blood (mestizos). It was only during the 19th century that these
universities began accepting native Filipinos.
 It is interesting to note that for nearly 300 years, education in the Philippines was the
primary responsibility of the Catholic Church. The missionaries established the schools,
provided the teachers and facilities, and decided what should be taught. It was only in the
last half of the 19th century that the government took an active part in promoting
education in the colony.
 In 1863, a royal decree called for the establishment of one primary school for boys and
one for girls in each of the major town in the country.
 The Educational Decree of 1863 - This law gave Filipinos a complete system of
education from elementary to the collegiate level. The law provided for the establishment
of the elementary schools in all municipalities in the country. Although religion was
EASTERN SAMAR
STATE UNIVERSITY
Excellence Accountability Ser vice

the core of the curriculum, the curriculum included subjects reading, writing,
arithmetic, history. Christian doctrine, Spanish language, vocal music, agriculture for the
boys and needlework for the girls. Attendance in school was compulsory between the
ages of seven and twelve.
The Problems in Education during the Spanish Period.
 The absence of government supervision.
 Over-emphasis on religion.
 Limited and irrelevant curriculum.
 Obsolete teaching methods.
 Poor classroom facilities.
 Inadequate instructional materials.
 Discrimination against Filipino students.
 Absence of academic freedom.

 FIRST REPUBLIC
The defeat of Spain following the Spanish–American War led to the short-lived Philippine
Independence movement, which established the First Philippine Republic. The schools
maintained by Spain for over three centuries were closed briefly but reopened on August 29,
1898, by the Secretary of Interiors.
The Instituto Burgos (Burgos Institute), the Academia Militar (the country's first military
academy), and the Universidad de Literaria de Filipinas (Literary University of the Philippines)
were established.
Article 23 of the Malolos Constitution mandated that public education would be free and
obligatory in all schools of the nation under the First Philippine Republic. However,
the Philippine–American War hindered its progress. Established in the American-occupied
zone, Colegio Filipino (now National University) is a Philippine college that dates from this
period and has survived. There also existed for many decades the Rosa Sevilla Memorial
School, originally founded on July 15, 1900, as the Instituto de Mujeres, an all-girls private
school.

 AMERICAN PERIOD
The United States had a different approach dictated by what the Americans considered
to be their principal goal in coming to the Philippines – “to educate and to train in the science of
self-government.”
Consequently, it was not surprising that the United States considered educating the
Filipinos as one of its top priorities in the Philippines. Even while US troops were consolidating
their foothold in Manila in 1898, schools were already opened in the city. But unlike the Spaniards
who neglected to propagate their language, the Americans made it a point to teach English to the
Filipinos. The American soldiers were the first teachers of the Filipinos.
In January 1901, free primary education was provided and a school for Filipino teachers
was established. It called for the recruitment of trained teachers in America. It abolished
compulsory religious instruction.
The Americans gave bright young Filipino students the opportunity to take up higher
education in American colleges and universities. These Filipinos came to be known as
“pensionados” for their education in the United States was financed by the government in the
Philippines. Hundreds of Filipino pensionados were able to study in the US until 1928. From the
ranks of these pensionados came the future civic, business, and political leaders of our country.
Hungry for education, the Filipinos flocked to public and private schools in large
numbers.
EASTERN SAMAR
STATE UNIVERSITY
Excellence Accountability Ser vice

 The education was used as an instrument to pacify the natives and eventually colonizing the
island.
 Taft Commission Act No. 74 established the Philippine public-school system for free
education and teacher training. Recruitment of US teachers and abolition of compulsory
religious instruction.
 August 23, 1901 – the first group of American teachers arrived in Manila through the Thomas
ship.
 Thomasites – are one of the first American teachers beside the American soldiers the
Filipinos learned to speak English and appreciate the American way of life.
 In1908 by the Act No. 1870 by the Philippine Commission and the Philippine Assembly,
University of the Philippines was created.
 Higher Educational Institutions (HEI) was also encouraged.
 President Quezon created the National Council of Education in 1936 as an advisory body on
educational matters. And Dr. Rafael Palma was its first chairman.
 In 1983, the National Assembly enacted to law providing for the establishment of national
vocational schools in different parts of the country.
 Adult education was started during 1936.
 In the beginning of school year 1940 – 191, the National Language was made a compulsory
subject in all schools.
 President Quezon issued his famous Code of Ethics which was required to be taught in all
schools.
 Educational Act of 1940 reduced the elementary levels from 7 years to 6 years. And the
minimum age of Grade 1 was raised to 7.
 Schools starts from July to April.

 COMMONWEALTH PERIOD
Education continued to receive from the Commonwealth government the same attention
that the Americans gave it. President Quezon created the National Council of Education in 1936
as an advisory body on educational matters. The council made important recommendations to
further improve the educational system in the Philippines. Most of these recommendations were
accepted and carried out by the government.

Under the Commonwealth, vocational and adult education were given emphasis.
It was also during the Commonwealth regime that an organized effort to develop a common
national language was started in compliance with the mandate of the 1935 constitution.

To help counteract the American cultural influence among the Filipinos, President Quezon
greatly encouraged the revival of native culture as well as desirable Filipino values. And to help
strengthen the moral fibers of the Filipinos and to foster a love of the country especially among
the youth, President Quezon issued his famous Code of Ethics which was required to be taught
in all schools.

In 1940, several changes were made in the Philippine educational system by virtue of the
Educational Act of 1940. Under this law, the elementary course was reduced from 7 years to 6
years. The minimum age for admission to Grade I was raised to 7. The school calendar was
also changed so instead of the school year from June to March, it was changed to July to April.

● Free education in public schools was provided all over the country, in accordance with
the 1935 Constitution.
● Vocational education and some household activities like sewing, cooking, and
farming were also given importance.
● Education also emphasized nationalism so the students were taught about the life of the
Filipino heroes.
● Vocational education and some household activities were also given importance. Good
manners and discipline were also taught to the students.
EASTERN SAMAR
STATE UNIVERSITY
Excellence Accountability Ser vice

● The institute of private education was established in order to observe

private schools.
● Formal adult education was also given.
Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog
as our National Language.
● Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in
schools.
● Executive Order No. 263 in (1940) required the teaching of the Filipino, national
language in the senior year of all high schools and in all years in the normal
schools.
The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on
August 7, 1940, which provided for the following:
● Reduction of the 7-year elementary course to 6 years
● Fixing the school entrance age at 7
● National support for elementary education
● Compulsory attendance of primary children enrolled in Grade 1
● Adoption of double-single sessions in the primary grade with one teacher one class
assignment of intermediate teachers.

 JAPANESE PERIOD
Schools and churches were also used as propaganda tools for the Japanese. Nippon-go,
the Japanese language, was made a compulsory subject in all schools. In government and
private offices, classes in Nippon-go were opened to propagate the Japanese language and
culture. Japanese Catholic priests were sent to the Philippines to help promote the idea that
Japan, being an Asian country, was a friend of all Asian people’s including the Filipinos.
During the Japanese occupation, education indoctrinated the public to inculcate Japanese
ideologies, causing low enrollment rates.
 January 3, 1942, the Japanese Military Administration issued proclamation Order No. 2 in
1942 which contained the 6 basic principles of Japanese education in the country.
The Six (6) Basic Principles of Japanese Education in the country.
1. The propagation of Filipino culture
The culture of the Philippines is characterized by cultural and ethnic diversity.
Although the multiple ethnic groups of the Philippine archipelago have only recently
established a shared Filipino national identity,[2] their cultures were all shaped by
the geography and history of the region, and by centuries of interaction with neighboring
cultures, and colonial powers. In more recent times, Filipino culture has also been
influenced through its participation in the global community.
2. The dissemination of the principle of the Greater East Asia Co-Prosperity Sphere
The Greater East Asia Co-Prosperity Sphere , also known as the GEACPS, was
a pan-Asian union that the Empire of Japan tried to establish. Initially, it covered Japan
(including annexed Korea), Manchukuo, and China, but as the Pacific War progressed, it
also included territories in Southeast Asia
3. The spiritual rejuvenation of the Filipinos.
4. The teaching and propagation of Nippongo
Nippongo,is the principal language of the Japonic language family spoken by
the Japanese people. It has around 128 million speakers, primarily in Japan, the only
country where it is the national language, and within the Japanese diaspora worldwide.
5. The diffusion of vocational and elementary education.
6. The promotion of the love of labor.
EASTERN SAMAR
STATE UNIVERSITY
Excellence Accountability Ser vice

 In June 1942, schools were reopened and the Philippine Executive Commission
established the Commission on Education, Health and Public Welfare.
 On October 14, 1943, the Japanese sponsored Republic created the Ministry of
Education.
 School calendar became longer, no summer vacation for students and teachers.
 Class size increased to 60 and the Japanese deleted anti-Asian opinions as well as
American symbols, poems, and pictures from all instructional materials.
 Regulation and supervision of public and private schools belonged to the Bureau of Public
and Private Schools.
 Integrated, nationalistic and democracy-inspired educational system.
 They banned the singing of American songs and Niponggo was used as means of
introducing and cultivating love for Japanese culture. Department of Instruction became
Department of Education.
The Objective of Japanese Occupation were:
 To inculcate moral and spiritual values inspired by abiding faith in God.
 Develop an enlightened, patriotic, useful and upright citizenry in a democratic society.
 Conservation of the national resources, perpetuation of our desirable values; and
 Promote the science, arts, and letters for the enrichment of life and the recognition of the
dignity of the human person.

 MARTIAL LAW PERIOD

 The Department of Education became the Department of Education and Culture by the
Proclamation 1081. P.D. No. 1397 changed it to Ministry of Education and Culture.
 Bilingual education started in 1984.
 Ministry of Education, Culture and Sports was created by the Education Act of 1982 then
it became Department of Education, Culture and Sports in 1987 by Executive Order No.
117.
 The Education Act of 1982 provided for an integrated system of education covering both
formal and non-formal education at all levels. Section 29 of the act sought to upgrade
educational institutions' standards to achieve "quality education" through voluntary
accreditation for schools, colleges, and universities. Section 16 and Section 17 upgraded
the obligations and qualifications required for teachers and administrators. Section 41
provided for government financial assistance to private schools.
 After the ratification of the 1987 Philippine Constitution, the fundamental aims of
education in the Philippines were defined, and most importantly, elementary schooling
was made compulsory for all children. Meanwhile, the Free Public Secondary Education
Act of 1988 or Republic Act 6655 mandated free public secondary education
commencing in the school year 1988–1989.
 CHED and TESDA was established.
 Congressional Commission on Education (EDCOM)

 PRESENT PERIOD
The start of the twenty-first century saw a significant change in the Philippine education
system. In August 2001, Republic Act 9155, otherwise called the Governance of Basic
Education Act, was passed. This act changed the department's name to the current Department
of Education (DepEd) and redefined the role of field offices (regional offices, division offices,
district offices and schools). The act also provided the overall framework for school
empowerment by strengthening the leadership roles of principals and fostering transparency
and local accountability for school administrations.
On June 4, 2010, during the administration of Gloria Macapagal-Arroyo, the 2010
Secondary Education Curriculum (SEC, or DepEd Order 76, Series of 2010) was implemented.
The 2010 SEC, which focused on teaching and learning for understanding, was scheduled to be
 EASTERN SAMAR
STATE UNIVERSITY
Excellence Accountability Ser vice

progressively mainstreamed from 2010 to 2014; however, it was only effective until June 1,
2015, and was phased out when the K–12 program of Arroyo's successor, Benigno Aquino III,
was implemented on Grade 10 (which changed from Fourth Year to Grade 10).
After decades of surveys, consultations, and studies starting with the Monroe Survey in
1925 during the American period, the 9-year implementation process of K–12 curriculum finally
materialized on May 20, 2008 when Senator Mar Roxas filed the Omnibus Education Reform
Act of 2008 (Senate Bill 2294) to strengthen the Philippine education system through timely
interventions on the quality of teachers, the medium of instruction used and the evaluation of
students' aptitude, among other aspects.
K–10 (1945–2017)
The K–10 system was used for 72 years from May 28, 1945 until the implementation of
the K–12 curriculum in Grade 6 on June 5, 2017. The K–10 consisted of one-year non-
compulsory preschool education, six-year compulsory elementary education, and four-year
compulsory high school education. Although public preschool, elementary, and high school
education are free, only primary education is mandatory according to the 1987 Philippine
Constitution.
K–12 (2012–present)
The current basic education system in the Philippines, first used at the start of School
Year (SY) 2012–2013 in June 4, 2012 as part of the 9-year K–12 implementation process from
May 20, 2008 to June 5, 2017, comprises kindergarten and 12 years of primary and secondary
education, all of which are compulsory. Students also have the option to enroll in higher
education programs to earn a baccalaureate degree.
The Philippine Basic Education Curriculum:
 National Elementary School Curriculum (NESC)
 New Secondary Education Curriculum (NSEC) Revised Basic Education Curriculum
(RBEC)
 Secondary Education Curriculum (SEC 2010)
 K to12 Basic Education Curriculum
The standard of the Curriculum:
o Learner centered
o Relevant, responsive and research-based
o Culture sensitive
o Contextualized and global
o Uses pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative and integrative.
o Adheres to the principles and framework of MTB-MLE
o Uses spiral progression approach to ensure mastery of knowledge and skills after each
level.
o Flexible enough to enable and allow schools to localize, indigenize and enhance the same
based on their respective educational and social contexts.

 MATATAG Curriculum (Proposed)

MAke the curriculum relevant to produce job-ready, active, and responsible citizens;
TAke steps to accelerate the delivery of basic education services and provision facilities;
TAke good care of learners by promoting learner well-being, inclusiveness learning, and
positive learning environment; and Give support for teachers to teach better.
EASTERN SAMAR
STATE UNIVERSITY
Excellence Accountability Ser vice

IV: SUMMARY:
Pre-colonial Period - Education was informal and unstructured, decentralized. Fathers taught
their son show to look for food and other mean* of livelihood. Mothers taught their girls to do the
household chores. This education basically prepared their children to become good
husband and wives. Children were provided more vocational training but lesser
academics. Teachers were tribal tutors (Babaylan or Katalonan)
Spanish Period - Education was formal and organized. It was authoritarian in nature. Tribal
tutors of the pre-Spanish period were replaced by Spanish missionaries. Pupils attended formal
schooling in the parochial school. Instruction was Religion-oriented. Christian doctrines, sacred
songs and music and prayers were taught because they were required for
confession and communion.
First Republic Period - The defeat of Spain following the Spanish-American War led to the short-
lived Philippine Independence movement, which established the insurgent First Philippine
Republic. The schools maintained by Spain for more than three centuries were closed briefly,
but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute (the
country's first law school), the Academia Militar (the country's first military academy), and the
Literary University of the Philippines were established.
American Period - A highly centralized, experimental public-school system was installed in 1901
by the Philippine Commission and legislated by Act No. 74. The law exposed a severe shortage
of qualified teachers, brought about by large enrollment numbers in schools. As a result, the
Philippine Commission authorized the Secretary of Public Instruction to bring more than 1,000
teachers from the United States, who were called the Thomasites, to the Philippines between
1901 and 1902.
Commonwealth Period – all schools should develop moral characters, civic conscience,
personal discipline and vocational efficiency. Methods used are memorization, recitation, social
recitation.
Japanese Period - Making the people understand the position of the Philippines as a member of
the East Asia Co-Prosperity Sphere. (to create a Great East Asia, comprising Japan,
Manchukuo, China, and parts of Southeast Asia, that would, according to imperial propaganda,
establish a new international order seeking "co prosperity" for Asian countries which would
share prosperity and peace, free from Western colonialism and domination.)
Martial Law Period - The Education Act of 1982 provided for an integrated system of education
covering both formal and non-formal education at all levels. Section 29 of the act sought to
upgrade educational institutions' standards to achieve "quality education" through voluntary
accreditation for schools, colleges, and universities. Section 16 and Section 17 upgraded the
obligations and qualifications required for teachers and administrators. Section 41 provided for
government financial assistance to private schools.
Present Period - Today’s education system in the Philippines most closely resembles the
American model. English remains the primary medium of instruction, although bilingual teaching
of math’s, science and literature (in English and Tagalog) was introduced under Ferdinand
Marcos in 1974. The establishment of the Technical Education and Skills Development Authority
(TESDA) in 1994 reflected a shift in government focus toward vocational education, with
courses offered in practical skills such as vehicle repair and bartending.
EASTERN SAMAR
STATE UNIVERSITY
Excellence Accountability Ser vice

V. REFERENCES:

1. Simbulan, Dante C. (2005). The Modern Principalia: The Historical Evolution of the Philippine
Ruling Oligarchy. University of the Philippines Press. p. 21. ISBN 9789715424967.
2. ^ Schumacher, John N. (1997). The Propaganda Movement, 1880–1895: The Creation of a
Filipino Consciousness, the Making of Revolution. Ateneo University Press. pp. 23. ISBN 978-
971-550-209-2.
3. ^ CCP Encyclopedia of Philippine Art: Philippine visual arts. Cultural Center of the Philippines.
1994. p. 194. ISBN 978-971-8546-38-3. Retrieved August 17, 2023.
4. ^ Galang, Zoilo M. (1936). Encyclopedia of the Philippines: Biography. Philippine Education
Company. p. 280. Retrieved August 17, 2023.
5. ^ United States Bureau of Insular Affairs (1903). Report on the Organization for the
Administration of Civil Government Instituted by Emilio Aguinaldo and His Followers in the
Philippine Archipelago. U.S. Government Printing Office. p. 39. Retrieved May 1, 2022.
6. ^ Torres, Cristina Evangelista (2010). The Americanization of Manila, 1898-1921. UP Press.
p. 151. ISBN 978-971-542-613-8. Retrieved May 1, 2022.
7. Guillermo, Artemio R. (2012). Historical Dictionary of the Philippines. Scarecrow Press.
p. 451. ISBN 978-0-8108-7246-2. Retrieved May 1, 2022.
8. ^ "Act No. 1870". Official Gazette of the Republic of the Philippines. Archived from the
original on November 29, 2017. Retrieved May 1, 2022.
9. ^ United States Congressional Serial Set. U.S. Government Printing Office. 1909. p. 850.
Retrieved May 1, 2022.
10. ^ Philippine Education. F.R. Lutz. 1911. p. 304. Retrieved May 1, 2022.
11. ^ Teaching Models Strategies and Skills. Rex Bookstore, Inc. p. 289. ISBN 978-971-23-2189-
4. Retrieved May 1, 2022.
12. ^ Jump up to:a b "Department of Education".