Historical

Foundationsof
Education in the
Philippines
Prepared by: Sheralyn G. Reyes
MAEd Mathematics
Everything has a past. Everything – a
person, an object, a word, everything.
If you don’t know the past, you can’t
understand the present and plan
properly for the future.

-Chaim Potok, Davita’s Harp

 Rationalism
AIM/S STUDENTS METHOD OF CURRICULUM AGENTS
INSTRUCTION

Intellectual The students Sense based philosophy, Secondary and

freedom, went through and science, art, higher
Living a life the application of literature and schools,
guided by elementary, reason social Encyclopedia
reason, secondary and refinement,
college polished
Aristocracy of
manners,
intelligence
formal
etiquette, and
codes of self-
interest. There
was no
religion
FINANCING CONTRIBUTIONS TO EDUCATION

They paid tuition Training of creative

fees thinking and
reasoning (logic)
•Use of the inductive
method in making
generalizations
 Naturalism
AIM/S STUDENTS METHOD OF CURRICULUM AGENTS
INSTRUCTION

Educate the The child as Early Stage- •Parents

child in The the center of Sensory •Tutorship
accordance students the Training
to the went Education Later Stage:
natural law through the Process Science,
as of •Needs Language
developmen elementary, •Activity Math,
t, free from secondary •Experience Manual
all that’s and college •Knowledge Work, Moral
artificial •Women had Education
(Rosseau) inferior
education
FINANCING CONTRIBUTIONS TO EDUCATION

They paid tuition Education should

fees follow the natural
stages of development
of the child.
Principle of Growth
Principle of Activity
Principle of
Individualization
 Philippine Educational System

Spanish Contribution
American Contribution
Japanese Contribution
Present Educational
System
Pre- Spanish Period
Before 1512
 Pre-colonial
Period
1.The type of education is informal and
unstructured
2. The home serves as their school
3. The parents serves as their teachers
4. Focused more on vocational than academics
5. tribal tutors (for example, the babaylan)
6.most communities, stories, songs, poetry, dances,
medicinal practices and advice regarding all sorts of
community life issues were passed from generation to
generation mostly through oral tradition.
7.Some communities utilized a writing system known as
baybayin
8.Alibata - composed of 17 symbols representing the
letters of the alphabet.
Method of Education:
1.“Tell Me” or “Show Me” or demonstration
method
2.Alibata (Baybayin )which is composed of
14 consonants and 3 vowels
3. Oral, practical and hands on
Spanish Period
1521-
1896
Spanish Contribution
• education was formal
•established schools from the primary level to the
tertiary level of education.
• focused on the Christian Doctrines
•separate school for boys (colegios) and girls
(beaterio)
• Ilustrados were accommodated in the
schools
• missionary teachers (friars) replaced the tribal
tutors
•Catholic doctrine schools that were set up initially
became parochial schools which taught reading and
writing along with catechism.
•Education Decree of 1863 - mandated the
establishment of free primary schools in each town,
one for boys and one for girls, with the precise
number of schools depending on the size of the
population.
• There were 3 grades: entrada, acenso, and termino
•The curriculum required the study of Christian doctrine,
values and history as well as reading and writing in Spanish,
mathematics, agriculture, etiquette, singing, world geography,
and Spanish history. Girls were also taught sewing.
•The Normal School, run by the Jesuits, was also
established which gave men the opportunity to study a
three-year teacher education for the primary level. Normal
schools for women teachers were not established until 1875,
in Nueva Caceres.
Method of teaching:
a.catechetical instruction,
b. use of corporal
punishment
c. rote memorization

d. instruction was in dialect

Spanish Contribution Roles:
1.The friars controlled the educational system

2.The missionaries took charge in teaching, controlling

and maintaining the rules and regulations
3. Parochial schools were led by Dominicans and
Jesuits
4.Establishment of normal school for male teachers
under the supervision of the Jesuits
American Contribution
1898-
1935
American Contribution
•Course of study is prescribed uniform and
centralized
•Formal structured and existence of an
educational system
• 1899 - more schools were opened, this time, with
24 English-language teachers and 4500 students
Act No. 74 - a highly centralized, experimental public
school system was installed in 1901 by the Philippine
Commission . between 1901 and 1902 - 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 . These teachers were scattered
throughout the islands establish barangay schools.
The same law established the Philippine Normal School
(now the Philippine Normal University) to train aspiring
Filipino teachers. The high school system was
supported by provincial governments and included
special educational institutions, schools of arts and
trades, an agricultural school, and commerce and
marine institutes, which were established in 1902 by the
Philippine Commission. Act No. 372 - authorized the
opening of provincial high schools.
Act No. 1870 initiated the opening of the University of
the Philippines, now the country's national university.
(1908) attainment. Act No. 1381, also known as Gabaldon
Law, was passed in 1907, which provided a fund ofa
million pesos for construction of concrete school
buildings Filipinization policy of the government, the
Reorganization Act of 1916 provided that all department
secretaries except the Secretary of Public Instruction must
be a natural-born Filipino.
Japanese Contribution
1941-
1944
Japanese Contribution
Characteristics:
Course of
study:
a.Prescribed;

b. Uniform; and

c. Centralized
6 Basic Principles of Japanese Education
1.To stop depending on western countries like the
U.S., and Great Britain. Promote and enrich the
Filipino culture.

2.To recognize that the Philippines is a part of the

Greater East Asia Co-Prosperity Sphere so that the
Philippines and Japan will have good relations.
3.To be aware of materialism to raise the morality
of the Filipinos
4.To learn and adopt Nippongo and to stop using
the English language.
5. To spread elementary and vocational education.

6. To develop love for work

The Present Education System in
the Philippines
1946 to present
The Philippine Education System
•was patterned to the educational systems of
SPAIN and of the
UNITED STATES After the Liberation of the
Philippines in1946, Filipinos
• had moved in various directions of its own
•Elementary and high school is compulsory which is
administered by the DEPARTMENT OF
EDUCATION
 EDUCATION IN THE PHILIPPINES
Managed and regulated by the:
• Department of Education (DepEd)
• Commission on Higher Education (CHED)
•Technical Education and Skills Development Authority
(TESDA) DepEd is responsible for the K–12 basic
education; it exercises full and exclusive control over
public schools and nominal regulation over private schools,
and it also enforces the national curriculum that has been
put in place since 2013.
 Former educational system (from 1945 until June 5,2011)
SCHOOL GRADE OTHER NAMES AGE
Kindergarten was not Primary
compulsory
PRIMARY Grade 1 6-7
Grade 2 7-8
Grade 3 Intermediate 8-9
Grade 4 9-10
Grade 5 10-11
Grade 6 11-12
SECONDARY First Year Freshmen 12-13
Second Year Sophomore 13-14
Third Year Junior 14-15
Fourth Year Senior 15-16
•2010 - Senator Benigno Aquino III expressed his
desire to implement the K–12 basic education cycle
to increase the number of years of compulsory
education to thirteen years.
• the K–6–4–2 basic education system
•Kindergarten Education Act of 2012
- kindergarten compulsory

• Enhanced Basic Education Act of

2013.
•SY 2011–2012 DepEd - has already implemented
the K–12 Program it was still enacted into law to
guarantee its continuity in the succeeding years.
 General Features of K to 12 Education
Program

•Strengthening Early Childhood Education (Universal

Kindergarten)

•Making the Curriculum Relevant to Learners (Contextualization

and Enhancement)

• Ensuring Integrated and Seamless Learning (Spiral

Progression)
•Building Proficiency through Language (Mother
Tongue- Based Multilingual Education)

• Gearing Up for the Future (Senior High

School)

•Nurturing the Holistically Developed Filipino (College

and Livelihood Readiness, 21st Century Skills)
 Pre-school (Ages 3 to 5 )

•Students learn the alphabet, numbers, shapes, and colors

through games, songs, and dances in their Mother
Tongue.

•Pre-school education is optional before entering elementary

level since not everyone could afford it

•Recent events and activities show a high need for young

children to undergo preschool education first before stepping
into formal education
 Primary Education (Age of 6 to 11)
• consists of compulsory six grades (Grades 1-
6)

• Primary level (grades 1-3)

• Intermediate level (grades 4-6)
Subjects taught:
•Mathematics, Science, Filipino, English, AP
(Araling Panlipunan)
•Minor subjects: Music, Arts, Physical Education
and Health, ESP, MTB
•Computer Education and EPP are the additional
minor subjects for private schools
 Secondary Education (Ages 12-17)
•Prerequisite of which is the completion of
elementary education
•Four years of junior high school and two years of
senior high school
• Junior high school is composed of grade 7 to grade 10

• Senior high school is from grade 11 to grade 12

Junior High School
•Subjects are taught from the simplest concepts to more
complicated concepts through grade levels in spiral
progression

•Subjects are connected and integrated from Grades 7 to

10
Senior High School

• two years of specialized upper secondary education

•choice of career track will define the content of

the subjects a student will take in Grades 11 and 12

• subjects fall under either the Core Curriculum or

specific
Tracks Senior high school- CORE CURRICULUM

•7 Learning Areas under the Core Curriculum and these

are:
Languages Mathematics Social Sciences

Literature Natural Science

Philosophy Communication
 TECHNICAL – VOCATIONAL - LIVELIHOOD

•TVET (Technical Vocational Education & Training)

NATIONAL CERTIFICATE student can obtain
Certificates of Competency (COC) or a National
Certificate Level I (NC I) after finishing grade 10
•After finishing a Technical-Vocational Livelihood
track in Grade 12, a student may obtain a National
Certificate Level II (NC II)

:provided that he/she passes the competency- based

assessment of the Technical Education and Skills
Development Authority (TESDA) Technical -
Vocational -Livelihood
 Arts and Design Track

Arts and Design Track will prepare student for the

creative industries in various creative and artistic
fields such as but not limited to: music, dance,
creative writing and literature, visual arts, media arts,
broadcast arts, film and cinema, applied arts,
architecture and design, theater, entertainment, etc.
 Sports Track
Sports track will prepare students with sports science,
sports-related, physical education- related, health-
related, and movement-related courses which will let
them explore and specialize in fields like sports
fundamental coaching, student-athlete development,
sports officiating and activity management,
recreational and fitness or sports leadership.
 Tertiary Education/ Higher Education

CHED is responsible in the formulation and

implementation of policies, plans and programs for
the development and efficient operation of the higher
education system in the country. The delivery of
higher education in the Philippines is provided by
private and public higher education institutions (HEIs)
 Three Degree Stages of Higher
Education
• Bachelor Degrees - minimum of 4 years in duration

•Master Degrees - typically span 2 years for full-time

students, culminating with minor thesis or comprehensive
examination
•PhD Degrees - Doctor of Philosophy, involve great deal
of coursework, as well as dissertation that may comprise
from 1/5 - 1/3 of the final grade.
THANK
YOU!