Management Attitudes

Types Of Management Attitudes

1. Negative Attitude
2. Reactive Attitude
3. Planning Attitude
4. Entrepreneurial Attitude
Negative Attitude
 disposition, feeling, or
manner that is not
constructive, cooperative, or
optimistic.
Reactive Attitude
When they are forced to
react to a situation, their
options are often limited.
In addition, their
decisions often involve
only incremental change,
just enough to get by. 
Planning Attitude
thinking about the future

How the world will look in the

future?

how I should respond to it and

how my business should look in
the future?
Entrepreneurial Attitude
They are always
trying to figure out
new ways of doing
things.
The Force of
Education
Pre-Spanish Era
Pre-Spanish Era
Filipinos possessed a culture of their own.
They had contacts with foreign people from
Arabia, India, China, Indo-China and Borneo.
The inhabitants were civilized people possessing
their system of writing, laws and moral standards
in a well organized system of government.
Pre-Spanish Era
Code of Kalantiao &
Maragtas belief in
Bathala, solidarity of
family, the modesty of
women, the children’s
obedience and respect for
the elders and valour of
women.
Pre-Spanish Era
Political System/Unit of Government

1. Datu is the title for chiefs, soverign

princess and monarchs in Visayas and
Mindanao regions, Lakan (Luzon), Apo
(Central & Northern Luzon), Sultan and
Rajah (natives royalty in Mindanao and
Sulu).

2. Babaylan, a Visayan term identifying an

indigenous Filipino religious leader who
functions as a healer, a shaman, and a
community “miracle worker”. The
Babaylan can be a male, female, or male.
Pre-Spanish Era
Umalohokan refers to the town
criers of ancient Philippine
Barangay. They are responsibe
for going around and making
people aware of the laws
enacted by Datu or chieftain.
Pre-Spanish Era
Curriculum:

 Education was informal, unstructured and devoid of

methods. The focus was on vocational training and less
academics (3 Rs) .

 Informal education was conducted through

observations, examples and imitation. There was no
direct teaching methods.
Pre-Spanish Era
Curriculum:
Alibata is an ancient system of writing that was used before.
Pre-Spanish Era
Aims of Education Methods Types

Survival Show & Tell Informal

Conformity Observation Practical
Enculturation/ Trial and Error Theoretical
Acculturation Imitation
Spanish Era
Spanish Era
 The Spaniards were successful in making natives
illiterate and uneducated;

They triumph using religion to make people

submissive and unquestioning;

The Spanish policy offered no opportunity for the

Indios to improve their lot in colonial mentality
Spanish Era

1762-1896 there was a period of awakening.

 Global changes like he opening of Suez Canal, the

French Revolution ,opening of Philippines to world
trade and commerce provided Illustrados to send their
children to school abroad.

Learning became a badge of privilege.

Spanish Era

Spain initiated educational reforms by passing laws on

education.

The Philippine Revolution against Spain led to the

discovery of Katipunan in 1896 which resulted the
surrender of the last Spanish governor-general Diego de
los Rios to the Ilonggo revolutionaries headed by
Gen.Martin Delgado on December 25, 1898 in Plaza
Alfonso XII.
Education Decree of
1863 Law
Spanish Era

Education Decree of 1863

 Access to education by Filipinos was later liberalize

through enactment of the Educational Decree of 1863
Provided for the establishment of at least one primary
school for the boys and girls in each town under the
responsibility of the municipal government.
Spanish
SpanishEra
Era
• Establishment of a normal school form male
teachers under the supervision of the Jesuits.

• The Spanish schools started accepting

Filipino students.

•It was during this time the intellectuals

Filipinos emerged.
Spanish Era
Spanish Era
Education Act of 1863 (Issues)

• There were not enough schools built

• Teachers tend to use corporal punishment
• The friars exercised control over the school and their teachers.
• widespread of secular education
• poor facilities and writing materials
• Children skipped school to help with their family for a living
Spanish Era
Education System/Curriculum

• Formal and Organized

• Religion-oriented education
• Spanish missionaries as tutors
• Christian doctrine, prayers and sacred
songs
• 3R’s were only given to brighter pupils
Spanish Era
 The schools were parochial or convent schools
The main reading materials were the cartilla,
catecismo
The schools were upgraded and the curriculum
organization were separately subject
organization
3 grade levels (Entrada, Acenso Termino)
Spanish Era
Schools Built
 Schools for boys and girls were separated.
The first established schools were for the boys.
The Augustinians built the first school in the Philippines
situated in Cebu in 1565.
College was equivalent to a university.
The students graduated with the degree in Bachelor of
Arts (Bachiller en Artes).
Spanish Era

The first college school for

the boys was “Colegio de
San Ignacio established
by the Jesuits in Minal in
1589.
Spanish Era
Colegio de Sta. Potenciana (1589)
is the first college for girls in
Manila. It was destroyed by
earthquake in 1645.

Coleio de Nuestra Señora del

Santisimo Rosario (1611) is a
private Roman Catholic run by
Order of Preachers in Manila.
UST is also the largest
university in the city of Manila.

Colegio de San Ildefonso, established

by Fr. Pedro Chirino and Antonio
Pereira of the Society of Jesus in
Cebu City. There are several claims
that it is now the University of San
Carlos.
Spanish Era
Spanish Era
Education System

• Teach catechism to natives

• Spanish language – compulsory
• Inadequate Education
(suppressed/limited/controlled)
• Education is a privilege not a right
• Education for the elite
• Controlled by friars
Spanish Era
Education System

• Christian Doctrine
• Values
• History
• Mathematics
• Agriculture
• Etiquette
• Singing
• World Geography
• Spanish History
Spanish Era

Aims of Education Methods Types

Promote Christianity Dictation Formal Education

Promotion of Spanish Memorization religious
Language cenaculo catechism
Imposition of Spanish Theater vocational course
Culture presentation
Courtesy of google image

First Republic
(1899-1901)
FirstRepublic

It is also known as the Malolos Republic, a short-lived

revolutionary government in the Philippines written by
Felipe Calderon y Roca and Felipe Buencamino as an
alternative to a pair of proposals to the Malolos Congress
by Apolinario Mabini and Pedro Paterno.

It was formally established with the proclamation of the

Malolos constitution on January 23, 1899 in Malolos,
Bulacan.
First Republic

Highlights:

 Curricular Reforms
Secularization of education
Attention to natural science
Improvement of higher centers of learning
Lack of pedagogical skills
Irrelevant courses in curriculum
First Republic

Curriculum Aim
 Love of country and of
 Science, Math, History, God
Philosophy, Law,
language, P.E, Religion,
Music, Social Sciences
American Period
American Period

 Education was used by the Americans as one of the most effective means of
pacifying the restless natives.

 Schools were established all over the archipelago.

 The natives were taught how to read and write.

 They learned American geography, history, lives of American heroes, sang

Star Spangled Banner and learned the English language.
American Period
 Education was used by the Americans as one of the most effective means of
pacifying the restless natives.

 Schools were established all over the archipelago.

 The natives were taught how to read and write.

 They learned American geography, history, lives of American heroes, sang

Star Spangled Banner and learned the English language.
American Period
American Period
Higher literacy rate among
people contributed to the
improvement of their standard
of living, improvement in
public health and employment
opportunities.

Education was for social

mobility and democratic ideals
American Period

Curriculum:
 It was based on the ideals and traditions of American values

 English was a medium of instruction

 The primary curriculum prescribed in 1904 by the Americans for the

Filipinos consisted of three grades in two aspects:
a. body training (singing, drawing, physical education
b. Mental Training (reading, writing, phonetics, spelling, nature study
and arithmetic)
American Period
American Period
Curriculum:
 Intermediate Curriculum includes Arithmetic, Geography, Science and
English Science, plant life, physiology and sanitation.

 Collegiate Level includes normal schools which aims to replace soldiers

and the Thomasites

 Group teaching methods was adopted.

 There was a prohibition of compulsory religious instruction in public

schools.
American Period
Curriculum:
 vocational education and household
activities like sewing, cooking and farming
 there was an existence of Adult Education
to give formal education
 Spread of democracy and formation of
good citizen including rights and
responsibilities
 Filipino soldiers stopped teaching when a
group of teachers from the U.S. came to
the Philippines in June 1901.
 In August 1901, 600 teachers
called“Thomasites” came to the
Philippines named after SS Thomas
American Period

Schools :
Philippine Normal School (1901)
National University (1901)
University of the Philippines (1908)
University of Manila (1914)
Philippine Women’s University (1919)
Far Eastern University (1933)
Philippine Nautical School Scholars:
Philippine School of Arts and Trade Judge Jose Abad Santos
Central Luzon Agriculture School Francisco Benitez
Honoraria Sison
Francisco Delgado
American Period
Curriculum:
 Primary Education

 GMRC

 Civics

 Hygiene and Sanitation

 Geography

 Intermediate Curriculum

 Grammar and Composition

 Reading, Spelling, Science courses, Physiology, Hygiene

and Sanitation, Intensive teaching og Geography

American Period

Aims Educational Types

To teach democracy Formal education
Separation of church First public school
and state English language
Democarcy

Methods Role of Teacher

Socialized Recitation Teach concepts
Participation, Debate Develop the rational
mind (e.g. debate)
Commonwealth Period
(1935-1945)
Commonwealth Period (1935-1945)

The Commonwealth era is

the 10 year transitional
period in Philippine history
from 1935 to 1945 in
preparation for independence
from the United States as
provided under the Philippine
Independence Act known as
Tydings Mc Duffie Law. Courtesy of google image
Commonwealth Period (1935-1945)
Commonwealth Period (1935-1945)

 This era was interrupted when the Japanese occupied the Philippines in
January 2, 1942.

 The Commonwealth government led by Manuel L. Quezon and Sergio L.

Osmeña went into exile in the U.S.

 Japanese forces installed a puppet government led by Jose P. Laurel. This

is known as the Second Philippine Republic.

 On October 20, 1944, the Allied Forces led by Gen. Douglas MacArthur
landed on the island of Leyte to liberate the Philippines from Japan and
finally surrendered on September 2, 1945.
Commonwealth Period (1935-1945)
Commonwealth Period (1935-1945)

Curriculum:

The curriculum for the training of elementary school

teachers was expanded by the Bureau of Education by
elevating it from secondary schools to the collegiate level,
organizing eight regional normal schools.
Commonwealth Period (1935-1945)
Commonwealth Period (1935-1945)

Educational Practices:
Filipino language was used as a medium of instruction.
Vocational schools were made more similar in curriculum to
academic schools.
Celebration of National Language Week every August

Values: Moral Character, personal discipline, civic

conscience, vocational efficiency, citizenship training
Commonwealth Period (1935-1945)

Educational Aims Methods of Education

 Develop moral character Memorization
 Civic conscience CAT
Vocational Efficiency Recitation
Preparation for incoming
independence

Medium of Instruction Role of Teachers

Filipino Language promote nationalism
values, moral character
personal discipline
Japanese Occupation
Japanese Occupation

 They destroyed the public school

system by manipulating it for their
advantage.

 School buildings, books and other

educational materials were
destroyed.

 There was a breakdown of social

values yet there were some
Filipinos who are willing to earn
education.
Japanese Occupation

Curriculum:
 They introduced many changes in the curriculum
by including Nihongo and abolishing English as a
medium of instruction and as subject.
All textbooks were censored and revised.
The Japanese-Devised curriculum caused a
blackout in the Philippine education and impeded
the education progress.
Japanese Occupation

Curriculum:
 School calendar became longer.
No summer vacation for students
Class Size increased to 60
Removed anti-Asian opinions, banned singing of
American songs, symbols, poems and pictures
Nihongo as a means of introducing and cultivating
love for Japanese culture
Japanese Occupation

 June 1942, Military Order No. 2 mandated the teaching of Tagalog,

Philippine History and Character Education to Filipino students with
emphasis on love for work and dignity of labor.

 Re-opening of elementary schools, vocational and normal schools.

 Institutions offered courses in Agriculture, Medicine, Fisheries and

Engineering
Japanese Occupation

Japanese language is popularized to terminate the use of

English.

Filipino children went to school to learn Japanese songs and

games.

There was a strict censorship of textbooks and other learning

materials.
Japanese Occupation

Six basic principles of Japanese Education

 Realization of new order and promote friendly relations
between Japan and the Philippines ;
Foster a new Filipino culture based;
Diffusion of the Japanese language in the Philippines;
Promotion of vocational course;
Inspire people with the spirit to love neighbor

Reference: https://www.slideshare.net/MsKrabbs19/historical-perspective-in-philippine-education UPV irlj

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Japanese Occupation

Educational Aims Educational Types

Eradicate the old idea of Nihongo Language
reliance on western nations Vocational training
Love of labor Health education on
Military training Agriculture

Methods of Education Medium of Instruction

Stressed dignity of manual Nihongo language
Labor
Emphasis vocational
education
Third Republic
Third Republic

 Transition of government ended in 1945, the same year WWII ended

 July 4, 1946, the 3rd Philippine Republic inaugurated in Luneta

 There guests were Gen. Douglas McArthur, the supreme commander of the
Allied Power in Japan; former Gov. Gen. FB Harrison, the most beloved
American governor general in the Philippines

 The solemn moment of independence ceremony with the raising of

Philippine flag by Pres. Roxas and lowering of American flag by
Ambassador Mc Natt.
Third Republic

In 1947, by the virtue of Executive Order No. 94, the

Department of Instruction was changed to Department
of Education. During this period, the reputation and
supervision of public and private school belonged to
the Bureau of Public and Private Schools.
Third Republic

Education Program:

 The concept of academic freedom;

 Only universities established by the state;
Religious instruction in the public schools;
The creation of scholarships in the arts, sciences and letters
was for specially gifted citizens;
For those who possess as certain level of capability for
academic studies and are unable to afford the cost of college
education.
Third Republic

Educational Practices:

 Moral Character
The quality of a person that guides his thinking, behavior, and
relationships with other social concern and involvement
Vocational Efficiency, Productivity, complete and adequate
system of public education
Changes with the changing time and human beings.
New Society (1965-1986)
New Society (1965-1986)

Presidential Decree 6-A “Educational Development Decree of 1972”

 Provide for a broad and general education

 Attain his potential as human being
 Enhance the range and quality of individual
 Acquire the essential educational foundation
 Train the nation’s manpower in the middle level skills
 Develop the high level professions for leadership of nation
 Respond effectively to changing needs.
New Society (1965-1986)

Highlights:

The Department of Education became the Department of

Education and Culture in 1972; the Ministry of Education and
Culture (1978) with Education Act of 1982, the Ministry of
Education, Culture and Sports
Bilingual education was established in 1974 requiring Filipino
and English
New Society (1965-1986)

 Science and Math subjects as well as English language

and Literature classes were taught in English while the
rest were taught in Filipino;

Bilingual Policy was reiterated in 1987 Constitution of

the Philippines
New Society (1965-1986)

Educational Aims Education Types

 Love of country national development
 Develop moral character
 Self-discipline, science and
technology and vocational
 Effeciency
Pledges
 Peace and order Land Reform
 Economic Development Government Reorganzation
 Employment and Manpower Social Services
Development
Post – EDSA
Republic
Post-Edsa Republic

Brief History

November 1985, Marcos called for a snap election (Kilusang

Bagong Lipunan);
December 1985, Cory Aquino declared candidacy for United
Nationalist Democratic Organization (UNIDO)
February 7, 1986, there was a SNAP ELECTION (Batasang
Pambansa)

Reference: https://www.slideshare.net/MsKrabbs19/historical-perspective-in-philippine-education UPV irlj

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Post-Edsa Republic

Corazon Aguino’s Administration (1986-1992)

 freedom constitution
 1987 Constitution Commission
 February 2, 1987 (ratification)

1987 Constitution
Section 1: Quality education at all levels
Section 2: free complete education, scholarship grants, student
loans, indigenous, OSY, Non-Formal, Adult citizens, PWD
Section 3: Constitution as a subject; patriotism and nationalism
Section 4: Educational institution as supervised by the state
Section 5: Regional and sectorial needs (academic freedom,
courses, teacher-training)
Post-Edsa Republic

Corazon Aquino Administration (1986-1992)

 Executive Order #117 – Ministry of Education, Culture and Sports to

Department of Education, Culture and Sports (DECS)

 Republic Act 6655 on May 26, 1988 for Free Public Secondary Educational
Act of 1988

 Republic Act #7323 on February 3, 1992 for 15-25 years old employed
students during Christmas break and summer vacation.
Post-Edsa Republic

Fidel V. Ramos Administration

(1992-1998)
 Ensuring full and unimpeded access by all to
both primary and secondary schools is the
most effective way of empowering ordinary
people
 Education reform must also develop a
curriculum that is strong in Science,
Mathematics and Language. It must include
the enhancement of the conditions of teachers
(both livelihood and work).
 Vocational education and technical training
Post-Edsa Republic

 In 1994, the creation of the

Commission on Higher did not
guarantee a marked improvement in
the delivery of quality education in
tertiary level.

 Its mandate is to regulate higher

education institutions including State
Universities and Colleges except
institutions which are granted
Autonomous status.
Post-Edsa Republic

Joseph Estrada Administration (1998-2001)

Executive Order No. 46 “Establishing the Presidential

Commission on Educational Reform (PCER).”

Section 1: Presidential Commission on Educational

Reform (PCER), under the Office of the President,
which shall be a multi-sectoral body comprised of
representatives from government line agencies, the
University of the Philippines, the Open University –
University of the Philippines, public and private
schools at all levels, teachers, the agriculture and
industry sectors, the information technology sector,
state colleges and universities and concerned sectors.
Post-Edsa Republic

Joseph Estrada Administration (1998-2001)

The Education Committee Chairmen of the Upper and Lower Houses will be
invited to attend meetings ex-officcio either personally or through
representatives:

There will be a Secretariat, headed by a full-time Executive Director for the

purpose, housed within DECS and Staffed by individuals seconded by
DECS, CHED and TESDA.
Post-Edsa Republic

COVERAGE

The Commission shall be given one year to define a comprehensive and a

budget-feasible program of reform in the following areas:

1. Curricula, teaching methods, instructional media, education

technologies, textbooks, language policy and school calendar in use at
the elementary and secondary levels using international benchmarks.

2. Modernization of science laboratories, improvement of science and

mathematics and the feasibility of establishing regional centers of
excellence in science education.
Post-Edsa Republic

 Upgrading of computer classrooms, computing facilities and internet access

in all schools that meet eligibility standards for administering such
programs.

 Expansion, modernization and standardization of our vocational and

technical institutions especially polytechnic colleges and universities.

 Distance learning and continuing education programs for adults and out-of-
school youth
Post-Edsa Republic

Gloria Arroyo’s Administration (2001-2010)

 To prepare the succeeding generations to be globally competitive, the

President has directed DepEd to adopt measures that would reverse
reported declines in English literacy among Filipinos.

 Upgrading of the teaching of Mathematics and Science in basic education

 Revised BEC has been implemented since June 2002 and now focuses on
the five learning areas (English, Science, Math, Filipino, Makabayan) form
the previous eight per Grade/Year Level.
Post-Edsa Republic

 Science teaching has been given enough

time allotment from 300 to 400 minutes
each week to promote the culture of science
among students. The number of
Mathematics laboratory has been likewise
increased.

 About 600 teachers from both private and

public schools have been trained on the
new curriculum.

 Full Implementation of Basic Education

Curriculum (BEC)
Post-Edsa Republic

Benigno Aquino III’s Administration (2010-2016)

 June 24, 2010, Armin Luistro as the Secretary of Education
 June 4, 2011 was the implementation of K-12

The K to 12 Curriculum
 Learner-centered , inclusive and developmentally appropriate
 relevant responsive and research-based
 contextualized- and global
 use of pedagogical approaches that are constructivist, inquiry based,
reflective, collaborative and integrative
Post-Edsa Republic

The K to 12 Curriculum

 adhere the principle of mother-tongue

based Multilingual Education

 use of spiral progression approach to

ensure masteral of knowledge and skills
in every level

 Flexible enough to enable and allow

schools to localize,indigenize and
enhance the same based on their
respective educational and social context.
Post-Edsa Republic

The K to 12 Curriculum

 adhere the principle of mother-tongue based Multilingual Education

 use of spiral progression approach to ensure masteral of knowledge and

skills in every level

 Flexible enough to enable and allow schools to localize, indigenize and

enhance the same based on their respective educational and social context.
Post-Edsa Republic

The K-12 Curriculum

R.A 10533 known as “Enhanced Basic Education Act of 2013” was signed into law by
President Aquino on May 15, 2013. With the passage of this law, the K to 12 basic
education program was formalized.

R.A 10157 or the “Kindergarten Education Act”

Covers the K-12 basic education

 6 years of primary education
 4 years of Junior High School
 2 years of Senior High School

Rationale: There is an urgent need to enhance the quality of basic education in our
country as seen in the education outcomes of Filipino students
Post-Edsa Republic

The K to 12 Curriculum

SALIENT FEATURES:
 strengthening early childhood education
(universal kindergarten)
 making the curriculum relevant to learners (Contextualization and
enhancement)
 building proficiency through language (mother tongue based multilingual
education
 ensuring integrated and seamless learning (spiral progression)
 gearing up for the future (senior high school)
Post-Edsa Republic

PRO’s of K to 12
 at par with international 12 years basic education
 pursue protective employment, entrepreneurship and higher education studies
 graduates are expected to be equipped with 21st century skills

CON’s of K to 12
 sets a burden for average Filipino family

Bases of Implementation
 mastery of basic competencies is sufficient due to congested curriculum
 Philippines is the only remaining country in Asia with a 10 years basic
education education program
Post-Edsa Republic

CORE CURRICULUM

7 Learning Areas
1. Languages
2. Literature
3. Communication
4. Mathematics
5. Philoso[hy
6. Natural Sciences
7. Social Sciences
Post-Edsa Republic

Technical Vocational Education and

3 TRACKS Training National Certificate
1. Academic
2. Technical-Vocational- • After finishing on Grade 12. a student may
Livelihood obtain a National Certificate Level II (NC
II), provided he/she passes the competency-
3. Sports and Arts based assessment of the Technical
Education and Skills Development
Authority
ACADEMIC
MODELING BEST PRACTICES FOR
1. Business Accountancy Management
SENIOR HIGH SCHOOL
2. Humanities, Education, Social Sciences
(HESS)
SY 2012-2013, there are about 33 public high
3. Science, Technology, Engineering, schools, public technical-vocational high
Mathematics (STEM) schools, and higher education institutions
that have implemented Grade 11.
SY 2016-2017, there was a full implementation
of K to 12.
Post-Edsa Republic

 Grades 1-10
Students will experience an enhanced, context-based, and spiral progression
learning curriculum with the following subjects:

 Mother Tongue Physical Education

 Filipino Health
 English Edukasyong Pantahan at Pangkabuhayan
 Mathematics Technology and Livelihood Education (TLE)
 Science
 Araling Panlipunan
 Edukasyon sa Pagpapakatao (EsP)
 Music
 Arts
Post-Edsa Republic

FACTS on K to 12

SY 2011-2012 : Universal Kindergarten implementation begins

SY 2012-2013: Enhanced Curriculum for Grades 1-7 implemented

2013: K to 12 enacted into Law

2014: Curriculum for Grades 11-12 finished

UPV irlj
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