Historical Perspective of the

Philippine Educational
System
PRE-SPANISH ERA
Brief History
Political System/ Unit of Government
Barangay (came from the word “Balangay” which means “sailboat”)
Ranks
1)Datu is the title for chiefs, sovereign princes, and monarchs in the Visayas and Mindanao
Regions of the Philippines. Together with Lakan (Luzon), Apo in Central and Northern Luzon,
Sultan and Rajah, they are titles used for native royalty, and are still currently used especially
in Mindanao and Sulu
2)Babaylan is a Visayan term identifying an indigenous Filipino religious leader, who functions
as a healer, a shaman, a seer and a community "miracle-worker" (or a combination of any of
those). The babaylan can be male, female, or male transvestites (known as asog, bayoc, or
bayog), but most of the babaylan were female.
3)Umalohokan refers to the town criers of ancient Philippines Barangay. They were responsible
for going around and making people aware of new laws and policies enacted by the Datu or
chieftain.
PRE-SPANISH ERA
Brief History
Before the coming of the Spaniards, the Filipinos possessed a culture of their
own. They had contacts with other foreign people from Arabia, India, China,
Indo- China and Borneo.
• The diaries of Fr. Chirino attest to the historical facts that “the inhabitants
were civilized people, possessing their system of writing, laws and moral
standards in a well organized system of government
• They have the code of Kalantiao and Maragtas – their belief in the Bathala,
the solidarity of family, the modesty of the women, the children’s obedience and
respect for their elders and in the valour of the men.
PRE-SPANISH ERA
Educational System/ Curriculum
As early 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.
Informal education is what they have; ideas and facts were acquired
through suggestions, observation, example and imitation. There’s
no direct teaching, no formal method of information
They did not have an organized system of education.
PRE-SPANISH ERA
Educational System/
Curriculum
Alibata is an ancient writing system that was used in what is now the
Philippines. Although it was all but extinguished by Western colonization,
variants of it are still used in parts of Mindoro and Palawan, and it is also
increasingly used by Filipino youth as a way to express their identity.
PRE-SPANISH ERA
Summary

Educational Aims Educational Methods Education Types

•Show and tell •Informal education
•Survival
•Conformity •Observation •Practical training
•Trial and error •Theoretical training
•Enculturation – acquire/ adapt
to norms of a culture or grp •Imitation
SPANISH ERA
Brief History
Five Principal Social Classes:

Peninsulares, or Spaniards born in Spain and mostly of Iberian descent.

-These would be families who settled in the archipelago although it will include also most of the friars.
-They were the wealthiest and most politically influential by virtue of their being the foremost encomienderos, thus,
owning vast tracts of lands and most of the inhabitants therein. They were referred to as Kastilas.
Insulares were Philipine born Spaniards. Though still of pure Spanish blood, they were derisively called Filipinos by
the Peninsulares.
-Most children of Spanish administrators, they mostly controlled the middle echelons of government by virtue of their
owning also tracts of lands.
The middle class had three subclasses:
•Spanish mestizos or mestizos de Espanol,
•principalia, and the
•Chinese mestizos or mestizos de Sangley. Mestizos are borne from mixed marriages of Spanish and any of the other
classes, mostly local natives; or half-breeds of a mixed Chinese-native marriage. They constitute the local officials,
owned some tracts of land and mostly controlled the retail trade.
Indios, however, the Chinese, occupied the lowest base and majority of the social totem pole.
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
Teach catechism to the 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
Educational Decree of 1863
• Access to education by the Filipinos was later liberalized through the
enactment of the Educational Decree of 1863
• Provided for the establishment of at least one primary school for
boys and girls in each town under the responsibility of the municipal
government;
• Establishment of a normal school for male teachers under the
supervision of the Jesuits.
• The Spanish schools started accepting Filipino students.
• It was during this time when the intellectual Filipinos emerged.
SPANISH ERA
Education System/ Curriculum
Religion + Education

Reading + Writing + Catechism

Spanish language is free and compulsory

SPANISH ERA
Educational Decree of 1863
Spanish-Devised Curriculum
•The Spanish curriculum consisted of 3R’s – reading, writing and
religion.
•The schools were parochial or convent schools.
• The main reading materials were the cartilla (guidebook for new
members) , the caton (habitation) and the catecismo.
•The schools were ungraded and the curriculum organization was
separately subject organization
• The method of organization was predominantly individual
memorization
•Entrada, Acenso, Termino – 3 grade levels
SPANISH ERA
Educational Decree of 1863
Spanish-Devised Curriculum
•The curriculum required the study of:
•Christian doctrine
•Values
•History
•Reading and writing in Spanish (steno)
•Mathematics
•Agriculture
•Etiquette
•Singing
•World geography
•Spanish history
SPANISH ERA
Educational Decree of 1863 (Issues)
• Remained inadequate for the rest of the Spanish period.
• There were not enough schools built.
• Teachers tend to use corporal punishment.
• The friars exercised control over the schools and their teachers and
obstructed attempts to properly educate the masses, as they considered
widespread secular education to be a threat to their hold over the
population.
• Schools were often poorly equipped, lacking desks, chairs, and writing
materials.
SPANISH ERA
Educational Decree of 1863 (Issues)

• Though classes were supposed to be held from 7-10 am and 2:30-5 pm

throughout the year, schools were often empty.
• Children skipped school to help with planting and harvesting or even
because their clothes were ragged.
SPANISH ERA
Schools Built
• The 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 during the Spanish regime.
• The student graduated with the degree in Bachelor of Arts (Bachiller
en Artes).
SPANISH ERA
• The first college school for the boys was the “Colegio de San
Schools Built Ignacio” which was established by the Jesuits in Manila in 1589.

Original name:
Real y Pontificia
Universidad de San Ignacio
de Manila
Years Active: 1590- 1768
Location: Manila
SPANISH ERA
Schools Built Colegio de San Ildefonso
•The Cebu City colegio was established by Fr. Antonio
Sedeno, Fr. Pedro Chirino, and Antonio Pereira of the
Society of Jesus
•After the expulsion of the Jesuits from Spanish
territories in 1767, the buildings and facilities were
taken over first by the Diocese of Cebu, then the
Congregation of the Mission, then later by the Society
of the Divine Word.
•There are several claims that it is now the University
Original name:
Colegio de San Ildefonso of San Carlos
Years Active: 1595-1769
Location: Cebu City, Cebu
SPANISH ERA
Schools Built
Colegio de Sta. Potenciana (1589)- first college for girls
in Manila. Destroyed in the 1645 earthquake. School rebuilt but
damaged during the British Invasion of 1762. School was
abolished in 1866.
SPANISH ERA
Schools Built
Colegio de Sta. Potenciana (1589)- first college for girls in
Manila. Destroyed in the 1645 earthquake. School rebuilt but
damaged during the British Invasion of 1762. Schools abolished in
1866.
Colegio de Nuestra Señora del Santísimo Rosario
(1611)
is a private, Roman Catholic, teaching and research university run
by the Order of Preachers in Manila. Founded on 28 April 1611 by
Miguel de Benavides, Archbishop of Manila, it has the oldest extant
university charter in the Philippines and in Asia and is one of the
world's largest Catholic universities in terms of enrollment found on
one campus. UST is also the largest university in the city of Manila The Pontifical and Royal
University of Santo Tomas, The
Catholic University of the
Philippines
 Colegio de San Juan de Letran
The college was founded in 1620.
Colegio de San Juan de Letran has
the distinction of being the oldest
college in the Philippines and the
oldest secondary institution in Asia.

Escuela Pia de Manila

Established in late 1859 by the Society of
Jesus, it is the oldest Jesuit educational
institution and third-oldest university in the
Philippines.
SPANISH ERA
Educational Types
Summary •Formal education
•Religious education
•Catechism
Educational Aims •Doctrine
•To promote Christianity •Vocational course
•Promotion of Spanish language
•Imposition of Spanish culture
Education Methods
•Dictation
•Memorization
•Moro-Moro/cenaculo
•Theater presentation
FIRST REPUBLIC (1899-1901)
Brief History
• The First Philippine Republic or Malolos Republic, is a short-lived nascent revolutionary government
in the Philippines. It is the first republic in Asia.
• It was formally established with the proclamation of the Malolos Constitution on January 23, 1899 in
Malolos, Bulacan.
• It was written by Felipe Calderón y Roca and Felipe Buencamino as an alternative to a pair of
proposals to the Malolos Congress by Apolinario Mabini and Pedro Paterno.
• The Malolos Congress convened on 15 September, and produced the Malolos Constitution. That
constitution was proclaimed on 22 January 1899, transforming the government into what is known
today as the First Philippine Republic, with Aguinaldo as its president.
• In the meantime, on December 10, 1898, the Treaty of Paris had been signed, ending the Spanish-
American War.
FIRST REPUBLIC (1899-1901)
1899 Malolos Constitution – Article
XIV
ARTICLE XIV- EDUCATION, SCIENCE AND TECHNOLOGY, ARTS,
CULTURE AND SPORTS

Section 1. The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such education
accessible to all.
FIRST REPUBLIC (1899-1901)
1899 Malolos Constitution –Article XIV
ARTICLE XIV- EDUCATION, SCIENCE AND TECHNOLOGY, ARTS,
CULTURE AND SPORTS
Section 2.
(1) Complete, adequate, and Integrated system of Education
(2) Free public education in elementary and high school levels. Elementary educations is
compulsory for all children of school age.
(3) System of scholarship grants, student loan programs, subsidies, and other incentives for
deserving students, esp. the under-privileged.
(4) Non-formal, Informal, and Indigenous Learning Systems, Self-Learning, Independent, and
Out-Of-School Study Programs in response to community needs
FIRST REPUBLIC (1899-1901)
1899 Malolos Constitution – Article XIV
ARTICLE XIV- EDUCATION, SCIENCE AND TECHNOLOGY, ARTS,
CULTURE AND SPORTS
Section 2.
(5) Civic, vocational, and skills training for adult citizens, and Out-of-school
youth.

Section 3.
(1)Constitution as part of the curricula.
(2)Patriotism and Nationalism for the country
(3)Religion as subject is allowed in public elementary and high schools.
FIRST REPUBLIC (1899-1901)
1899 Malolos Constitution – Article XIV
ARTICLE XIV- EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE
AND SPORTS
Section 4.
(1)Complementary roles of public and private institutions in the educational system.
Supervision and regulation of all educational institutions.
(2) The control and administration of educational institutions shall be vested in citizens of
the Philippines excluding those established by religious groups.
(3) All revenues and assets of non-stock, non-profit educational institutions used actually,
directly, and exclusively for educational purposes shall be exempt from taxes and duties.
FIRST REPUBLIC (1899-1901)
1899 Malolos Constitution – Article XIV
ARTICLE XIV- EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE
AND SPORTS
Section 5.
(4) The State shall enhance the right of teachers to professional advancement. Non-teaching
academic and non-academic personnel shall enjoy the protection of the State.
(5) The State shall assign the highest budgetary priority to education and ensure that
teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other means of job satisfaction and fulfillment.
FIRST REPUBLIC (1899-1901)
1899 Malolos Constitution – Article XIV
ARTICLE XIV- EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE
AND SPORTS
Section 4.
(4) Subject to conditions prescribed by law, all grants, endowments, donations, or
contributions used actually, directly, and exclusively for educational purposes shall be
exempt from tax.
Section 5.
(1) Local planning in the development of educational policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to fair,
reasonable, and equitable admission and academic requirements.
FIRST REPUBLIC (1899-1901)
Schools Built
Universidad Literaria de Filipinas (October 19, 1898), was established by former
President Emilio Aguinaldo. The teachings included Civil and Criminal Law,
Administrative Law, Medicine and Surgery, Pharmacy and studies pertaining to the
Notarial profession.

Academia Militar (October 25, 1898) is the Philippine military school of the Armed
Forces of the Philippines now called as Philippine Military Academy.

Instituto Burgos (October 1898) the equivalent of a national high school, which offered in
its curriculum, languages (Spanish, French, English and Latin); Physics, Chemistry,
History, Geography, Philosophy and Spanish Literature.
FIRST REPUBLIC (1899-1901)
Educational System/ Curriculum
• The Curriculum
• • Science
• • Math
• • History
• • Philosophy
• • Law
• • Language
• • P.E
• • Religion
• • Music
• • Social Sciences
FIRST REPUBLIC (1899-1901)
Educational System/
Curriculum Highlights
•Curicular reforms
•Secularization of education
Educational Aim •Greater attention to natural science
Love of country and of •The design of a relevant curriculum
God •Improvement of higher centers of learning
•Improvement of educational system
•Disproportionate focus on religion
•Discourage the attempt of Filipino students to speak in Spanish
•Lack of pedagogical skills
•Irrelevant courses in the curriculum
AMERICAN PERIOD
Educational System/ Curriculum
The American-Devised Curriculum
•The curriculum was based on the ideals and traditions of American and her
hierarchy of values
•English was the medium of instruction
•The primary curriculum prescribed in 1904 by the Americans for the
Filipinos consisted of three grades which provides training in two aspects:
a)Body Training that is consist of singing, drawing, hard word and physical
education
b)Mental Training that is compose of English (reading, writing, conversation,
phonetics and spelling), nature study and arithmetic
AMERICAN PERIOD
Educational System/ Curriculum
• In grade III geography and civic were added to the list of the subjects
• Intermediate Curriculum consisted of subjects such s arithmetic, geography,
science and English science, plant life, physiology and sanitation
• Collegiate level, normal schools were opened with a teacher’s training
curriculum appropriate for elementary mentors. It’s aim was to replace the
soldiers and the Thomasites
• The curriculum organization remained separate subjects
• Group method of teaching was adopted
• A significant aspect of the American devised curriculum was the prohibition of
compulsory religious instruction in the public schools
AMERICAN PERIOD
Educational System/ Curriculum
Curriculum
• Primary education
• GMRC
• Civics
• Hygiene and Sanitation
• Geography
• Intermediate Curriculum
• Grammar and composition
• Reading, spelling
• Science courses
• Physiology
• Hygiene and Sanitation
• Intensive teaching of geography
AMERICAN PERIOD
Educational System/ Curriculum
Educational Types
Educational Aims •Formal education
Medium of
•To teach democracy •First public school Instruction
•Separation of church and •English language •English
state •democracy

Methods of Education Role of Teacher

•Socialized recitation •Teach concepts
•Participation •Develop the rational mind (ex.
•Debate Debates, empirical evidences)
•Game/playing
COMMONWEALTH PERIOD (1935- 1945)
Brief History
• 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 for under the Philippine Independence
Act or more popularly known as the Tydings-McDuffie Law.

• The Commonwealth era was interrupted when the Japanese occupied the Philippines in January 2, 1942.

• The Commonwealth government, lead by Manuel L. Quezon and Sergio S. Osmeña went into exile in the
U.S., Quezon died of tuberculosis while in exile and Osmeña took over as president.

• At the same time, the Japanese forces installed a puppet government in Manila headed by Jose P. Laurel as
president. This government 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 the
Japanese. Japan formally surrendered in September 2, 1945.
COMMONWEALTH PERIOD (1935- 1945)
Brief History
• After liberation, the Commonwealth government was restored.

• Congress convened in its first regular session on July 9, 1945. It was the first time the people’s representatives have
assembled since their election on November 11, 1941.

• Manuel Roxas was elected Senate President, and Elpidio Quirino was chosen President Pro Tempore. Jose Zulueta was
speaker of the house, while Prospero Sanidad became speaker pro Tempore. The first law of this congress, enacted as
commonwealth act 672, organized the central bank of the Philippines. The commonwealth deal also tackled the issue of
collaboration. In September 1945 the counter intelligence corps presented the people who were accused of having
collaborated with, or given aid to, the Japanese. Included were prominent Filipinos who had been active in the puppet
government that the Japanese had been established. ”A Peoples Court" was created to investigate and decide on the issue.

• Amidst this sad state of affairs, the third commonwealth elections were held on April 23, 1946. Sergio Osmeña and
Manuel Roxas vied for the Presidency. Roxas won thus becoming the last president of the Philippine Commonwealth. The
Commonwealth era formally ended when the United States granted independence to the Philippines, as scheduled on July
4, 1946.
COMMONWEALTH PERIOD (1935-1945)
Educational System/ Curriculum
Commonwealth Curriculum- Also known as the period of expansion
and reform in the Philippine curriculum
•The curriculum for the training of elementary school teachers was
expanded by the Bureau of Education by elevating it from the secondary
schools to the collegiate level, organizing eight regional normal schools
COMMONWEALTH PERIOD (1935-1945)
1935 Constitution
Article XIV
Section 5.
All educational institutions shall be under the supervision of and subject
to regulation by the State.
The Government shall establish and maintain a complete and
adequate system of public education, and shall provide at least free
public primary instruction, and citizenship training to adult citizens.
COMMONWEALTH PERIOD (1935-1945)
1935 Constitution Article XIV
Section 5.
All schools shall aim to develop moral character, personal discipline,
civic conscience, and vocational efficiency, and to teach the duties of
citizenship.
Optional religious instruction shall be maintained in the public schools
as now authorized by law.
Universities established by the State shall enjoy academic freedom.
The State shall create scholarships in arts, science, and letters for
specially gifted citizens.
COMMONWEALTH PERIOD (1935-1946)
Legal Mandates – Commonwealth Acts

• Commonwealth Act #1- preparatory military training shall

begin in Elementary grade school at age 10. This act was amended by PD 1706
(August 8, 1980) requiring all citizens to render civil welfare service, law
enforcement service and military service.

• Commonwealth Act #80- (October 26, 1936) established

the Office of Adult Education (vocational training in an effort to eliminate
illiteracy)
COMMONWEALTH PERIOD (1935-1946)
Legal Mandate – Commonwealth Act

• Commonwealth Act #586 Education Act of 1940-

reduction of number of years in elementary (from 7 to 6), fixing school
entrance age 7 years old, national support of elementary education,
compulsory attendance in the primary grades for all children enrolled in grade
one, introduction of double single session
COMMONWEALTH PERIOD (1935-1945)
Educational System/ Curriculum
Educational Practices
•“Filipino” language was used as the 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)
Summary Methods of Education
•Memorization
Educational Aims •C.A.T.
•Develop moral character •Recitation
•Socialized recitation
•Civic conscience
•Vocational efficiency
•Preparation for incoming independence Role of Teachers
•Promote nationalism
Medium of (values, moral character, personal
Instruction discipline)
•Filipino
language
JAPANESE PERIOD
Brief
History
• GEACPS (Greatest East Asia Co-Prosperity Sphere) - was an imperial propaganda
concept created and promulgated for occupied Asian populations during the first third of
the Shōwa era by the government and military of the Empire of Japan. Led by Matsuoka
Yosuke on August 1, 1940
• December 1941- Corregidor’s Malinta Tunnel
• January 7- February 8, 1942- Battle in Bataan
• January 1942- Philippine Executive Commission
• April 10, 1942- Death march
• March 1942- Battle in Corregidor
• May 1942- Surrendering of Japanese
JAPANESE PERIOD
Educational System/ Curriculum
Japanese Devised Curriculum
•They introduced many changes in the curriculum by including Nihongo and abolishing
English as a medium of instruction and as a subject
•All textbooks were censored and revised
•The Japanese-Devised curriculum caused a blackout in the Philippine education and
impeded the educational progress
Curriculum
•School calendar became longer
•No summer vacation for students
•Class size increased to 60
•Deleted anti-Asian opinions, banned the singing of American songs, deleted American
symbols, poems and pictures
•Nihongo as a means of introducing and cultivating love for Japanese culture.
JAPANESE PERIOD
Educational System/ Curriculum
Educational Program
• 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
• Re-opening of vocational and normal schools
• Institutions of higher learning giving courses in agriculture, medicine, fisheries and
engineering
• 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
• The teachers were to become mouthpieces of Japanese propaganda
JAPANESE PERIOD
Educational System/ Curriculum
Six basic principles of Japanese education
1. Realization of new order and promote friendly relations between Japan
and the Philippines to the farthest extent
2. Foster a new Filipino culture based
3. Endeavor to elevate the morals of people, giving up over emphasis of
materialism
4. Diffusion of the Japanese language in the Philippines
5. Promotion of vocational course
6. To inspire people with the spirit to love neighbor
JAPANESE PERIOD
Summary Education Types
•Nihongo language
Educational Aims •Vocational training
•Eradicate old idea of reliance on western nations •Health education agriculture
•Love of labor
•Military training

Medium of
Methods of Education Instruction
•Stressed dignity of manual labor •Nihongo language
•Emphasis voc. Ed.
THIRD REPUBLIC
Brief History
• Transition gov’t ended in 1945, same year World War II ended
• July 4, 1946- 3rd Philippine Republic inaugurated at Luneta
• Guests: Gen. Douglas McArthur- supreme commander of the Allied
Power in Japan; Gen. Milliard Tydings- co-sponsor, Philippine
Independence Act; former Gov. Gen. FB Harrison- most beloved
American gov. general in Philippines
• Most meaningful and solemn moment of the independence ceremony
was the raising of the Philippine flag by Pres. Roxas and lowering the
American flag by Ambassador McNatt.
THIRD REPUBLIC
Brief History
Philippine Rehabilitation Act
•appropriated $620 million by U.S Sen. Milliard Tydings
•In exchange, Philippines grant parity rights to Americans- equal rights
with Filipino citizen to develop and exploit natural resources of the
Philippines and to operate public utilities in the country
THIRD REPUBLIC
Educational System/ Curriculum
1. Manuel Roxas (1946-1948)
• Focused on the rehabilitation of the school
system which was in keeping with the policies
of the government
• 80% of the schools were ruined; cost of
reconstruction: 126 million (annual deficit:
P200 million)
• Executive Order #94- (1947): Department of
Instruction to Department of Education
THIRD REPUBLIC
Educational System/ Curriculum
1. Manuel Roxas (1946-1948)
• Republic Act # 139- “Board on Textbooks”
Section 1.
• Republic Act # 426 (June 18, 1949): PNS to
PNC (BS Eed & MA Ed)
THIRD REPUBLIC
Educational System/ Curriculum
2. Elpidio Quirino (1948-1953)
“Our educational policy must be reviewed and
revised for closer coordination with the objectives of
our proposed development program, without
sacrificing the traditional aim of providing a liberal
culture basic to the good life. I hope that the Joint
Educational Committee of the Congress engaged in
this study will be able to evolve a revision of the
school system more adaptable to and in keeping with
our national requirements.”
-First State of the Nation Address, January 24, 1949
THIRD REPUBLIC
Educational System/ Curriculum
3. Ramon Magsaysay (1953-1957)
•Attainment of Social and Economic dev.
•Republic Act #896 (June 10, 1953)- Elementary
Education Act of 1953. This new law restore Grade 7 VII
which was abolished by the Education Act 1940.
•Republic Act #1124 (June 16, 1954)
-created Board of National Education
-Sen. Jose P. Laurel as chairman of the Board’s
Committee on Education
-University of Masses (basic philosophy of education)
THIRD REPUBLIC
Educational System/ Curriculum
3. Ramon Magsaysay (1953-1957)
•Republic Act #1265 (June 11, 1955)- compulsory
daily flag ceremony
•Republic Act # 1425 (June 12, 1956)- Rizal as
subject
THIRD REPUBLIC
Educational System/ Curriculum
4. Carlos P. Garcia (1957-1961)
“No less significant are the strides made in public education.
As a measure of insuring effective instruction, the full-day
primary school session, which we had before the
implementation of Commonwealth Act 586, has been restored
and the maximum size of classes has been reduced from 60 to
40 pupils. The vernacular is now being used as a medium of
instruction in the first two years of the primary grades, thereby
promoting optimum literacy, especially among those pupils
who can stay in school for only a few years…
THIRD REPUBLIC
Educational System/ Curriculum
4. Carlos P. Garcia (1957-1961)
“The secondary curriculum has been revised so as to provide
a common program of studies for the first two years, after
which the student is given the option, with the help of a
competent counselor, to choose between a vocational course
and a college preparatory course. In the revised curriculum,
in view of their importance inmore science and mathematics
are offered present-day life and world progress…
THIRD REPUBLIC
Educational System/ Curriculum
4. Carlos P. Garcia (1957-1961)
“The community school, which has been developed after
years of careful experimentation, has become the pattern for
our country, particularly in the rural areas. Because of the
improvement that this type of school has effected in the living
conditions of the people in the community, it has elicited
favorable comments from foreign educators who have
observed how it works….
THIRD REPUBLIC
Educational System/ Curriculum
4. Carlos P. Garcia (1957-1961)
“In line with the economic development program of the
Administration, vocational education has been receiving in­
creased emphasis. Home industries are being fostered as a
means of enabling our people to have a supplementary source
of income. All school divisions have organized home industry
centers which survey local raw materials to be developed, train
workers, standardize products, and assist producers in
marketing them.”
-First State of the Nation Address, January 27, 1958
THIRD REPUBLIC
Educational System/ Curriculum

5. Diosdado Macapagal
“Basic to the efforts toward economic expansion and the
growth of social benefits to the common man is the
proper education of the citizenry. It was toward this
objective that the Department of Education formulated
policies and implemented measures to improve the
quality of instruction and to strengthen the curricula in all
levels of instruction. Thus, during the past year, 13,000
new classes were opened by the Department of Education
on the elementary level as compared to 10,300 new
classes opened during 1961.”
Second State of the Nation Address, January 28, 1963
THIRD REPUBLIC
Summary
Fundamental Objectives

-Citizenship
-Morality
-Democracy
-Industry
-Family Responsibility
-Use of leisure
-Helping the community
-Cultural heritage for youth
-Understanding of other nations
THIRD REPUBLIC
Brief History
Educational Program
•The concept of academic freedom Educational Practices
•Only universities established by the State •Moral Character
•Religious instruction in the public schools •The quality of a person that guides his thinking,
•Optional and its implementation would have to be in accordancebehavior, and relationships with others social concern and
with what was already authorized by the existing law
involvement
•The creation of scholarships in the arts, sciences and letters was
for specially gifted citizens •Vocational Efficiency
•For those who possess as certain level of capability for •Productivity
academic studies and are unable to afford the cost of college •Complete and adequate system of public education
education. •Changes with the changing time and the changing needs
of changing human beings
NEW SOCIETY
Ferdinand Marcos’ Regime (1965-
1986)
Ideology of Education
•A commitment to an asset of fundamental values
•Theory of society
•Program of Action

*Values- representing man’s aspirations for himself,

society, and world
*Constitution as a subject
NEW SOCIETY
Ferdinand Marcos’ Regime (1965-
1986)
Executive Order 202, 1969
-Create a Presidential Commission to Study Philippine
Education (PCSPE)
-Ministry of Education- Onofre D. Corpus

Presidential Decree 6-A. “Educational

Development Decree of 1972”
-achieve and maintain social and economic
development progress
-assure maximum participation of all the people
NEW SOCIETY
Ferdinand Marcos’ Regime (1965-
1986)
Presidential Decree 6-A. “Educational Development
Decree of 1972”
1.Provide for a broad and general education
2.Attain his potential as human being.
3.Enhance the range and quality of individual.
4.Acquire the essential educational foundation.
5.Train the nation’s manpower in the middle level skills.
6.Develop the high level professions for leadership of nation.
7.Respond effectively to changing needs
NEW SOCIETY
1972 Constitution
SEC. 8. (1) All educational institutions shall be under the
supervision of, and subject to regulation by, the State. The
State shall establish and maintain a complete, adequate,
and integrated system of education relevant to the goals of
national development.

(2) All institutions of higher learning shall enjoy academic

freedom.

(3) The study of the Constitution shall be part of the

curricula in all schools.
NEW SOCIETY
1972 Constitution
(4) All educational institutions shall aim to inculcate love of country,
teach the duties of citizenship, and develop moral character,
personal discipline, and scientific, technological, and vocational
efficiency.

(5) The State shall maintain a system of free public, elementary

education and, in areas where finances permit, establish and maintain a
system of free public education at least up to the secondary level.

(6) The State shall provide citizenship and vocational training to adult
citizens and out-of-school youth, and create and maintain scholarships
for poor and deserving students.
NEW SOCIETY
Ferdinand Marcos’ Regime (1965-1986)
(7) Educational institutions, other than those established by religious
orders, mission boards, and charitable organizations, shall be owned
solely by citizens of the Philippines, or corporations or association sixty
per centum of the capital of which is owned by such citizens.

The control and administration of educational institutions shall be

vested in citizens of the Philippines. No educational institution shall be
established exclusively for aliens, and no group of aliens shall comprise
more than one-third of the enrolment in any school. The provisions of
this sub-section shall not apply to schools established for foreign
diplomatic personnel and their dependents and, unless otherwise
provided by law, for other foreign temporary residents.
NEW SOCIETY
Ferdinand Marcos’ Regime (1965-
1986)
(8) At the option expressed in writing by the parents or
guardians, and without cost to them and the Government,
religion shall be taught to their children or wards in public
elementary and high schools as may be provided by law.
NEW SOCIETY
Educational Aims
•Love of country
Education Types
•Teaches duties of citizenship
•Develops moral character •For national development
•Self – discipline science and technology and vocational
efficiency Pledges

•Peace & order,

•Land reform

•Economic development

•Development of moral values

POST-EDSA REPUBLIC
Brief History
• November 1985- Marcos called for a snap election (Kilusang Bagong
Lipunan)
• December 1985- Declared candidacy, Cory (United Nationalist
Democratic Organization (UNIDO)
• February 7, 1986- Snap Election (Batasang Pambansa)
POST-EDSA REPUBLIC
Corazon Aquino’s
Administration (1986-1992)
• Freedom constitution
• 1987 Constitution (Constitutional Commission)
• February 2, 1987 (ratification)
POST-EDSA REPUBLIC
1987 Constitution
Article XIV. Education, Science and Technology, Arts, Culture and Sports
Section 1. Quality education at all levels, accessible education
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, choosing of
courses, teacher-training)
POST-EDSA REPUBLIC
Corazon Aquino’s Administration (1986-1992)
• Executive Order #117- Ministry of Education, Culture, and Sports to Department of
Education, Culture and Sports (DECS)

• Republic Act 6655 (May 26, 1988)- Free Public Secondary Educational Act of 1988

• Republic Act #7323 (February 3, 1992)- 15- 25 year old employed students during
Christmas break and summer vacation.

• Congressional Commission on Education (EDCOM) report of 1911

• Republic Act #7722 (May 18, 1944)- CHED (former Bureau of Higher Education)
POST-EDSA REPUBLIC
Fidel V. Ramos’ Administration (1992-1998)
EDUCATION
•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 strong in science,
mathematics, and languages. It must include the enhancement of
the conditions of teachers—in both their livelihood and their work.
•Vocational education and technical training should keep to their
basic purpose, which is to prepare young people for worthwhile jobs,
and to teach new technologies that our economy needs…..
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
EXECUTIVE ORDER NO. 46
ESTABLISHING THE PRESIDENTIAL COMMISSION
ON EDUCATIONAL REFORM (PCER)
WHEREAS, in the early 1990's, the Congressional
Commission on Education (EDCOM) submitted its findings
to the Philippine Congress on the education system and made
several policy recommendations. Most of those policy
recommendations have been translated into educational laws
but other important recommendations remain to be acted upon;
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
EXECUTIVE ORDER NO. 46
ESTABLISHING THE PRESIDENTIAL COMMISSION
ON EDUCATIONAL REFORM (PCER)

Section 1. Presidential Commission on Educational Reform (PCER)

There is hereby established the 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 other concerned sectors.
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
Sec. 2. Structure

a. The Commission will be chaired by a person with outstanding record in

education and of proven integrity appointed by the President for the duration of
the life of the Commission.

Members of the Commission will include the Secretary of Education, Culture

and Sports; the Chairman of the Commission on Higher Education; the Director-
General of the Technical Education Skills Development Authority; the Director-
General of the National Economic Development Authority; a representative of
the Philippine Chamber of Commerce and Industry and a representative from
private agriculture; representatives each from the Department of Interior and
Local Government; Department of Science and Technology, The University of
the Philippines, Department of Finance, the state colleges and universities;
superintendents; public and private school teachers;
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
The Education Committee Chairmen of the Upper and Lower
Houses will be invited to attend meetings ex-officio either
personally or through their representatives.

b. 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.

c. There will be a working committee to assist the Executive

Director in the design and conduct of the education sector analysis
composed of a senior representative of concerned Departments,
agencies and private sector constituencies.
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
Sec. 3. 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 education and the feasibility of establishing regional centers
of excellence in science education.
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
3. Upgrading of computer classrooms, computing facilities and internet
access in all schools that meet eligibility standards for administering such
programs.

4. Expansion, modernization and standardization of our vocational

and technical institutions, especially polytechnic colleges and
universities.

5. Distance learning and continuing education programs, especially

for adults and out-of-school youth, with a view towards possible eventual
accreditation.
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
6. Tuition financing schemes intended to bring the effective purchasing power
of students in line with the real costs of tertiary education.

7. Programs, resources and facilities of state universities and colleges, other

than UP, with the intention of rationalizing their academic offering and aligning
them with employer requirements in their respective areas.

8. Governance, organization, programs, resources, and facilities of the

University of the Philippines, with a view towards developing its flagships
campus in Diliman into one of the top ten universities in Asia in time for the UP
Centennial in 2008.

9. Other priority areas of concern in education that arise from the research and
consultations conducted by the Commission.
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
Sec. 4. Process.

The report and the recommendation for both executive policy

and legislative action will be drawn from an analysis by the
Commission of the Philippine educational system, based on
research of existing studies and other secondary sources of data, on
extensive consultations with different sectors, and on interviews
with key persons in the system.
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
Sec. 5. Time Frame

The Commission will start its work upon the signing of this
Executive Order, and submit its final report and recommendations
to the Office of the President of the Philippines one-year thereafter.
The Commission will automatically be dissolved upon the
submission of its report.
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
Sec. 6. Operating Requirements

The Department of Education, Culture and Sports (DECS) shall provide the sum
of P4M annually to be sourced from its existing budget for the operating
requirements of Presidential Commission on Educational Reform (PCER)
including the payment of compensation of its Chairman/Members in the form of
honoraria or per diem on a monthly basis as follows:
• One (1) Chairman at P10, 000.00
• Eighteen (18) Members at P3, 000.00 each
• One (1) Executive Director (on secondment basis) at P20, 000.00

Sec. 7. Effectivity
This Executive Order shall take effect immediately.
POST-EDSA REPUBLIC
Joseph Estrada’s Administration (1998-2001)
Sec. 6. Operating Requirements

The Department of Education, Culture and Sports (DECS) shall provide the sum
of P4M annually to be sourced from its existing budget for the operating
requirements of Presidential Commission on Educational Reform (PCER)
including the payment of compensation of its Chairman/Members in the form of
honoraria or per diem on a monthly basis as follows:
• One (1) Chairman at P10, 000.00
• Eighteen (18) Members at P3, 000.00 each
• One (1) Executive Director (on secondment basis) at P20, 000.00

Sec. 7. Effectivity
This Executive Order shall take effect immediately.
POST-EDSA REPUBLIC
Gloria Arroyo’s Administration (2001-2010)
Easing the Textbook Backlog

Some 10 million copies of textbooks have already been distributed

by the Department of Education (DepEd) in 19,000 public
elementary and secondary schools nationwide.

The President assured that all public school students would have
textbooks for the priority subjects in grades I to IV, and in the first
and second years of high school.
POST-EDSA REPUBLIC
Gloria Arroyo’s Administration (2001-2010)
Constructing More School Buildings

To date, the government has constructed 1, 612 school buildings in

barangays unserved by nearby schools. Some 555 schoolhouses will
be completed within the next few weeks.
The President has directed DepEd to design classrooms within the
P250,000 budget so that the government can build more classrooms
throughout the country, especially in remote barangays.
The President has allocated P40 million for the construction of new
classrooms in the Autonomous Region in Muslim Mindanao
(ARMM).
POST-EDSA REPUBLIC
Gloria Arroyo’s Administration (2001-2010)
Restoring English as Medium of Instruction

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.
POST-EDSA REPUBLIC
Gloria Arroyo’s Administration (2001-2010)
Implementing the Basic Education Curriculum (BEC)

•Another priority area is the upgrading of the teaching of Mathematics and Science in basic
education to prepare the youth to be the next generation of knowledge workers.
•The revised BEC has been implemented since June 2002 and now focuses on the five
learning areas of English, Science, Math, Filipino and Makabayan from the previous eight per
Grade/ Year level.
•The teaching of science has been given an extended time allotment from 300 minutes to 400
minutes each week to promote the culture of science among students. The number of hours of
Mathematics laboratory has likewise been increased.
•About 600,000 teachers from both private and public schools have been trained on the new
curriculum. A linear, sequential approach in teaching math is being adopted by secondary
school teachers to facilitate mastery of basic math principles.
POST-EDSA REPUBLIC
Gloria Arroyo’s Administration (2001-2010)
Improving Teacher Welfare

The DepEd has succeeded in improving teacher welfare by cleaning up its automatic payroll
deduction systems (APDS) for teachers with loans.
Acting on cases brought to her attention during dialogues and personal visits, the President
has ordered a thorough investigation on the alleged influence peddling in the processing of
retirement benefits of government teachers.
The government has hired an additional of 15,000 new teachers as a result of the
supplemental budget acquired from Congress last year.
POST-EDSA REPUBLIC
Gloria Arroyo’s Administration (2001-2010)

Sparing Public School Teachers from the “vagaries of politics”

The Commission on Elections (COMELEC) would start the computerization of

the tabulation and counting of ballots in the 2004 national elections, thus sparing
public school teachers from this tedious task and preventing them from being
involved in politics.
POST-EDSA REPUBLIC
Gloria Arroyo’s Administration (2001-2010)
Mainstreaming Distance Learning

•Initially available in 20 barangays in various parts of the country for the last two
years, the Strong Republic Grade School or the government’s distance learning
program has expanded to include more depressed villages in the Visayas and
Mindanao.
•The project, aimed at extending the benefits of education to remote barangays
that do not have classrooms and teachers , has made schooling available through
television facilities put up in areas where quality of education is very low.
•In areas where television cannot reach them, the students are taught through
“technovans,” which house a television set and instructional materials in reading,
writing and arithmetic.
POST-EDSA REPUBLIC
Gloria Arroyo’s Administration (2001-2010)
Mainstreaming Distance Learning

•Enrollees are required to take a qualifying exam to determine their entry point in
the program which encompasses distance learning modules.
•In Maguindanao, distance-learning facilities have been set up in major
evacuation camps in war-torn areas like Pagalungan and Pagagawan.
•Non-government groups particularly corporate foundations have supported the
program, donating some of the available 1,500 long distance learning equipment
for grade schools.
POST-EDSA REPUBLIC
Gloria Arroyo’s Administration (2001-2010)
Launching the Internet-based Education Program

In support of the national effort to empower and prepare the youth for
the Information Age, the ed. venture program has already built 15
fully equipped, Internet-connected and fully air-conditioned computer
laboratories in public schools nationwide.
POST-EDSA REPUBLIC
Benigno Aquino III’s Administration (2001-2010)

•June 24, 2010 Br. Armin Luistro as the Secretary

of Education
•K-12, June 4, 2011 (Implementation)
SUMMARY
SUMMARY