HISTORICAL PERSPECTIVE

OF THE
PHILIPPINE EDUCATIONAL SYSTEM
 Objectives
To talk about the history of the Philippine
Educational System

To see how the nature and character of the Philippine

society are reflected in the education process in
different periods of Philippine history.

2
 Objectives
To trace the history of Philippine Educational System
class as we talked about the Philippine Educational
System just remember this sociological concept which is
the focus of this lesson that education is a function of a
society and as such what are taught in schools arise from
the nature and character of society itself what society
considers important is what schools teach

3
 Timeline of the Historical Events

The Propaganda
Post-WWII 1986 to preset
Movement
Philippine 9
Pre-Magellanic 3
5 Commonwealth
7

Period
1

2
6
4 7
The Spanish
Colonization American Occupation Japanese Regime
The Martial Law

4
 Before 1521
Pre-Magellanic Period

5
 The was no formal schooling.
Education was through oral practices,
practical methods and hands-on
learning.

6
BAYBAYIN
Pre-Magellanic Period
 Baybayin is one of the most sophisticated
ancient writing system that was used in the
Phippines. Although it was extinguised by the
Spaniards, variants of it are still used in parts of
Mindoro and Palawan, and it is also
increasingly used by Filipino Youth as a way of
express their identity.

8
 1521 - 1896
The Spanish Colonization

9
 The Friars established parochial
schools linked with churches to teach
catechism to the natives.

Education was managed, supervised,

and controlled by the friars.

10
Instructions was in the dialect

11
 The system of education was not
uniform

The system of schooling was not

hierarchical nor structured, thus there
was no grade levels

12
 Major problems and issues

Lack of trained teachers

Severely indirect proportion of teacher and

students

Insufficient funds

13
 Centralization of schools

Because of the high need, higher level

schools were established in the latter
part of 1863, putting up colegios in
some parts of the country by virtue of
Royal Decree.

14
 Subjects opened by virtue of royal
decree of 1863

Languages Philosophy

History Geography

Mathematics Psychology

15
 1896 - 1898
The Philippine Revolution

16
 The Illustrados spearheaded the
Progranda Movements to constitute
and lay cirriculum reforms

17
 CURRICULUM REFORMS of the
propagandistas
The Creation of
the New Design
for Relevant
Curriculum

Greater Attention
Secularization of
to Natural
Education
Sciences

Proper Instruction
Improvement of Improvement of
using the
the Educational Higher Centers of
Spanish Medium
System Learning

18
Jose Rizal criticized unequivocally the
Friars’ method of instructions in his
two novels:

NOLI ME TANGERE
&
EL FILIBUSTERISMO

19
Key Issues discussed in the Novels

1. Disproportionate focus on religion.

2. Discourage the attempt of Filipino students to
speak in Spanish
3. Lack of pedagogical skills
4. Irrelevant courses in the curriculum

20
To improve the existing curriculum, Rizal considered the following
subjects as required courses in secondary schools

Social Sciences History Philosophy

Science
Law
Religion

Music Language
Math
Physical Education
 “The outstanding cause of the distressed situation
of Filipinos today is the anomalous education
received by the youth in schools. They learn to read
correctly and write gracefully, but not learn
anything useful because they are not taught any.
They are taught how to pray and never go to
work.”

Graciano Lopez- Jaena

22
 1898 - 1946
The American Occupation

23
Americans promoted democratic
ideals and the democratic way of
life

24
 There was a system of free and
compulsory elementary
education was established by the
Malolos

25
The Thomasites took over the
education system and the
teaching process upon their
arrival in 1901

26
The University of the Philippines was
founded in 1908, the first state school
of university status

27
 three-level school system
set by the department of public instructions

4 year Program

4-year Junior
College

7-year Elementary 4-year Primary School

Curriculum

3-year Intermediate
School
28
 1935 - 1942
The Period of Commonwealth

29
Free education in public schools was
provided all over the country in
accordance with the 1935
constitution

30
 Vocational education and some
household activities like suing
cooking and farming were also given
importance

31
 Education also emphasized
nationalism so that students were
taught about the life of the Filipino
heroes

32
Good manners and discipline were
also taught to the students

33
The Institute of Private Education
was established in order to observe
private schools

34
Formal adult education was also
given

35
 E.O. 134 of 1936 was signed by
president Manuel L. Quezon
designating a Pambasang Wikang
ibabatay sa Tagalog

36
 E.O. 217 otherwise known as the
Quezon Code of Ethics was taught in
schools

37
 E.O. 263 in 1940 required the
teaching of the Filipino as national
language in the Senior Year of all
high schools and in all years in the
normal schools

38
 Education Act of 1940

✣ reduction of the seven year elementary

course to six years
✣ fixing the school entrance age at seven
✣ third national support for elementary
education

39
 Education Act of 1940

✣ fourth compulsory attendance for primary

children enrolled in grade one and
✣ lastly adoption of double single sessions in
the primary grade with one teacher one class
assignment of intermediate teachers

40
 1942 - 1946

The Japanese Regime

41
Make the people understand the
position of the Philippines as a
member of the East Asia sphere 

42
 Eradication of the idea of reliance
upon western states particularly the
U.S. and Great Britain 

43
 Fostering a new Filipino culture-
based on the consciousness of people
as Orientals

44
Elevating the moral of the people
giving up over emphasis to
materialism

45
Diffusion of elementary education
and promotion of vocational
education

46
Striving for the diffusion of Japanese
language in the Philippines and the
termination of the use of English in
schools

47
Developing in people the love of
labor

48
 1942 - 1946

The Post-colonial Philippines

49
 Education aimed at the full
realization of the democratic ideals
and way of life

50
The civil service eligibility of teachers
was made permanent pursuant to
republic act 1079 in June 15, 1954

51
 A daily flag ceremony was made
compulsory in all schools including the
singing of the national anthem pursuant
to republic act 1265 approved on June
11, 1955

52
 Curricular  offerings in all schools the
life the works and writings of Dr. Jose
Rizal especially the Noli me Tangere and
the El Filibusterismo shall be included in
all levels

53
Elementary education was nationalized
and matriculation fees were abolished

54
 foster love of country

Fundamental teach the duties of citizenship

aims of
Education in develop moral
the 1973
constitution self-discipline

scientific, technological and vocational

efficiency

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 Historical Timeline on the Creation and
Establishment of the Governing Bodies for
Education
 Year Official Name of Department Official Titular Head Legal Bases

1863 Superior Commission of Primary Instruction Chairman Educational Decree of 1863

Act. No. 74 of the Philippine Commission,

1901-1916 Department of Public Instruction General Superintendent
Jan. 21, 1901

1916-1942 Department of Public Instruction Secretary Organic Act Law of 1916 (Jones Law)

Renamed by the Japanese Executive

1942-1944 Department of Education, Health and Public Welfare Commissioner
Commission, June 11, 1942

Renamed by Japanese Sponsored Philippine

1944 Department of Education, Health and Public Welfare Minister
Republic

Renamed by Japanese Sponsored Philippine

1944 Department of Public Instruction Secretary
Republic

1945-1946 Department of Public Instruction and Information Secretary Renamed by the Commonwealth Government

1946-1947 Department of Instruction Secretary Renamed by the Commonwealth Government

E.O. No. 94 October 1947 (Reorganization

1947-1975 Department of Education Secretary
Act of 1947)
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 Year Official Name of Department Official Titular Head Legal Bases

1975-1978 Department of Education and Culture Secretary Proc. No. 1081, September 24, 1972

1978-1984 Ministry of Education and Culture Minister P.D. No. 1397, June 2, 1978

Ministry of Education, Culture and

1984-1986 Minister Education Act of 1982
Sports

Department of Education, Culture and

1987-1994 Secretary E.O. No. 117. January 30, 1987
Sports

Department of Education, Culture and RA 7722 and RA 7796, 1994

1994-2001 Secretary
Sports Trifocalization of Education Management

RA 9155, August 2001 (Governance of

2001 – present Department of Education Secretary
Basic Education Act)

1975-1978 Department of Education and Culture Secretary Proc. No. 1081, September 24, 1972

1978-1984 Ministry of Education and Culture Minister P.D. No. 1397, June 2, 1978

Ministry of Education, Culture and

1984-1986 Minister Education Act of 1982
Sports

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 OTHER DEVELOPMENTS IN THE
PHILIPPINE EDUCATIONAL SYSTEM
Bilingual Education Policy which
mandates the use of English and
Filipino separately as media of
instruction in schools 

60
 Mother Tongue Based-Multilingual
Education (MTB-MLE) policy in The
Philippines involves implementation of local
mother tongues as the language of instruction
in Kindergarten to year three (K -3), with the
official languages (Filipino and English)
being introduced as the language of
instruction after grade three.

61
 Development is the creation of the board of
professional teachers composed of five under
Professional Regulation Commission (PRC)

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 The replacement of PBET or the professional
board examination for teachers by the Licensure
Examination for Teachers (LET). The transfer of
authority of administering the Licensure
Examination for Teachers from Civil Service
Commission and Department of Education,
Culture and Sports (DECS) to the Board of
Professional Teachers under PRC

63
 Trifocal education system
TESDA now administers the post-secondary middle level
refocused DECS’ mandate to manpower training and development by virtue of republic
basic education which covers act 7796 TESDA means technical education and skills
elementary secondary and development act of 1994.
non-formal education
including culture and sports

CHED or the commission on higher education is responsible for

higher education by virtue of republic act 7722 or the higher
education act of 1994.

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 VALUES EDUCATION

offered as a separate subject in the new

secondary education curriculum and
integrated in all subject areas in both
curricula again and seconds the new
secondary education curriculum

65
 Kindergarten Act of 2012

it is an act institutionalizing the

kindergarten education into the basic
education system

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 K-12 Program

Republic Act 10533 of 2013 also known as the K-12 Program was fast
the K-12 program covers Kindergarten and 12 years of basic
education that is six years of primary education, four years of junior
high school and two years of senior high school to provide sufficient
time for mastery of concepts and skills develop lifelong learners and
prepare graduates for tertiary education middle level skills
development employment and entrepreneurship

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68
 Questions to ponder

1. Why do we need to study all of this?

2. Why do we have to bother with the

educational goals of the past which are fast and
so we can no longer undo it?

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 Dewey explains why a study of
history  of education is very
important and valuable he gave three
reasons :

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Educational issues and problems are
often rooted to the past the study of
educational history can help us
understand and solve today's
problems

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 Realistic effort to reform education
begin with present conditions which
are a product of our past by using our
past we can shape the future

72
The study of education spas provides
a perspective that explains and
illuminates our present activities as
teachers are you learning. 

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 Thanks!
Any questions?
You can find me at @username & user@mail.me

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