The document summarizes the development of the educational system in the Philippines from pre-colonial times to the present. It describes how education evolved from informal oral teachings to structured schooling introduced by the Spanish and Americans. It discusses the establishment of schools during each ruling period and how the curriculum changed, with religion and the vernacular originally emphasized and English and vocational subjects later incorporated. Challenges faced included lack of funding and teachers. The document traces how education has aimed to develop moral, civic-minded citizens and support national identity and economic progress.

1. Educational System
in the Philippines
Presented to:
Dr.Novrina Bigilda A. Orge
Presented by:
ROCHELLE D. APATAN
Libaba ES/Iba Distrct

2. Development of
Education in the
Philippines from
Pre-Spanish to
Present times

3. Pre-colonial period
• Pre- Hispanic education in the
Philippines was not formal
•Education was oral, practical, and
hands-on.
•The objective was basically to
promote reverence for, and
adoration of Bathala, respect for
laws, customs, and authorities
represented by parents and elders

4. EDUCATION OF THE ANCIENT EARLY FILIPINOS
• The fathers taught their sons how to look for food
and other means of livelihood.

5. • The mothers taught their girls to do the household
chores.

6. • This education basically prepared their children to
become good husband and wives.

7. Early Filipino ancestors valued education very much
• Filipino men and women know how to read and write using
their own native alphabet called alibata.
• When the Spaniards arrived in the Philippines they
encountered islanders who knew how to read and write.

8. • 3Rs-Reading, writing and arithmetic

9. Spanish period
•Brought formal education
•The Friars or Spanish Missionaries
established parochial schools linked
with churches to teach catechism to
the natives
•Instruction was in the dialect.
•Education was managed, supervised,
and controlled by the friars.
•Education in the country was not
uniform.
•The system of schooling was not
structured, thus there were no grade
levels.

10. Tribal tutors were replaced by the Spanish
Missionaries or friars

11. Religion – oriented-
Christianism.

12. Schools for boys and for girls were then opened. Colegios
were opened for boys and Beaterios for girls.

13. • The Universidad de San Ignacio, founded in Manila
by the Jesuits in 1589 was the first colegio.
• Girls had two types of schools - the beaterio, a
school meant to prepare them for the convent, and
another, meant to prepare them for secular
womanhood.
• Doctrina Christiana was an early book of Roman
Catholic Catechism, written in 1593 by Fray Juan de
Plasencia, and is believed to be one of the earliest
printed books in the Philippines.

14. Major Problems
• Lack of trained teachers
• Lack of teachers
• (150 teacher-missionaries to instruct
over half a million inhabitants)
• Lack of funds, instructional materials,
and in many instances school houses
• Because of high needs, educational
decree of 1863 was implemented

15. The Educational Decree of 1863
• The Educational Decree of 1863 provided
a free public education system in the
Philippines, managed by the
government.
• Primary education was also declared free
and available to every Filipino, regardless
of race or social class.

16. One primary school for boys and girls in each town

17. Normal school for male teachers

18. • After the implementation of the decree, the
number of schools and students increased
steadily.
• Among those who benefited from the free
public education system were a burgeoning
group of Filipino intellectuals: the Ilustrados
('enlightened ones')José Rizal, Graciano López
Jaena, Marcelo H. del Pilar, Mariano Ponce,
and Antonio Luna.

19. Subjects offered: Reading, Christian Doctrine,
writing, Spanish, arithmetic, vocal/music,
geography, agriculture, history, needle works
(boys and girls)

20. Philippine Revolution
•Curricular reforms
1. Secularization of education
2. Instruction of Spanish
3. Greater attention to natural
science
4. The design of a relevant
curriculum
5. Improvement of higher centers of
learning
6. Improvement of educational
system

21. • Jose Rizal criticized the friars’ method of
instruction in his two novels Noli Me Tangere
and El Filibusterismo
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

22. Curriculum
To improve the existing curriculum, Rizal considered the
ff. Subjects as required courses in secondary schools
•Science
•Math
•History
•Philosophy
•Law
•Language
•P.E
•Religion
•Music
•Social Sciences

23. American Occupation
•The Americans used education as a vehicle for
its program benevolent asimilation
•American soldiers were the first teachers
•Restore damaged school houses, build new
ones and conduct classes
•Trained teachers replaced soldiers
•American teachers infused their students the
spirit of democracy and progress as well as fair
play.
•Education is free.

25. Schurman Commission – adequate secularized
and free public school system

26. • Taft Commission as per instruction of President McKinley
– free primary instruction that trained people for the
duties of citizenship and avocation.

27. English is the medium of instruction

28. American influences can still be seen in our
lifestyle or way of life.

29. Education also emphasized nationalism so the
students were taught about the life of the Filipino
heroes.

30. In 1941, the total number of students studying
in the 400 private schools in the country
reached 10,000

31. 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

32. Vocational education and some household
activities like sewing, cooking, and farming
were also given importance

33. Good manners and discipline were also taught
to the students.

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

35. There was also the existence of "Adult Education" in
order to give formal education even to adults.

36. TAKE NOTE!
It is not surprising that the democratic values
espoused by the Americans, whether SINCERE
or NOT, touched a receptive nerve of Filipinos
Americans discarded the religious bias.
Educational Act of 1901- Separation of Church
and State in education
Encourage filipino in the field of teaching.
Outstanding filipino scholars were sent to US
to train as teachers.

37. Problem:Created a heavy shortage of teachers

38. The Philippine Commission authorized the
Secretary of Public Instruction to bring to the
Philippines 600 teacher from USA. They were
the Thomasites
.

39. 1902 – The high school system supported by provincial
governments, special educational institutions, school of
arts and trades, an agricultural school and commerce and
marine institutes were established.

40. 1908 – The Philippine Legislature approved Act
No. 1870 created the University of the
Philippines.

41. Philippine Commonwealth
•All schools should develop moral character, personal
discipline, civic conscience and vocational efficiency
•Promote effective participation of the citizens in the
processes of a democratic society
•Educational Act of 1940
“meet the increasing demand for public instruction
and at the same time comply with the constitutional
mandate on public education”

42. Japanese Regime
•6 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

43. Tagalog, Philippine History and Character
Education was reserved for Filipinos.

44. 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.

45. Love for work and dignity of labor was
emphasized.

46. After World War II
 In 1947, by the virtue of Executive Order No. 94,
the Department of Instruction was changed to
"Department of Education." During this period, the
regulation and supervision of public and private
schools belonged to the Bureau of Public and
Private Schools.
 The quality of public school education is generally
considered to have declined since the post-war
years, mainly due to insufficient funds.

47. Education after 1940
• The objective of the Philippine Education was to
established “integrated, nationalistic, and
democracy- inspired educational system”
included the ff.
1. Inculcate moral and spiritual values inspired by
an abiding faith in God
2. To develop an enlighten, patriotic, useful and
upright citizenry in a democratic society
3. Conservation of the national resources
4. Perpetuation of our desirable values
5. Promote the science, arts and letters

48. Martial Law period
• The Department of Education became the Department
of Education and Culture in 1972, the Ministry of
Education and Culture in 1978, and with the Education
Act of 1982, the Ministry of Education, Culture, and
Sports.
• A bilingual education scheme was established in 1974,
requiring Filipino and English to be used in schools.
• Science and math subjects as well as English language
and literature classes were taught in English while the
rest were taught in Filipino.
• 1972, the Department of Education became the
Department of Education and Culture (DECS) under
Proclamation 1081, which was signed by President
Ferdinand Marcos.

49. The 1973 Constitution fundamental
aims of education in the Philippines:
to foster love of country;
to teach the duties of citizenship; and
to develop moral character, self-discipline, and
scientific, technological and vocational
efficiency.

50. REFERENCE
•http://en.wikipilipinas.org/index.php?titl
e=Education_in_the_Philippines
•http://en.wikipedia.org/wiki/Education_i
n_the_Philippines
•THE NATURE AND SCOPE OF
CURRICULUM DEVELOPMENT
(PHILIPPINE CONTEXT) by PROF. RONNIE
ESPERGAL PASIGUI
•www.slideshare.net

51. Thank You
for Listening and God Bless !!!