Presented By: Keneth Miguel C. Gayta Midterm Performance Task

3.  Education before the coming
of Spaniards
 Education during the Spanish
Regime
 Education during the
Philippine Revolution
 Education during the American
Occupation
 Education during the
Philippine Commonwealth
 Education during the
Japanese Occupation
Before 1521
1521-1896
1896-1899
1898-1935
1935-1941
1941-1944

5. Education was informal
and unstructured.
Children were provided
vocational training but
less academics by their
parents and in
the houses of their tribal
tutors
They used a unique
system of writing called
baybayin

6. Education was oral, practical and hands-
on.
The objective of education during this
period was to prepare children to become
good husbands and wives as well as to
become productive members of the
community.

8. Friars - established
parochial schools
linked with churches to
teach catechism to the
natives.
 The goal is to spread
Christianity throughout
the archieplago
Religion (Christian
Doctrine) – was a
compulsory subject at
all levels.

9. • Education was privileged only to Spanish
students
• The Educational Decree of 1863 was
implemented in the colony which required
the establishment of one primary school
for boys and one for girls in each of the
major town in the country.
• Spanish Language – medium of
instruction in all schools.

10. The absence of government supervision
Over-emphasis on religion
 Limited and irrelevant curriculum
Obsolete teaching methods
 Poor classroom facilities
Inadequate instructional materials
Discrimination against Filipino students
and absence of academic freedom.

11. Colegios
Beaterios

12. Languages(Latin, Spanish grammar and
literature, elementary Greek, French and
English)
History( Universal, Spanish)
Mathematics(Arithmetic, Algebra,
Trigonometry, Geometry)
Philosoph (Rhetoric, Logic, Ethics)
Geography
Psychology

14.  Ilustrados - Spearheaded
the Propaganda Movement.
• 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
center of learning.
6. Improvement of educational
system.

15. Jose Rizal - criticized
unequivocally 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.

17. Americans used education as a vehicle for its
program benevolent assimilation
Restore damaged school houses, build new
ones and conduct classes.
The Taft Commission Act No. 74 established
the Philippine public-school system for free
education and teacher training.
Recruitment of US teacher and abolition of
compulsory religious instruction.

18. On August 23, 1901, the
first group of American
Teachers arrived in Manila
through the Thomas ship.
Thomasites are one of the
first American teachers
beside the American
soldiers The Filipinos
learned to speak English
and appreciate the
American way of life.

19. University of the Philippines was created in
1908 by the Act No. 1870 by the Philippine
Commission and the Philippine Assembly.
The establishment of higher education
institution (HEI) was also encouraged.
Promising Filipinos were given the
opportunity by the American government to
pursue higher education degrees in the
United States.
President Quezon created the National
Council of Education in 1936 as an advisory
body on educational matters. Its first
chairman was Dr. Rafael Palma.

20. In the 1983, the National Assembly enacted a law
providing for the establishment of national
vocational schools in different parts of the country.
The Adult Education in 1936 started the adult
education in 1936.
The National Language was a made a compulsory
subject in all schools in the beginning of school
year 1940-1941.
President Quezon issued his famous Code of
Ethics which was required to be taught in all
schools.
Educational Act of 1940 reduced the elementary
levels from 7 years to 6 years. The minimum age
for Grade 1 was raised to 7. School starts from
July to April.

21. Public School
• Philippine Normal
School
• University of the
Philippines
Private School
• Siliman University
• Centro Escolar de Señoritas
• Philippine Women’s
University

22. 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

24. Objectives of
Education
-All schools shall
aim to develop
moralcharacter,
personal discipline,
civicconscience and
vocational efficiency,
and toteach the duties
of citizenship

25. PRIMARY LEVEL
-aimed to equip the child with fundamental
andessential skills, habits, knowledge,
attitudes and ideasneeded for the unification
and integration of citizens.
INTERMEDIATE LEVEL
is the continuation at a higher level of
theintegrating function of education in the
primary grades.
SECONDARY LEVEL
aimed to continue even farther at an even
higherlevel integrating function of education.

27. 6 Basic Principles of Japanese Education
1. To make people understand the position of thePhilippines
as a member of the East-Asia Co-prosperitySphere
2. To eradicate the old idea of reliance upon WesternNations
3. To endeavor to elevate the morals of the people, giving up
over-emphasis on materialism.
4. To strive for the diffusion of the Japanese language in the
Philippines and to terminate the use of English in due
course.
5. To put importance to the diffusion of elementary education
and to the promotion of vocational education
6. To inspire the people with the spirit to love labor.

28. 1. The school calendar became longer
2. Class size increased to 60 students per
session.
3. The Japanese required teachers and
principals to render service on Saturdays.
4. They discarded textbooks or certain portions
in them that contained liberal and
democratic ideas.
5. They banned the singing of American songs.

29. 6.They included the teaching traditional
subjects for elementary education like
reading, writing, phonics, spelling,
arithmetic, music, character education,
health education, and P.E
7. At the secondary level, the greater emphasis
was on the study of the Japanese language
8. No summer vacation for students
9.Nihongo as a means of introducing and
cultivating love for Japanese culture
10. Social Studies

30. Department of Instruction became
Department of Education.
Regulation and supervision of public and
private schools belonged to the Bureau of
Public and Private Schools.
Integrated, nationalistic and democracy-
inspired educational system.

31. To inculcate moral and spiritual values
inspired by an abiding faith in God;
develop an enlightened, patriotic, useful
andupright citizenry in a democratic society;
conservation of the national resources,
perpetuation of our desirable values;
and promote the science, arts and letters for
the enrichment of life and the recognition of
the dignity of the human person.

32.  Spanish-Reign for 300
years
 American- 50 years
 Japanese- about four
years
 It is thus not surprising that despite the measure they
had instituted, the Japanese failed to succeed in
transforming the values and attitudes of the people in
line with their vision of the NEW ORDER.
 A contributory factor was widely reported brutalities
that ushered in the Japanese occupation that the
Filipinos did not experience with the same degree
during the American period.

34. The Department of Education became the
Department of Education and Culture by the
Proclamation 1081.
P.D. No. 1397 changed it to Ministry of
Education and Culture.
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.

35. Ministry of Education, Culture and Sports
was created by the Education Act of 1982
then it became Department of Education,
Culture and Sports in 1987 by Executive
Order No. 117.
CHED and TESDA was established
Congressional Commission on Education
(EDCOM).

37. Encompasses at least one (1) year of
kindergarten education, six (6) years of
elementary education and six (6) of
secondary education, in that sequence.
Secondary education includes four (4)
years of junior high school and two (2)
years of senior high school.

38. a. learner-centered
b. relevant, responsive and research-based
c. culture-sensitive
d. contextualized and global
e. uses pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, and integrative
f. adheres to the principles and framework of MTB-MLE
g. uses spiral progression approach to ensure mastery of
knowledge and skills after each level
h. flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on
their respective educational and social contexts.

39. From Knowledge (K)15%,
Process or skills (P)25%,
Understanding(s) (U)30%,
Performance/ Products (P) 30% (DepEd
Order # 31 s. 2012) to Written Works
(WW),
Performance Tasks (PT) and Quarterly
Assessment (QA) (DepEd Order # 8s.
2015).

40. At par with international 12 year basic
education
Pursue protective employment,
entrepreneurship and higher educational
studies
Graduates is expected to be equipped with 21st
century skills.

41. See`sasaburden for average Filipino family.
It does not address the basic problems of
education(classrooms, chairs, books, etc)

42. Mastery of basic competencies is
insufficient due to congested curriculum.
Philippines is the only remaining country
in asia with a 10 year basic education
program.

43.  It starts from where the learners are and from what they
already knew proceeding from the known to the
unknown; instructional materials and capable teachers
to implement the MTB-MLE curriculum shall be
available
 Use of spiral progression approach to ensure mastery 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.

44. The students after ongoing Senior High
School can choose among four tracks:
Academic
Technical-Vocational-Livelyhood
Sports track
Arts and Design track

45. Academic track includes the following
strands:
Business,Accountancy,Management
(BAM)
Humanities and Social
Sciences(HUMSS)
Science, technology,
engineering,mathematics (STEM)
General Academic Strand (GAS)