3. 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.
• 1935 Constitution
• National Council of Education (1936)
• Educational Act of 1940
4. 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 of love and labor
5. 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 a love for Japanese culture
• Social Studies
6. Take Note!
Spanish • reign for 300 years
American • 50 years
Japanese • about four years
7. • 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
8. 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
9. Education after 1940
The objective of the Philippine Education was to establish
“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
10. Great experiments in the community school and the use of vernacular in the
first two grades of the primary schools as the medium of instruction were
some of them.
An experiment worth mentioning that led to a change in the Philippine
Educational Philosophy was that of school and community collaboration
pioneered by Jose V. Aguilar.
Schools are increasingly using instructional materials that are Philippine-
oriented.
Memorandum No. 30, 1966 sets the order of priority in the purchase of books
for use in the schools were as follows:
• Books which are contributions to Phil. Literature
• Books on character education and other library materials Library
equipment and permanent features
11. 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.
12. From 1986 to the present
• The bilingual policy in education was reiterated in the 1987
Constitution of the Philippines.
• (EDCOM), Congress passed Republic Act 7722 and Republic Act 7796
in 1994, creating the Commission on Higher Education (CHED) and
the Technical Education and Skills Development Authority (TESDA).
The institute governing basic education was thus renamed in 2001 as
the Department of Education (DepEd).
13. From 1986 to the present
• The quality of public school education is generally considered to have
declined since the postwar years, mainly due to insufficient funds. The
Department of Education aims to address the major problems
affecting public education by 2010.
• Private schools are able to offer better facilities and education, but are
also much more expensive. There is a wide variety of private schools,
including all-boys’ and all-girls’ schools, religious schools, non-
sectarian schools, Chinese schools, special schools, and international
schools. Due to economic difficulties, there has been a recent increase
in the popularity of home schooling and open universities in the
Philippines.
14. Enhance Basic Education Act of 2013 (K to 12)
PRO’S OF K to 12
• 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.
CON’S OF K to 12
• Sees as a burden for average Filipino
family.
• It does not address the basic
problems of education (classrooms,
chairs, books, etc.)
15. Bases of K to 12 implementation
•Mastery of basic competencies is insufficient due to a congested
curriculum.
•Philippines is the only remaining country in Asia with a 10-year
basic education program.
16. The K to 12 Curriculum
• Learn-centered, inclusive and developmentally appropriate
• Relevant responsive and Research based.
• Culture sensitive
• Contextualized and global
• Use of pedagogical approaches that are constructivist, inquiry based,
reflective collaborative and integrative.
• Adhere the principle of MOTHER TOUGUE- BASED MULTILINGUAL
EDUCATION (MTB-MLE)
17. MOTHER TOUGUE-BASED MULTILINGUAL
EDUCATION (MTB-MLE)
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.
18. CURRICULUM TRACKS
The students after ongoing Senior High School can choose among four tracks:
• Academic
• Technical-Vocational-Livelihood
• Sports track
• Arts and Design track
