3. HISTORICAL CONTEXT
1521
•Before 1521 –
Education before the
coming of Spaniards
1521–1896
Education during the
Spanish Regime
1896–1898
Education during the
Philippine Revolution
1899–1935
Education during the
American occupation
1935–1941
Education during the
Philippine
Commonwealth
1941–1944
Education during the
Japanese occupation
1944–1946
Education after the
World War II
1946 – Present
Education under the
Philippine Republic
4. Pre – Spanish Curriculum
• The Filipino possessed a culture of their own and
were civilized people, possessing their systems of
writing, laws and moral standards in a well-
organized government.
• The Jesuit missionary, Father Pedro Chirino wrote
in his diary that there was hardly a man or a woman
who did not know how to read and write.
• Education was oral, practical and hands-on and it
was not formal.
• Due to the lack of formal schools before the coming
of Spaniards, the children of school age were taught
in their own homes by their mother or father. This
includes reading, writing, music, religion,
agriculture, irrigation, fishing, mining, ship
building, poultry, stock raising, lumbering and
weaving.
5. Pre – Spanish
Curriculum
• They had contacts with other foreign peoples
from Arabia, India, China, Indo-China, and
Borneo.
• Foreign influences was inevitable because of
the trade between the Philippines and
her neighbors. The Chinese, Indians, Malays,
Indonesians and Arabs made the most
influences in our language and culture until
now.
• As shown in the rule of Barangays, their code
of laws – the code of Kalantiao and Maragtas,
their belief in Bathala, and the solidarity of the
family were obedience and respect had been
practiced.
• There is a system of justice that was approved
by the council of elders and was strictly being
followed.
6. The Spanish- devised
Curriculum
• The Spanish Missionaries were the teachers
during that time.
• Spanish curriculum then consisted of the three R’s –
reading, writing and religion, with undue emphasis on
the last tools for perpetuating the colonial order.
• According to Fr. Modesto de Castro, author of Urbana
at Felisa(1877), the curriculum for the boys and girls
was aimed to:
1. teach young boys and girls to serve and love God.
2. discover what is good and proper for one’s self,
3. enable the individual to get along well with
his neighbor.
7. The Spanish-
devised Curriculum
• The schools were parochial or
convent schools and was linked with churches
to teach catechism to the natives.
• The method of instruction was
mainly individual memorization.
• The Spanish-Curates did not teach the
Spanish Language to the Filipinos but this
language was learned by many Filipinos who
had contacts with Spaniards. (even the first
printed book in the Philippines, Christian
Doctrine were in Tagalog and in Chinese)
• Education in the country was not uniform.
• The system of schooling was not
hierarchical and not structured. Thus there
were no grade levels.
8. The American-devised
Curriculum
• The public school system established and
headed by an American until 1935, was to train
the Filipinos after the American culture and way
of life.
• The curriculum was based on the ideals
and traditions of America and her hierarchy.
• The primary curriculum prescribed in 1904 by
the Americans for the Filipinos consisted of three
grades provides training in two aspects.
a. Body Trainings - singing, drawing, handwork, and
physical education.
b. Mental Training – English(reading,
writing, conversation, phonetics, and spelling),
nature study, and arithmetic. In Grade 3 geography
and civic were added to the list of subjects.
9. The American-
devised Curriculum
Intermediate Curriculum
Arithmetic, Geography, Science and
English. Science included plant life,
physiology and sanitation.
Collegiate Level
Normal schools were opened with a
teacher’s training curriculum
appropriate for elementary mentors.
10. The Curriculum During the
Commonwealth (1935- 1946)
• Considered as the period of expansion
and reform in the Philippine
curriculum.
• The educational leaders expanded the
curriculum by introducing courses in
farming, trade, business, domestic
science, etc.
• The start of operation of the collegiate
normal schools in 1939 and there was
two years training beyond the high
school.
• Commonwealth Act 586, also known as
Education Act of 1940, reorganized the
elementary school system by
eliminating Grade VII.
11. The Japanese-devised
Curriculum (1941-1945)
• Nippongo and abolishing English as the
medium of instruction and as a subject.
• Causes a blackout in the Philippines
education and impeded the educational
progress of the Filipinos.
• All textbook were censored and revised.
• Japanese culture and language were
offered as compulsory courses in the
schools.
• Emphasizing vocational education,
physical education, and Japanese
Literature.
12. The Curriculum during
the Liberation Period
• In 1945, the liberation period,
steps were taken
to improve the curriculum
existing before the war.
a. restore the Grade VII
b. abolish the double-single
session
c. adopt the modern trends in
education taken from the United
States.
• However, their efforts remained
in ideational stage.
13. The Curriculum during
the Philippine Republic
• Great experiments in the
community school idea and the
use of the vernacular in the first
two grades in the primary.
• School and community
collaboration pioneered by Jose V.
Aguilar. Because of the
successful implementation it was
given the official cognizance by
the Bureau of Public schools in
June 1949.
14. The Curriculum during the
Philippine Republic
Instructional materials that will
give emphasis on the following
area:
1. The improvement of home
industries so that they will be
patronized.
2. The appreciation of the
services of great men
and women of our country.
3. Preservation of our cultural
heritage.
15. The Curriculum
during the Philippine Republic
• The DEPED , attempts to keep up with the
changing economic and social conditions of the
country. The areas studied include social studies,
health and science, language arts, arithmetic, arts
and physical education and work education.
• In the elementary level, vocational education
was introduced, namely in the six major
areas: agricultural education, business education,
fishery, home economics, home industries and
trade industrial education, including girls trade
courses.
16. The Curriculum
during the Philippine
Republic
• Massive development of the
working education.
• Establishments of
vocational schools.
• Usage of media in teaching
17. Curriculum in The
New Society
• “To guarantee that the educational
system would be relevant and
responsive to the challenges
and requirements of national,
provincial and local government.”, by
Pres. Ferdinand Marcos pursuant to
proclamation No. 1081 on Sept. 29.
1972, Decree No. 6 known as the
Educational Development Decree of
1972, to take effect immediately.
• Aims to make the school responsive
to the needs of the New Society.
18. Curriculum in
The New Society
Has a 10 year program based on a number
of principles:
1. Improvement of curricular programs and
quality of instructions at all levels by
upgrading physical facilities;
2. Adopting cost-saving instructional
technology and training and retraining of
teachers and administrators;
3. Upgrading of academic standards through
accreditation schemes, admission testing and
guidance counseling
4. Democratization of access to education by
financial assistance to poor but deserving
students, skills training programs for out of
school youth and a continuing educational
program for illiterate adults.
19. Curriculum
in The New Society
• Teaching of land and agrarian
reforms
• Family Planning and the Philip
pine constitution subjects
is compulsory in the collegiate
level.
• Alien schools will not be solely
owned by the alien and must
follow the basic curriculum of
DEPED.
20. Curriculum in The New
Society
The curricular redirection of the in the New Society can
be briefly summarized as follows:
1. The curriculum should be directed to place more
stress on development of moral virtues particularly
discipline, honesty, social responsibility, thrift, hard
work, and obedience.
2. As means of integrating education and life, the
content of all subject areas at all levels shall be related
to the conditions of the times, to the actual needs of
the people and the country,
21. Curriculum
in The New Society
The curricular redirection of the in the New
Society can be briefly summarized as
follows:
3. The curriculum should reflect the urgent
needs and problems facing the country today
and should therefore include:
Population Education, Nutrition, Food
Production, Wise conversation
and Utilization of Natural resources, Tax
Consciousness, Cooperative Education,
Consumer Education and Buy-Filipino
Movement.
4. The curriculum should be viewed not in
terms of facts or subjects matter to be
mastered but in terms of learnings to be
acquired and applied in meeting everyday
situations.
22. Curriculum in The New Society
The curricular redirection of the in the
New Society can be briefly summarized
as follows:
5. All teaching shall seek to develop
comprehensive understanding of all the
subjects, their interrelationship and
their significance to everyday living.
6. Co-curricular youth programs shall be
restructured and enriched to channel
youth activities to positive and
productive endeavors.
7. Non-formal education or extension
services for the community shall be
recognized and credited as part of the
school curriculum.
23. The reforms in teaching methodology are as
follows;
1. Objectives of instruction shall specify
behavioral changes as primary outcomes of
learning activities.
2. More and more, teaching strategies that are
inquiry and – problem–oriented should be
adopted in order to develop the ability to think,
rationalize and make proper decisions.
3. Guidance and research should be given greater
emphasis.
4. Courses should be restructured to allow testing
in actual practice of theories learned in
classrooms.
5. More opportunity should be given to out-of-
class room learning.
6. Evaluative methods should accordingly be
revised.
7. Inventive in the form of scholarship shall be
provided for students to take technical and
vocational courses.
24. REFERENCES
• THE NATURE AND SCOPE OF
CURRICULUM DEVELOPMENT
(PHILIPPINE CONTEXT) by Prof. Ronnie
Espergal Pasigui -
http://www.slideshare.net/cuterodz042909/c
urriculumdevelopment-11473935
• Historical Foundations of Philippine
Education by Michael John Labog -
http://www.slideshare.net/mjlabog/historica
lfoundations-of-philippine-education
• http://en.wikipilipinas.org/index.php?title=
Education_in_the_Philippines
• http://en.wikipedia.org/wiki/Education_in_t
he_Philippines
25. REFERENCES
• History of Curriculum in the Philippines by Wreigh -
http://wreigh.wordpress.com/2011/05/14/history-
ofcurriculum-in-the-philippines/
• CURRICULUM DEVELOPMENT IN THE
PHILIPPINES by Sittiehan B. Mante -
http://educatorssquare.blogspot.com/2011/04/educ10
6-lesson-3-curriculum.html
• http://www.etravelpilipinas.com/about_philippines/p
hilippine_education.htm
• Education in the Philippines by Michael Cabatlao -
http://philedufutureboytech.wordpress.com/history/e
ducation-in the-Philippines/
• Kasaysayan at Pamahalaan ng Pilipinas by Aurora L.
Santiago, Eliseo D. Manaay and Jeanette I. Sales
• Introduction to Filipino History by Teodoro A.
Agoncillo
