Education during american regime
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
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Historical background of curriculum in philippines
Historical foundation of curriculum development in the Philippines.
It was only in 1976 with PD 1006 known as the Decree Professionalizing Teaching that teachers in the Philippines became professionalized.
The need to professionalize teaching was felt “to insure that in the immediacy and urgency of teacher recruitmet, qualitative requiements are not overlooked...” and “although teaching requires a number of years of collegiate study, it is the only course that is not yet considered profession” (PD1006).
Furthermore... “in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession” (P.D.1006)
Then in 1994, R. A 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, was passed to ... “promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teacher profession.” (Section 2)
During the pre-Hispanic period, there was no established formal schooling in the country. So there was no formal prreperation for teachers, too. The mothers and fathers and tribal leaders served as teachers at hom and in the community.
During the Spanish period and by virtue of Educational Decree of 1863 free public school system was established. There was one school for boys and another school for girls in every municipality. The Spanish missionaries served as teachers. The same Decree provided for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for women were not established until 1875. So it was the Spaniards who started training teachers in normal schools.
The foundations of teacher education in the Philippines were laid by the Spanish government during the mid-eighteenth century. It is said to have begun on August 4, 1765, when King Charles of Spain issued a Royal Decree requiring each village to have a “maestro.” On November 28, 1772, another Royal Decree specified the qualifications of teahcers. However, it was not until 1863 that there was a specific attempt to systematize and update the education of Filipino teachers.
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The document provides a history and overview of Cebu Technological University (CTU) in the Philippines. CTU was formerly known as Cebu State College of Science and Technology and became a state university in 2009. It has one main campus and several satellite and extension campuses throughout Cebu province. CTU aims to be a premier, globally-recognized technological university that provides leading-edge degree programs and research addressing regional and national needs. Its goals include obtaining higher university status, ranking among the top universities in the Philippines and internationally, and leading innovation. The College of Education envisions being a center of excellence that provides transformative teacher education programs to develop globally competent and socially responsible graduates.
MADRASAH.pptx
Madrasah is an Arabic term referring to an Islamic school system with an emphasis on Arabic literacy, Islamic values, and religion. Historically, it was the primary form of education for Muslims in the Philippines during colonial periods. The modern Philippine madrasah model aims to integrate Islamic sectarian subjects into the national curriculum to provide students with both religious and secular knowledge. It establishes standard curriculums for public and private madrasahs, develops instructional materials, and provides training to improve the quality of Muslim education in the country. The goal is to eliminate the dichotomy between madrasah and public school systems and allow students to benefit from both.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
REPUBLIC ACT NO 7784.pptx
This document summarizes key parts of Republic Act No. 7784, which aims to strengthen teacher education in the Philippines. It establishes Centers of Excellence and creates a Teacher Education Council. The act defines terms like "teacher" as those engaged in classroom teaching, and "teacher education" as pre-service, in-service, and graduate education programs. It lists criteria for selecting Council members, such as expertise in teacher education and a willingness to serve. The Council is tasked with formulating policies to improve teacher education, initiating curriculum reviews, and recommending incentives to attract students to the field.
Republic Act 8980
R.A. 8980 establishes a national early childhood care and development (ECCD) system to promote the holistic development of children ages 0-6. It defines ECCD as a range of health, nutrition, education and social services. The law aims to improve child survival, development, and transition to primary school through integrated interventions. It also seeks to enhance caregiver capabilities and establish quality standards for ECCD programs.
Historical background of curriculum in philippines
Historical foundation of curriculum development in the Philippines.
It was only in 1976 with PD 1006 known as the Decree Professionalizing Teaching that teachers in the Philippines became professionalized.
The need to professionalize teaching was felt “to insure that in the immediacy and urgency of teacher recruitmet, qualitative requiements are not overlooked...” and “although teaching requires a number of years of collegiate study, it is the only course that is not yet considered profession” (PD1006).
Furthermore... “in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession” (P.D.1006)
Then in 1994, R. A 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, was passed to ... “promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teacher profession.” (Section 2)
During the pre-Hispanic period, there was no established formal schooling in the country. So there was no formal prreperation for teachers, too. The mothers and fathers and tribal leaders served as teachers at hom and in the community.
During the Spanish period and by virtue of Educational Decree of 1863 free public school system was established. There was one school for boys and another school for girls in every municipality. The Spanish missionaries served as teachers. The same Decree provided for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for women were not established until 1875. So it was the Spaniards who started training teachers in normal schools.
The foundations of teacher education in the Philippines were laid by the Spanish government during the mid-eighteenth century. It is said to have begun on August 4, 1765, when King Charles of Spain issued a Royal Decree requiring each village to have a “maestro.” On November 28, 1772, another Royal Decree specified the qualifications of teahcers. However, it was not until 1863 that there was a specific attempt to systematize and update the education of Filipino teachers.
history of education
- The Philippines introduced free public education in 1901 after becoming a US territory, establishing an education system patterned after the US. This included elementary, secondary and vocational education.
- Private schools flourished in this period and were regulated by laws requiring inspection and approval.
- Reforms in the early-mid 20th century focused on standardizing textbooks, adding industrial/vocational training, and revising elementary curricula.
- Major reforms in the late 20th century included implementing compulsory education, lengthening the school year, national assessments, and establishing oversight bodies for higher education and teacher licensing.
- Most recently, the Philippines implemented a K-12 basic education system in 2013, adding three
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Curriculum models and types
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The curriculum during the philippine republic
The document discusses the curriculum during the Philippine Republic, which was formed after the 1898 Philippine Declaration of Independence. Different experiments were used in the curriculum during this time period. There was a focus on using the vernacular as the medium of instruction, as well as increasingly using instructional materials that were Philippine-oriented to promote appreciation of Philippine culture and industry. The curriculum also saw revisions to subjects like social studies, sciences, language arts, and arithmetic. Vocational education and schools were introduced. Teaching methods emphasized teaching students how to learn and think independently, and could be subject-matter centered, student-centered, or community-life centered.
History of Philippine Educational System: ppt
The document summarizes the history and development of the Philippine educational system from pre-Hispanic times to the present. Some key points include:
- Education during the pre-Hispanic period was oral, practical and prepared children for community roles. The Spanish established parochial schools to spread Christianity.
- Under American rule, a public school system was established along with teacher training. English was introduced and the University of the Philippines was created.
- The Japanese occupation emphasized moral and spiritual values and promoted Japanese language and culture in schools.
- Present reforms include the K-12 curriculum extending basic education to 12 years, and changes in assessment approaches. The curriculum aims to be learner-centered and globally relevant
Trifocalization in the Educational System of the Philippines
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
The elementary curriculum
The document outlines the Elementary Curriculum in the Philippines and proposed refinements. It discusses (1) evaluating and addressing issues with the previous curriculum, (2) directions for intensifying skills development, higher-order thinking, and interactive learning strategies, and (3) existing and new programs to support curriculum refinement like special education, multilingual education, science schools, and ICT integration. The intended outcome is scaling up successful models through community participation to develop students' skills and values for lifelong learning.
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Historical Foundation of Education and Philippine Educational System
Please don't forget to like and leave your comment. This presentation is about the historical foundation of education which includes the Spanish Contribution, Japanese Contribution and American Contribution as well as our present Educational System. All data were credits from internet especially to google and slideshare.
Madrasah Education
This document discusses the history and development of Madrasah education in the Philippines. It provides details on:
1. The three types of Madrasah - traditional weekend schools, formal developmental schools, and integrated schools that teach both secular and Islamic subjects.
2. Government efforts to upgrade Muslim basic education through a "Road Map" developed in 2004, which included institutionalizing Madrasah education and improving secular education in Muslim areas.
3. The development of a standard Madrasah curriculum through consultations with Muslim scholars, resulting in DepEd Order No. 51 in 2004 prescribing the curriculum.
Non-Formal Education in the Philippines
Non-formal education (NFE) refers to organized educational activities outside the formal school system that provide selected types of learning. NFE aims to meet basic learning needs and lay the foundation for further learning. It includes programs like basic literacy, accreditation and equivalency, education for indigenous peoples, informal education, and Madrasah education. NFE is funded by organizations like the Bureau of Alternative Learning System, local governments, NGOs, and private donors. It is established and supported by laws like the 1987 Philippine Constitution, the Governance of Basic Education Act, and the Education for All Plan 2015.
Revenue administration
Government revenues that support public educational institutions come from taxes like income tax and business taxes, as well as non-tax sources like fees, fines, donations, and voluntary contributions. Private schools are funded through tuition fees, donations, investments, and subsidies from the government. The law provides for national funding of public schools and allows local governments and private schools to collect fees to improve facilities and accommodate more students. It also allows private and public schools to accept donations as long as the funds go toward classrooms, laboratories, libraries and not salaries or personal benefits.
The teacher as curriculum
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers in developing, delivering, and shaping the curriculum to meet learner needs. School administrators are identified as responsible for overseeing curriculum implementation and the overall school vision. Other stakeholders mentioned are parents, community members, professional organizations, and the government agencies that regulate education standards.
RA 6655.
The document discusses Republic Act No. 6655, also known as the Free Public Secondary Education Act of 1988. Some key points:
- It establishes free provision of secondary education by the State and aims to promote quality education at all levels.
- It mandates that students in public secondary schools shall be free from payment of tuition and other school fees, with some exceptions.
- It tasks the Department of Education to formulate curriculum to upgrade secondary education quality and include vocational courses.
- It nationalizes public secondary schools and vests their administration to the Department of Education.
Education in Spanish Era
The document summarizes the educational system established during the Spanish colonial period in the Philippines. It established separate primary and secondary schools for boys and girls run by the Catholic religious orders, with a focus on Christian doctrines. Higher education was provided by universities also established and controlled by the religious orders like the Dominicans and Jesuits. The system initially only served Spanish students but later allowed wealthy Filipinos in the late 19th century, though it largely withheld other bodies of knowledge from Filipinos.
Basic education curriculum
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
History
Thank you for the insightful discussion. I believe continuous evaluation and improvement of our educational system is important to serve students and society well.
American period
This document provides an overview of Philippine literature in the 20th century. It describes how the language of literature shifted from Spanish to English as political control transitioned from Spain to the United States. Writers began publishing in English in newspapers and journals in the early 1900s. The document then profiles several notable Filipino writers from this era, including those who wrote in Spanish, English, and Tagalog. It also briefly discusses the emergence of vernacular drama and zarzuelas in the early 20th century.
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history of education
- The Philippines introduced free public education in 1901 after becoming a US territory, establishing an education system patterned after the US. This included elementary, secondary and vocational education.
- Private schools flourished in this period and were regulated by laws requiring inspection and approval.
- Reforms in the early-mid 20th century focused on standardizing textbooks, adding industrial/vocational training, and revising elementary curricula.
- Major reforms in the late 20th century included implementing compulsory education, lengthening the school year, national assessments, and establishing oversight bodies for higher education and teacher licensing.
- Most recently, the Philippines implemented a K-12 basic education system in 2013, adding three
New General Education Curriculum (NGEC)
The new General Education Curriculum is the proposed curriculum in tertiary education by the Commission on Higher Education.
Personal and professional attributes and interpersonal effectiveness
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Ched ppt report
The Commission on Higher Education (CHED) is the key leader of the Philippine Higher Education System. It was created in 1994 through the Higher Education Act to govern tertiary and graduate education while the DepEd governs basic education and TESDA governs technical education. CHED is headed by a chairperson and four commissioners and is responsible for formulating policies and standards for higher education institutions. It aims to promote quality and accessible higher education.
Curriculum models and types
This document discusses different models and types of curriculum. It describes curriculum models as approaches, methods, and procedures for teaching and learning tailored to specific student groups. Curriculum can be subject-centered or student-centered, traditional or innovative, topic-based or competency-based. Four broad categories of curriculum design are presented: traditional, student-centered, critical, and structural. Specific models like Tyler, Taba, and Saylor/Alexander are outlined. Eleven different types of curriculum are also defined, including overt, societal, hidden, null, phantom, concomitant, rhetorical, curriculum-in-use, received, internal, and electronic curriculum.
21st century managerial and leadership skills
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
The curriculum during the philippine republic
The document discusses the curriculum during the Philippine Republic, which was formed after the 1898 Philippine Declaration of Independence. Different experiments were used in the curriculum during this time period. There was a focus on using the vernacular as the medium of instruction, as well as increasingly using instructional materials that were Philippine-oriented to promote appreciation of Philippine culture and industry. The curriculum also saw revisions to subjects like social studies, sciences, language arts, and arithmetic. Vocational education and schools were introduced. Teaching methods emphasized teaching students how to learn and think independently, and could be subject-matter centered, student-centered, or community-life centered.
History of Philippine Educational System: ppt
The document summarizes the history and development of the Philippine educational system from pre-Hispanic times to the present. Some key points include:
- Education during the pre-Hispanic period was oral, practical and prepared children for community roles. The Spanish established parochial schools to spread Christianity.
- Under American rule, a public school system was established along with teacher training. English was introduced and the University of the Philippines was created.
- The Japanese occupation emphasized moral and spiritual values and promoted Japanese language and culture in schools.
- Present reforms include the K-12 curriculum extending basic education to 12 years, and changes in assessment approaches. The curriculum aims to be learner-centered and globally relevant
Trifocalization in the Educational System of the Philippines
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
The elementary curriculum
The document outlines the Elementary Curriculum in the Philippines and proposed refinements. It discusses (1) evaluating and addressing issues with the previous curriculum, (2) directions for intensifying skills development, higher-order thinking, and interactive learning strategies, and (3) existing and new programs to support curriculum refinement like special education, multilingual education, science schools, and ICT integration. The intended outcome is scaling up successful models through community participation to develop students' skills and values for lifelong learning.
TESDA: TESDA: TVET Training Continuum (Technical Education & Skills Develop...
The document provides information about a training event on the Technical Education and Skills Development Authority (TESDA) TVET training continuum hosted by the Philippine University (PUP). It introduces the event host, speakers and agenda. The event will cover topics such as TESDA's mandate and functions, the Philippine educational system, competency standards development, and the national TESDA plan. It includes figures and diagrams illustrating aspects of the TVET system such as types of TVET providers and graduates in the Philippines.
Historical Foundation of Education and Philippine Educational System
Please don't forget to like and leave your comment. This presentation is about the historical foundation of education which includes the Spanish Contribution, Japanese Contribution and American Contribution as well as our present Educational System. All data were credits from internet especially to google and slideshare.
Madrasah Education
This document discusses the history and development of Madrasah education in the Philippines. It provides details on:
1. The three types of Madrasah - traditional weekend schools, formal developmental schools, and integrated schools that teach both secular and Islamic subjects.
2. Government efforts to upgrade Muslim basic education through a "Road Map" developed in 2004, which included institutionalizing Madrasah education and improving secular education in Muslim areas.
3. The development of a standard Madrasah curriculum through consultations with Muslim scholars, resulting in DepEd Order No. 51 in 2004 prescribing the curriculum.
Non-Formal Education in the Philippines
Non-formal education (NFE) refers to organized educational activities outside the formal school system that provide selected types of learning. NFE aims to meet basic learning needs and lay the foundation for further learning. It includes programs like basic literacy, accreditation and equivalency, education for indigenous peoples, informal education, and Madrasah education. NFE is funded by organizations like the Bureau of Alternative Learning System, local governments, NGOs, and private donors. It is established and supported by laws like the 1987 Philippine Constitution, the Governance of Basic Education Act, and the Education for All Plan 2015.
Revenue administration
Government revenues that support public educational institutions come from taxes like income tax and business taxes, as well as non-tax sources like fees, fines, donations, and voluntary contributions. Private schools are funded through tuition fees, donations, investments, and subsidies from the government. The law provides for national funding of public schools and allows local governments and private schools to collect fees to improve facilities and accommodate more students. It also allows private and public schools to accept donations as long as the funds go toward classrooms, laboratories, libraries and not salaries or personal benefits.
The teacher as curriculum
The document discusses the various stakeholders involved in curriculum development and implementation. It identifies the primary stakeholders as learners/students, whose characteristics and needs should be considered. It also describes the important roles of teachers in developing, delivering, and shaping the curriculum to meet learner needs. School administrators are identified as responsible for overseeing curriculum implementation and the overall school vision. Other stakeholders mentioned are parents, community members, professional organizations, and the government agencies that regulate education standards.
RA 6655.
The document discusses Republic Act No. 6655, also known as the Free Public Secondary Education Act of 1988. Some key points:
- It establishes free provision of secondary education by the State and aims to promote quality education at all levels.
- It mandates that students in public secondary schools shall be free from payment of tuition and other school fees, with some exceptions.
- It tasks the Department of Education to formulate curriculum to upgrade secondary education quality and include vocational courses.
- It nationalizes public secondary schools and vests their administration to the Department of Education.
Education in Spanish Era
The document summarizes the educational system established during the Spanish colonial period in the Philippines. It established separate primary and secondary schools for boys and girls run by the Catholic religious orders, with a focus on Christian doctrines. Higher education was provided by universities also established and controlled by the religious orders like the Dominicans and Jesuits. The system initially only served Spanish students but later allowed wealthy Filipinos in the late 19th century, though it largely withheld other bodies of knowledge from Filipinos.
Basic education curriculum
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
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Personal and professional attributes and interpersonal effectiveness
Personal and professional attributes and interpersonal effectiveness
Trifocalization in the Educational System of the Philippines
Trifocalization in the Educational System of the Philippines
TESDA: TESDA: TVET Training Continuum (Technical Education & Skills Develop...
TESDA: TESDA: TVET Training Continuum (Technical Education & Skills Develop...
Historical Foundation of Education and Philippine Educational System
Historical Foundation of Education and Philippine Educational System
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History
Thank you for the insightful discussion. I believe continuous evaluation and improvement of our educational system is important to serve students and society well.
American period
This document provides an overview of Philippine literature in the 20th century. It describes how the language of literature shifted from Spanish to English as political control transitioned from Spain to the United States. Writers began publishing in English in newspapers and journals in the early 1900s. The document then profiles several notable Filipino writers from this era, including those who wrote in Spanish, English, and Tagalog. It also briefly discusses the emergence of vernacular drama and zarzuelas in the early 20th century.
Education during the spanish regime and its colonial effects group 4
During Spanish colonial rule in the Philippines (1565-1898):
1. Education was controlled by the Catholic Church and aimed to convert Filipinos to Catholicism. Religious orders established schools and universities to teach religion.
2. The oldest universities and the first public education system in Asia were created, but education remained limited. It was underdeveloped and mostly privileged Spanish students.
3. Some educated Filipinos called Ilustrados sought educational reforms and challenged Spanish rule, representing one effect of the colonial education system. However, most Filipinos remained unable to learn beyond their native languages.
Uniformity and enhancement in quality of education
This document discusses ways to enhance uniformity and quality in education. It proposes appointing higher qualified teaching staff, introducing optional subjects up to 10th grade covering various fields, establishing new specialized degree programs, forming an independent examination body to set and assess exams within a week of completion, studying subjects for one month each with a weekly holiday in between, and holding annual elections in colleges based on academics, social work, and ideas. The goals are to provide deeper subject knowledge, improve learning outcomes, and help address issues like unemployment.
Camille
The document discusses economic and social progress in the Philippines during the American regime from 1900-1942. It summarizes that the Americans took control of large tracts of land previously owned by the Catholic church and redistributed it, though many small farmers did not benefit. The Philippine economy became strongly tied to and dependent on the US, focused on exporting crops and minerals with little industrial growth. Independence movements arose seeking full sovereignty.
Philippine literature during the spanish period
Spanish colonization of the Philippines began in 1565 during the time of Miguel Lopez de Legazpi. Literature flourished under Spanish rule, with works published in Spanish and translations to Tagalog. Some of the earliest works printed include the Doctrina Christiana catechism of 1593. National hero Jose Rizal was influential for his realistic novels Noli Me Tangere and El Filibusterismo, which criticized Spanish colonial abuses. Rizal also wrote poems that encouraged nationalism like Mi Ultimo Adios. Other notable works from this period include Florante at Laura, Ibong Adarna, and folk songs.
The Philippines under Spanish Regime
The Spanish colonization of the Philippines had three main aims: spreading Catholicism, acquiring wealth through gold and trade, and increasing Spain's glory by building its empire. To govern its colonies, Spain established the Laws of the Indies, which imposed taxes on indigenous peoples and established systems of forced labor. The Spanish built churches, established religious orders, and introduced education to convert Filipinos to Christianity. They developed a political system headed by a Governor-General and including local governors. Overall, the Spanish colonial system aimed to assert control over the Philippines through religious, economic and political domination of indigenous peoples.
Pre spanish to Spanish regime Education
During the early 15th century in the Philippines, education was informal and focused on observation, imitation, and hands-on practice to develop skills and behaviors. Communication was through traditional oral traditions and the Baybayin writing system using letters made from wood, stone, or leaves.
Under Spanish rule from the 16th-19th centuries, education was religion-oriented and controlled by the Catholic Church. Friars established schools and universities to teach the Spanish language and Catholic doctrine. They also taught practical skills. However, education was largely reserved for Spanish students, and the Filipino population remained under colonial rule.
The Spanish Era
The document discusses the exploration and colonization of new lands by European powers beginning in the 15th century. It summarizes key explorers like Vasco de Gama, Christopher Columbus, and Ferdinand Magellan. It also discusses the rivalry between Portugal and Spain over territories, and how they divided influence through agreements like the Treaty of Tordesillas. The Spanish then began colonizing the Philippines in the 16th century, implementing systems like encomiendas to administer and extract tribute from the native population. They also sought to hispanize the natives through resettlement, education, and spreading Catholicism.
The american regime
The document summarizes Philippine literature during the American colonial period from 1898-1903. It describes how Filipino writers expressed nationalism through works in Spanish, Tagalog, and increasingly English. Literature in Spanish honored heroes like Rizal and lamented the country's situation. Tagalog works by poets like Lope Santos and Jose de Jesus also focused on nationalism and native language. The Americans suppressed nationalist plays but writing in English grew as some authors imitated American styles. Overall, the literature during this time reflected Filipino patriotism and resistance against colonial rule.
Pre spanish
The document summarizes Pre-Spanish literature in the Philippines. It describes how our ancestors had their own alphabet and forms of literature like legends, folk tales, and epics that were passed down orally and provided insights into customs and traditions. It also lists different forms of folk songs and poetry that existed during this period, including kundiman (love songs), riddles, maxims and sayings that reflected early Philippine culture and ways of life before the influence of Spanish colonizers.
The philippines during the pre colonial period
The document discusses theories about the early peopling of the Philippines. It describes the "land bridge" theory that the Philippines was once connected to mainland Asia, but this was disputed by Dr. Voss' geological studies showing the Philippines arose independently. Anthropologist Jocano's theory is that the earliest inhabitants of the Philippines may have arrived over 21,000 years ago, as evidenced by a skull found in a cave in Palawan, and that present day Filipinos resulted from a long process of in-situ evolution rather than migrations from elsewhere in Asia. Jocano also argues that Filipinos, Malays, and Indonesians developed independently from a common ancestral population and should be considered co-equal ethnic
Educational system
The document discusses the history and development of the educational system in the Philippines. It was originally patterned after systems from Spain and the US. Key aspects include:
- The system is now administered by the Department of Education and follows a 6 years of elementary school, 4 years of high school, 4-5 years of college structure.
- It has evolved from informal early Filipino education, to religion-oriented Spanish colonial schools, to the introduction of English and American influences in the 1900s.
- The system was also impacted during Japanese occupation in WWII, before resuming a focus on nationalism and vocational education.
The American Colonization in the Philippines
The Philippines had been a Spanish colony for over 300 years before gaining independence in 1898. However, the U.S. soon took control and a war broke out between American and Filipino forces that resulted in thousands of deaths. While the U.S. established education systems and allowed some self-governance, Filipinos faced discrimination and rebellions continued for years. Gradually independence was established, and by 1946 full sovereignty was restored, allowing the Philippines to build upon reforms introduced during the American colonial period.
Historical Perspective Of The Philippine Educational System
The Philippine educational system has undergone many changes throughout history. During pre-Spanish times, education focused on reading, writing and arithmetic and was religion-oriented. The American period established a free public school system using English as the medium of instruction. Various acts established different educational institutions and departments. The Japanese regime emphasized love of work and Philippine history. Presently, the trifocal system divides responsibilities between DepEd for basic education, TESDA for technical education, and CHED for higher education. The 2001 Governance of Basic Education Act redefined the roles of field offices and established school-based management.
Historical perspective of the philippine educational system lee ann
The document provides a historical overview of the Philippine educational system from the pre-Spanish era to present day. It describes how the system developed under different ruling powers and periods, including the Spanish, American, Japanese, and post-WWII eras. Key developments include the establishment of schools during Spanish colonization, the introduction of English education by Americans, the emphasis on Tagalog, history and work ethic during Japanese occupation, and the modern creation of agencies like CHED, TESDA and DepEd to oversee and standardize the current system.
Culture & lifestyle of people during spanish period
The document provides information on various aspects of society and culture in the Philippines during the Spanish colonial period. It discusses the social classes that existed, including the Peninsulares and Indios. It also describes the traditional modes of dressing, important religious beliefs like Roman Catholicism, and economic activities such as agriculture, livestock, and trade. Finally, it highlights elements of Philippine culture such as languages, music, art forms including paintings, weaving, pottery, and architecture of important buildings from the era.
HISTORICAL FOUNDATIONS OF EDUCATION - THEORIST AND PHILOSOPHERS
This document provides a historical overview of the foundations of education from pre-literate societies around 5000 BC to recent developments. It summarizes the educational goals, students, instructional methods, curriculum, and influences for different time periods and civilizations including China, India, Egypt, Greece, Rome, the Arabic world, and medieval Europe. It also profiles important educational theorists like Confucius, Socrates, and Dewey. In recent times, developments have included updates to teacher education, recognizing multiple intelligences, banning corporal punishment, and establishing mandatory and minimum ages for education.
Philippine Educational System During the Japanese Occupation
The educational system during the Japanese period in the Philippines centered around the Military Order No. 2 which reopened schools in 1942. The curriculum focused on Tagalog, Philippine history, and character education while promoting love of work. Vocational education was expanded. Japanese language instruction was emphasized, and the six principles of the Japanese republic guided education towards fostering cooperation between Japan and the Philippines. The Ministry of Education oversaw schools, later becoming the Department of Education. Learning focused on Japanese language, basic education, vocational skills, cooperation between countries, and elevating morality.
Philippine literature during the spanish period
During the Spanish period in Philippine literature from 1565-1872:
- Literature flourished as the Spanish introduced Christianity, the Spanish language, and translated ancient Filipino works. Genres included religious texts, grammars, folk songs, plays, and poems.
- Early works were Christian doctrines and folktales translated to Tagalog. Poetry and plays grew increasingly popular and dealt with love, politics, and religion.
- Spanish colonialism influenced Philippine literature through the propagation of Christianity, the imposition of the Spanish language, and the introduction of European genres and traditions.
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