Curriculum History in the Philippines from Pre- Spanish to Spanish Era to American Era to Japanese era to the present time which is the K-12 Basic Curriculum

1. Historical
perspective of
the philippines
educational
system

2. In the pre –
Magellanic
Times
Education – Early Filipinos

3. Education – Early Filipinos
 Education was Informal, Unstructed, Devoid of Methods
 The teachers are their parents and in the houses of the tribal
tutors
 More on vocational trainings less academics
 The medium of instruction used was Alibata, the native
alphabet.
 The educators or the teachers during the pre-colonial era were the Babaylan
and the Katalonan. Gifted with wisdom and knowledge on spirituality and the
system of running their own society, they were respected by the people of the
society

4. Education –
Spanish Period

5. Education – Spanish Period
 Compared with the system of the early settlers, during the pre-
Spanish time the system changed into a formal system.
 The principal aim of Spain in the Philippines during their regime was to
make the native Filipinos obedient and God-fearing Christians. For this
reason, religion was a compulsory subject at all levels – from the primary
schools to the universities.

6. Education – Spanish Period
 The first schools were the parochial schools
opened by the missionaries in their
parishes.
 In addition to religion, the native children in these
schools were taught reading, writing, arithmetic and
some vocational and practical arts subjects.
 Later on, colleges for boys and girls were opened
by the missionaries. These colleges were the
equivalent of our high schools today.
 The subjects taught to the students included
history, Latin, geography, mathematics and
philosophy.

7. Education – Spanish Period
 There was no co-education during the Spanish
times. Boys and girls studied in separate
schools.
 University education was started in the Philippines
during the early part of the 17th century.
 Originally, the colleges and universities were open only
to the Spaniards and those with Spanish
blood (mestizos). It was only during the 19th century that
these universities began accepting native Filipinos.

8. Education – Spanish Period
 Educational Decree 1863
- first ever educational system in the Philippines. It
required the government to provide school
institutions for boys and girls in every town. Given
the situation, the Spanish schools started accepting
Filipino students.
 This also brought about the establishment of the
Normal Schools which gave more opportunity to the
Filipinos to attain a sound education. The Normal
Schools offered a three-year teacher-lead education
at the primary level.

9. Education –
American Period

10.  Similar to the Spaniards, the Americans brought many
cultural and traditional changes to the country during their
45 years of colonization.
American Period
 their motive to spread their cultural values, specifically the
English language to the Filipino people
 Every child from age seven was obliged to register at the
nearest school. School supplies were provided to the
students for free.

11. American Period
 Every child from age seven was obliged to register at the nearest
school. School supplies were provided to the students for free.
 During the American period levels of education were divided into three.
 “elementary” level composed of four primary years and three
intermediate years.
 “secondary” or high school level consisted of four years,
 “college” or tertiary level

12.  Unlike during the Spanish period, religion was not part of
the school curriculum
American Period
 Volunteer American soldiers were the first teachers of the
Filipinos.
 Building classrooms wherever they were assigned was
part of their mission.

13. American Period
 August 1901 of the same year, 600 more teachers called Thomasites arrived
aboard with the ship USS Thomas (from which their name derived); 365
males and 165 females composed the original batch of Thomasites who
sailed from the U.S.
 Around 1902 more American teachers followed the Thomasites, leading
to a total of about 1,074 stationed around the Philippines.
 In accordance with the 1935 Constitution, free education in public
schools all over the country was provided by the Commonwealth

14. Education -
Japanese
Occupation

15. Japanese Occupation
When the Japanese officially occupied Manila on
January 3, 1942, they recognized the important
role of education in realizing their vision of a New
Order in Asia.

16. Japanese Occupation
 in 1942 they spelled out the basic principle and guidelines of
education in re-opening and operating schools. These were the
following:
To enrich the Filipino culture and to stop patronizing western countries, i.e., the
United States and Great Britain;
To recognize that the Philippines as a part of the Greater East Asia Co-Prosperity
Sphere so that the Philippines and Japan could have good relations;
To boost the morality of the Filipinos and instill cautiousness of materialism;
To forget and to stop English language learning, and instead learn and adopt
Nippon go;
To proliferate primary and vocational education;
To foster love for work.

17. Japanese Occupation
In June 1942, schools were reopened and The
Philippine Executive Commission established the
Commission of Education, Health and Public Welfare.
On October 14, 1943, the Japanese – sponsored
Republic created the Ministry of Education..

18. Japanese Occupation
There were important changes in the curriculum during this
period.
 school calendar became longer, no summer vacation for students and
teachers.
 class size increased to 60 and the Japanese deleted anti-Asian opinions
as well as American symbols, poems and picture from all instructional
materials.
 they banned the singing of American songs and Nihongo was used as a
means of introducing and cultivating love for Japanese culture.

19. Japanese Occupation
On February 27, 1945, the Department of Instruction
was made part of the Department of Public Instruction.
In 1947, by 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.

20. Japanese Occupation
After the war, Philippine education intensely changed in
terms of objective, focus and methodology. The Board of
National Education approved a new set of objectives in
1955 establishing an "integrated, nationalistic, and
democracy-inspired educational system".

21. Historical perspective of the
Philippines educational system
➜ In 1972 during the Martial Law years,
The Department of Education became the
Department of Education and Culture by
virtue of Proclamation 1081.
➜ In 1978, by virtue of P.D. No. 1391, it
was changed to Ministry of Education
and Culture.
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22.  Thirteen regional offices were created
and major organizational changes were
implemented in the educational system.
 A bilingual education was established in
1974, requiring Filipino and English to
be used in schools.
 Science and as well as English language
and literature classes were taught in
English while the rest were taught in
Filipino.

23. “
The Ministry Of Education, Culture
And Sports was created by the
Education Act of 198 which later
became the Department of
Education, Culture and Sports in
1987 by virtue of Executive Order
No. 117.
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24. Historical perspective of the
Philippines educational system
➜The structure of DECS as embodied in EC) No. 117
has practically remained unchanged until 1994 when
the Commission on Higher Education (CHED), and
when the Technical Education and Skills
Development Authority (TESDA) were established to
supervise tertiary degree programs and non-degree
technical-vocational programs, respectively.
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25. Historical perspective of the
Philippines educational system
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In August 2001, Republic Act 9155, known as the
Governance of Basic Education Act, was enacted
changing the name of the Department of Education,
Culture and Sports (DECS) to the Department of
Education (DepEd) and redefining the role of field
offices (regional offices, division offices, district offices
and schools).

26. 26
Historical perspective of the
Philippines educational system
RA 9155 provides the overall framework for school
head empowerment by strengthening their
leadership roles and school-based management
within the context of transparency and local
accountability. The goal of basic education is to
provide the school age population and young
adults with skills, knowledge, and values to
become caring, self-reliant, productive and patriotic
citizens.

27. ➜Before World War II, the Philippines had an 11-year basic
education cycle: grades 1 to 7 for elementary, and 4 years of
high school.
➜in 2010, the new administration identified education
reform at the very top of its priorities, and pushed for this
reform through the Enhanced Basic Education Program,
or K to 12. K to 12 isn’t simply a matter of adding two
more years of school; it is the product of decades of
study, and a larger process of reforming the education
sector as a whole.
➜The passage of the Enhanced Basic Education Act, or
Republic Act 10533 aims to ensure the continuity of the
reform beyond this generation, and into the next.
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K-12 curriculum