Foundation of Education

Foundation of Education
Philosophical Foundation
Ms. Rizza M. Valeriano

Philippine Philosophical
Orientation
• The country’s educational system
adhered to certain philosophies at
different period of its history.
The present Educational System of
the Philippines in one way
or another influenced by the pre
Spanish period during the Spanish
regime. It was also affected and
influenced by the American era,
during the Japanese Occupation and
in 1940’s termed as the Post
War Philippines

Pre- Hispanic Education
 Education was INFORMAL.
 ―Malay‖ basic education began at
home
 Datu or Chief headed the tribal
community
Periods of Philippine Education

• Pre- Hispanic Education
• The child absorbs the lifestyle of his
family and later assimilated in the
tribe as he undergoes the different
rites of passage in order to grow and
develop as a man/woman.
• These rites of passage are:
circumcision, marriage, fatherhood,
going to war, caring for children,
death and reunion with one’s
ancestors (afterlife).

Pre- Hispanic Education
 To promote reverence and adoration
for the Bathala (Supreme Being) is
the primary objective of education.
 The students learned through:
o listening to elders or storytellers
o actual participation in rituals
o imitating their elders and role models

Pre-Hispanic Education
 The natives of the Philippine Islands
were described as able to excellently
write an alphabet of 16 characters of
their language.
 The native possessed high
literacy and spirituality, a system of
governance and an advanced socio
cultural environment.

Spanish Period
 The primary objective of Philippine
Educational System under the
conquest of Spain was to spread
Christianity.
 Building the Parochial Schools
enabled the Friars to teach catechism
to the natives.

Spanish Period
 The teachers were missionary-friars
who learned the local dialects and
taught in these dialects contrary to
the policy of the Civil government to
use Spanish as a medium of
instruction.

Spanish Period
 Natives were trained to learn reading
and writing the Castilian Alphabet at
the same time doing simple arithmetic
using the natives dialect.
 Religion was taught in Spanish.
 Education was based on the
philosophy of idealism.

Spanish Period
 Knowledge came about as a result of
mental activity, specially
memorization.
 Schools were authoritarian in nature.
 Classrooms were teacher-dominated.
 Subject-centered.
 Discipline was severe.

Characteristics of Philippine Education
during Spanish Regime
• System of schooling is not hierarchal and
structured
• Lack of trained teachers
• Lack of Advancement for advance learners
• Lack of school houses, instructional
materials and funds for Parochial Schools

Characteristics of Philippine Education during
Spanish Regime
• Friars were the convenient target of
criticism for the lapses in educational
system
• Higher level schools were established to
answer the need. Colegios for Boys and
Beaterios for Girls were set up. Promotion
for secondary level was based on
proficiency and not in the number of years
in school.
• A tertiary level with Bachelor of Arts degree
was opened to qualified students only.

During the Philippine Revolution
 Propaganda Movement demanded for
curricular reforms.
 Illustrados
- Jose Rizal, Juan Luna, and Graceano
Lopez- Jaena, etc.

Reforms in Education sought by
Propaganda Movement
• The secularization of education
• The instruction of Spanish
• Greater attention to natural science for both
male and female
• The design of a relevant curriculum
• The improvement of higher centers of
learning
• The establishment of an education system
comparable to those in progressive
countries

American Period
Brought about changes in the
lifestyles and more in education.
Orientation was pragmatic.
Pragmatism stressed the functional
and the practical.

American Period
 In 1903, David Barrow, General
Superintendent of the Bureau of Education,
stated philosophy upon which the American
system of public education in the Phil.
would operate:
1. The school would be public and secular;
2. They should not give religious instruction;
3. They should not depend upon the church
for assistance;

4. The schools shall be open for all;
5. The schools were to serve society by
developing the intelligence, right attitudes
and habits of the children who were to
become citizens of the future;
6. The democratic ideal as a philosophy was
greatly emphasized and;
7. Supervision of the schools would take the
role of guidance and consultancy.

The 1935 Commonwealth
Constitution mandates the
Educational objectives under
Article XIV:
― All schools shall aim to develop moral
character, personal discipline, civic
conscience, and vocational efficiency
and to teach the duties of
citizenship‖.

During the Philippine Commonwealth
• OBJECTIVES
1. Education for character development.
-To cultivate qualities of character that
was contributive to social welfare.
-To learn to appreciate the value of
ethical conduct.

OBJECTIVES
2. Education for personal discipline and
self realization.
3. Education for civic conscience and
citizenship.
4. Education for vocational efficiency.

The Educational Act of 1940,
Commonwealth Acts 586
-Aim to ensure that all elementary
school children will become literate,
useful, and upright patriotic citizens.
-Embody the objectives of the
Philippine Constitution
-Emphasis on Character Education and
citizenship training

On January 2 1942, the Japanese
occupied the Philippines. The
Commander in Chief of the Imperial
Japanese Forces issued Proclamation
no.1 that the sovereignty of the
United States to the Philippines was
over and that Martial Law was to
reign.

Japanese Period
 Philippines became a member of the Greater
East Asia Co-Prosperity Sphere.
 Values rooted in Asian Love of Labor.
 Vocational Education
 Use of Nippongo
 Physical Education and singing Japanese
songs

From 1946 onwards
 Philosophy of education was democratic.
 The characteristics of the democratic way of
life are:
o Democracy is predicated upon the
intrinsic worth of the individual.
o Individuals realize their capacities
best in a social context.

The characteristics of the democratic
way of life are:
o Democracy thrives on change; its
dynamic and flexible.
o The society is not separated from the
individual.
o It foster persuasion and consensus
and rejects coercion and
indoctrination.

From 1946 onwards
Pres. Roxas – rehabilition of school system
Pres. Quirino – social orientation, training for
occupation, promoting democratic nation-
building and new thrust on community
development.
Pres. Magsaysay – attainment of social and
economic development.

From 1946 onwards
Pres. Garcia – focused on the promotion of
Filipino ideals.
Pres. Macapagal – development of the
society’s cultural identity.
Pres. Marcos – “revolutionized” many facets of
life. Policies and strategies for educational
development were formulated to bridge the gap
between manpower development and the
needs of the industries.

First National Conference on
Education in 1964
Philosophy of Philippine Education
1. What kind of Filipino are we trying to
produce?
2. Should education be designed to
change society or to sustain it?

First National Conference on
Education in 1964
Philosophy of Philippine Education
3. Should the educational mandates of
the Constitution be sufficient bases of
our philosophy?
4. What is Philippine education for?

• The ff. discussion is culled from
Philippine sources to clarify the
questions:
1. The Philippine Constitution has
determined the aim of education.
2. A philosophy of education is a
philosophy of life and has for its basis
the biological and social processed of a
people.
3. The political philosophy of a nation
determines its educational philosophy.

• The ff. discussion is culled from
Philippine sources to clarify the
questions:
4. The philosophy of education must take into
account the nature of man and the kind of
society in which he lives.
5. The Philippine philosophy of education
must be distinctly Filipino and stress
nationalism tempered with internationalism.
6. The Philippine educational philosophy
stresses conservatism and the enrichment
of Filipino desirable values and tradition.

Education during the New Society
• P.D. no. 1 or Integrated
Reorganization Plan – called for the
decentralization of the Department of
Education and Culture.

• Educational Decree of 1972 or P.D. 6A
provided for National Development
goals:
1. An accelerating rate of economic
development and social progress;
2. Attainment and enjoyment of the
benefits of such growth;
3. Provision for desirable cultural
values in a changing world.

The National Development goals for
education:
1. Broad general education
productivity;
2. Manpower skills for national
development.

Education during the Present Period
Aim:
- To promote national development and values
education
Educational System and Curricular Reforms
- Implementation of NESC

NESC – New Elementary School
Curriculum
Features are:
• Fewer learning areas, emphasis on mastery
learning
• Focused on the development of 3R’s and
intellectual skills
• Focused on the development of Humanism and
Filipinism in all learning areas.

- Implementation of SEDP or the
Secondary Education Development
Program
Features are:
• Subjects generally oriented to the development
of values
• Specific competencies
• Concept-based subject areas
• Uni-disciplinary treatment of the curriculum
content

- Implementation of NESC or the New
Elementary Secondary Curriculum
Features are:
• Multidisciplinary treatment of the curriculum
content
• Student-centered
• Cognitive-affective manipulative based curriculum
• Values education offered as a separate subject
area and integrated in all subject areas.
• Uses bilingual policy

Mother Tongue Based – Multilingual
Education
Includes the four languages:
1. Mother tongue or the first language
2. The National language
3. English
4. Optional another international language

Progression plan for teaching and
using 3 Languages
K1 K2 Gr.1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6
Build
fluency
in Oral
L1
L1 for
teaching
Continu
e Oral
L1 &
written
L1
Intro
Oral L2
L1 for
teaching
Continu
e Oral&
written
L1
Fluency
Oral L2
Intro
Written
L2
L1 for
teaching
Continu
e Oral&
written
L1 & L2
L1 for
teaching
Mastery
of Oral &
written
L1 and
L2
Intro
Oral L3
L1 &L2
for
teaching
Continu
e Oral&
written
L1,L2 &
Oral L3
Intro
Written
L3
L1 &L2
for
teaching
Continu
e Oral&
written
L1,L2 &
L3
L1 &L2
for
teaching
Mastery
of L1,
L2,& L3
L1, L2 &
L3 for
teaching

Benefits of MTBMLE
• Reduced drop out
• Reduced repetition
• Children are attending school
• Children are learning
• Parents and community are involved
• It is more cost – effective to implement
mother tongue programs

What is the proposed
K-12 Curriculum?

K-12 Curriculum
Nature of the Learner
• Has a body and spirit, intellect, free
will, emotions, MI, learning styles,
and culture
• Constructor of knowledge and active
maker of meaning and not a passive
recipient of information.

Needs of the Learner
o Life Skills
o Self-actualization
o Preparation of the world of work,
entrepreneurship, and higher
education
K-12 Curriculum

K-12 Curriculum
Philosophical and Legal Bases
 The 1987 Phil. Constitution
 B.P. 232, Education Act of 1982
 R.A. 9155, Phil. Governance Act
 The 4 Pillars of Education
 The Mission-Vision Statement of the
DepEd
 The EDCOM Report of 1991
 BESRA

K-12 Curriculum is..
• Enhancing the vocational skills of the
learners
• Lengthening the years of schooling
• Going back to the basics
• Preparing the learners to a global
market

Global Education
• Key Theme
1. Human Value Centered
World order values:
Peace, economic
equity, social justice,
ecological balance,
democratic
participation
• Global Education
1. Help people find
ways to:
-analyze human
centered values
-fuller development of
each individuals
-survival
-welfare of the whole
human species

• Key Theme
2. World oriented
Global Society
Sharing world’s
common problem
-nuclear proliferation
-problems of wars
-ecological balance
-preservation of human
rights
2. Views the earth and
its inhabitant as
interdependent.
-recognizes the need
for international
cooperation to
promote
humankind’s welfare
Global Education

• Key Theme
3. Future-oriented
creation of a better
future
3. Explores preferred
feature by giving
priority to the search
for world order
alternatives.
Global Education

Expectations of Global Education
from Teachers
1. Help children develop:
 Social sense
 Political sense
 Ecological sense
2. Help students develop a sense of the
world as a set of interconnected and
interdependent economic environment,
social and political system.

3. Help students understand the direction
of global trends.
4. Explore solutions for global problems.
5. Plan for alternatives future.
6. Develop a personal value and behavior
system.
Expectations of Global Education
from Teachers

Education for ALL
(mandated by Presidential Proclamation 480 as The
Decade of Education for All for the Year 2000)
Vision/Philosophy
 The education of the Filipino is anchored on
humanitarianism and equalitarianism.
Concept
 A plan of action to achieve the goals of basic
education from 1990=2000.

Objectives
1. To institutionalize early childhood
development as a basic service for all
children.
2. To improve the quality and efficiency of
primary education.
3. To eradicate illiteracy.
4. To provide basic knowledge, skills, and
values to improve the quality of life and
participate in the development process.
Education for ALL

Legal Basis of Philippine
Educational System

Legal Basis of Philippine
Educational System
Major Legal Basis
• The Philippine Constitution
1. 1935 Constitution Article XIV Sec. 5
2. 1973 Constitution Article XV Sec. 8
(1-8)
3. 1987 Constitution Article XIV
Sections 1-5

The 1987 Constitution
Article XIV Sections 1-5
• Section 1
 The State shall protect and promote
the right of all citizens to quality
education at all levels and shall take
appropriate steps to make such
education accessible to all.

• Section 2
• The state shall establish, maintain;
A complete, adequate and integrated
system of education.
Free public education in the
elementary and high school level
Scholarship grants, student loan
programs, subsidies and other
incentives.

• Section 2
Encourage non-formal informal and
indigenous learning system, as well
as self learning, independent and out-
of-school study programs.

• Section 3
All educational institution shall;
 include the study of the Constitution
as part of the curricula
 inculcate patriotism and nationalism
 foster love of humanity, respect for
human rights

• Section 3
All educational institution shall;
 teach the rights and the duties of
citizenship
 strengthen ethical and spiritual
values
 develop moral character and personal
discipline

• Section 3
 encourage critical and creative
thinking
 broaden scientific and technological
knowledge and promote vocational
efficiency

• Section 3
 Religion shall be allowed to be taught
to their children or wards in the public
elementary and high school within the
regular class hours by instructors
designated by the religious authorities
of the religion to which the children
belong.

• Section 4
 The state recognizes the
complementary roles of the private
and public institution.
 Educational institutions shall be
allowed solely by citizens of the Phil.
or corporation or associations at least
sixty per centum of the capital of
which is owned by citizens.

• Section 4
 All revenues and assets of non-stock,
non-profit educational institutions
needs actually, directly and
exclusively for educational purposes
shall be exempt from taxes and
duties.

• Section 4
 Subject to condition prescribed by
law, all grants endowments,
donations, or contributions used shall
be exempt from tax.

• Section 5.
The State shall take into account and
sectoral needs and conditions and
shall encourage local planning in the
dev’t. of educational policies and
programs; academic freedom shall be
enjoyed in all institutions of higher
learning.
 Every citizen has a right to select a
profession of study, subject to fair,
reasonable and equitable admission
and academic requirements.

• Section 5.
The State shall enhance the right of
teachers to professional
advancement.
 The State shall assign the highest
budgetary priority to education.

BATAS PAMBANSA BILANG 232
 Title. — This Act shall be known as
the "Education Act of 1982.“
 Coverage. — This Act shall apply to and
govern both formal and non-formal systems
in public and private schools in all levels of
the entire educational system.

Goals
o Provide for a broad general education for
individuals in the peculiar ecology of his
own society.
o Train the nation’s manpower in the middle
level skills required for national
development.
o Develop profession that will provide
leadership for advancement of knowledge.
o Respond effectively to changing needs and
condition of the nation.

Natural Rights and Duties of the Parents
in the Education of Children
 Section 5 states that the State shall
aid and support the natural right and
the duties of parents in rearing the
youth through the educational system

Rights of Schools
• Maintenance of quality education
• Assessment of performance report
• Free legal assistance to teachers
• Additional compensation of teachers
• Government financial support
• Special rights of teachers

Magna Carta for Public
School Teachers
• Created by R.A. 4670
• Passed on June 18, 1966
• Promotes well-being and safeguards the rights
of the public school teachers.
• Its policy declared the promotion and
improvement of the public school teachers.
Social and
Economic Status
Living and Working
Conditions
Terms of
Employment
Career
Prospects

• It makes teaching favorably
comparative with other profession
• It attracts and retains the best people
in the teaching profession.
• It strengthen the stability of the
teaching position in the public school
system.
Magna Carta for Public
School Teachers

What are the Provisions of
the Magna Carta?

Provisions of Magna Carta
• The right against transfer from one
station to another without the
teachers consent.
• The right for a married couple, both
whom are school teachers, to be
employed in the same locality.
• The right to enjoy academic freedom
in the discharge of their professional
duties.

Provisions of Magna Carta
• The right to additional compensation
for services.
• The right to enjoy free physical
examination and medical treatment.
• The right to a one year study leave
with pay equivalent to 60% of their
salary after 7 yrs. of service.

Other Legal Bases
Act. No. 74 of the Philippine Commission
- January 21,1901
- Foundations of the Phil. Public School
System
- English the language for instruction

• Dep’t Order # 25 of 1974
- Bilingual Education
• DECS Order #49 s. 1992
- Selection of honors in the H.S.
- School calendar ( 42 calendar weeks, 200
class days)
• R.A. #6655
- Free Public Secondary Education
Other Legal Bases

• R.A. # 5698
- Legal Education Board
• R.A. #7686
- Institutionalized dual training
• R.A. #7687
- Scholarship programs
• R.A. #7743
- establishment of city and municipal libraries
Other Legal Bases

• R.A. #7784
- Centers for Excellence in Teacher Education
• R.A. #7796
- TESDA
• R.A. #7791
- School year (185-200 days)
• R.A. #7877
- Anti-Sexual Harassment Act (Feb.14,1995)
Other Legal Bases

• E.O. #27
- Human Rights
• E.O. # 189
-public school secondary teachers
• P.D. # 1096
- PBET
- NEAT
• R.A. #7836
- Licensure Test (PRC)
Other Legal Bases

THANK YOU!
MS. RIZZA M. VALERIANO

Section 5.
• All educational institutions shall be
under the supervision of and subject to
regulation by the State.
• The Government shall establish and
maintain a complete and adequate
system of public education, and shall
provide at least free public primary
instruction, and citizenship training to
adult citizens.
1935 Constitution Article XIV sec. 5

• All schools shall aim to develop moral
character, personal discipline, civic
conscience, and vocational efficiency,
and to teach the duties of citizenship.
• Optional religious instruction shall be
maintained in the public schools as now
authorized by law.

• Universities established by the State
shall enjoy academic freedom.
• The State shall create scholarships in
arts, science, and letters for specially
gifted citizens.

Section 8.
• (1) All educational institutions shall be
under the supervision of and subject to
regulation by the State. The State shall
establish and maintain a complete,
adequate, and integrated system of
education relevant to goals of national
development.
1973 Constitution Article XV sec. 8

• (2) All institutions of higher learning
shall enjoy academic freedom.
• (3) The study of the Constitution shall be
part of the curricula in all schools.

• (4) All educational institutions shall aim
to inculcate love of country, teach the
duties of citizenship, and develop moral
character, personal discipline, and
scientific, technological, and vocational
efficiency.
• (5) The State shall maintain a system of
free public elementary education and, in
areas where finances permit, establish
and maintain a system of free public
education at least up to the secondary
level.

• (6) The State shall provide citizenship
and vocational training to adult citizens
and out-of-school youth, and create and
maintain scholarships for poor and
deserving students.
• (7) Educational institutions, other than
those established by religious orders,
mission boards, and charitable
organizations, shall be owned solely by
citizens of the Philippines, or
corporations or associations sixty per
centum of the capital of which is owned
by such citizens.

• (8) At the option expressed in writing by
the parents or guardians, and without
cost to them and the government,
religion shall be taught to their children
or wards in public elementary and high
schools as may be provided by law.

Foundation of Education

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