The leadership of president marcos
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President Marcos established martial law from 1966 to 1986 and oversaw changes to the Philippine education system. In 1969, he created a commission to study education, which identified goals of accelerating economic development, social progress, and strengthening national identity. The education system aimed to provide broad general education to help individuals attain their potential and acquire skills needed for national development, high-level professions, and responding effectively to changing national needs. The philosophy emphasized educating individuals to be useful members of society through education for all with research, responsiveness, and state oversight.
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Philosophy, goals and objective of education
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
Philosophy of philiippine education
The document discusses the evolution of Philippine education from pre-Spanish times through Japanese occupation and independence. It outlines the philosophies that guided education during different eras, including a focus on religion during Spanish colonization, orienting citizens towards democracy under American rule, and indoctrinating people under Japanese occupation. After independence, the constitution established principles of universal, free public education and educational autonomy. Recent efforts work towards Education for All goals through programs improving access, retention, and literacy.
Education
The document provides a detailed overview of the history and structure of the Philippine educational system. It discusses how the system has evolved over time, from informal tribal education pre-Spanish colonization, to the introduction of religious-oriented schooling under Spanish rule. It then covers the American colonial and post-WWII periods that established a centralized public school system and introduced policies of filipinization. The document also examines the goals, functions and issues of the current Philippine education system, including the growing private sector involvement, teacher shortages, and the ongoing debate around bilingual education policies.
FUNCTION AND IMPORTANCE OF EDUCATION IN THE SOCIETY (Group 2).pptx
Education is defined as the process of imparting knowledge and developing skills through instruction. It plays a crucial role in society by cultivating citizens who can contribute productively and transmit cultural values. The Philippine education system consists of formal, non-formal, and special education. Formal education occurs in schools and develops self-actualization, socialization, cultural transmission, social integration, and social placement. Education is recognized as a fundamental human right by the Universal Declaration of Human Rights and the Philippine Constitution to ensure equal access and development of citizens.
Education policy in the Philippines
Policy making in education comes from the Philippine Constitution and various laws like the Education Act of 1982. The Department of Education oversees basic education while the Commission on Higher Education manages tertiary education and TESDA oversees technical education. Education policy is implemented through these agencies and evaluated through voluntary accreditation, teacher qualifications, and government assistance to private schools. Educational research plays an important role by expanding knowledge, answering practical challenges, and informing policy reforms to improve teaching and learning.
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The document discusses the philosophy of education in the Philippines from the pre-Spanish period to present. It covers the major eras and highlights that education progressed from being informal to becoming universal and free for all. Key developments include the Spanish establishing religion-oriented schools for elites, Americans introducing education by English teachers to orient towards democracy, and the 1987 Constitution mandating quality education for all as a basic right.
trends-issues-and-policies-in-philippine-education.docx
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The document outlines the philosophical underpinnings of the New Society ideology crafted by former Philippine President Ferdinand Marcos in the 1960s-1980s. It discusses key concepts like egalitarianism, 7 pillars of moral redemption, and educational provisions in the 1973 constitution. Marcos positioned the New Society ideology as a response to growing communist ideology and a 1972 treatise advocating for a Filipino ideology by activist groups. The educational system aimed to achieve economic development through a broad general education that develops productive citizens and trains manpower.
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This document discusses the history and development of nonformal education (NFE) and the alternative learning system (ALS) in the Philippines. It outlines key events such as the establishment of civic education lectures in 1908, the creation of the Adult Education Office in 1936, and the designation of the Bureau of Nonformal Education and later the Bureau of Alternative Learning System to oversee NFE/ALS programs. The goals of NFE/ALS are to promote accessible basic education for all and provide alternative learning opportunities. The objectives are to enhance participants' skills and employability through literacy, livelihood, and certification programs.
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The document discusses the history, objectives, and functions of education in the Philippines. It traces the development of the education system from 1901 under American rule to the present. Key events include the introduction of free primary education in 1901, the establishment of universities in the early 1900s, and the passage of various acts reforming the education system throughout the 20th century. The document also outlines current priorities for basic and higher education, including expanding access, improving quality, and strengthening research. Identified problems include low budgets, high enrollment, shortage of teachers and classroom space.
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Salient Features of National Policy on Education (1986)
National Policy on Education: Feature # 1.
The Essence and Role of Education:
1. All-round Development:
“In our national perception education is essential for all, as it is fundamental to our all round development—material and spiritual”.
2. Acculturating Role:
Education has to play an acculturating role as it refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit—thus furthering the goals of socialism, secularism and democracy enshrined in our constitution.
3. Man-power Development:
Education develops man-power for different levels of national economy. It is also the substrata on which research and development flourish, being the ultimate guarantee of national self-reliance.
4. A unique Investment:
Education is a unique investment in the present and the future for all round development of nation in all its manifestations.
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The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also discusses policies to improve access and quality such as establishing schools in underserved areas and creating teaching positions to address teacher shortages.
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The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also outlines policies to improve access and quality such as establishing schools in underserved areas, creating teaching positions, and implementing a Social Reform Agenda.
Presentation on White paper
The document reviews and compares past education policies in Pakistan from 1947 to 1998. It analyzes the policies across different themes, including their vision/objectives, treatment of primary/secondary education, religious education, gender issues, and financing of education. The policies evolved over time, with earlier ones focusing more on universal brotherhood and civic values, and later ones in 1979 and 1998 emphasizing Islamization of education and envisioning Pakistan as an ideological state with Islam as the sole basis of national identity.
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This document outlines the English syllabus for the third cycle of technical education in Costa Rica. It discusses the purposes of English language teaching in the Costa Rican educational system, including developing practical communication skills, accessing scientific and technological knowledge, and fostering cultural understanding. It describes how the syllabus aligns with Costa Rica's educational policy goals of preparing students for global participation and competitiveness. The syllabus is designed to develop students' communicative competence through a focus on listening, speaking, reading and writing skills, as well as cultural knowledge. It also discusses specialized English courses tailored for different technical fields such as tourism, computing and accounting.
National policy on education (1986) critical analysis
This document discusses key aspects of India's National Policy on Education from 1986. It outlines the goals of establishing a national system of education, promoting equality of educational opportunity, and reorganizing education at different stages.
The policy aims to develop a national system of education that provides comparable quality education to all students regardless of attributes like caste, creed or gender. It emphasizes establishing a common school system, common educational structure, national curricular framework promoting secular and democratic values, and minimum learning standards.
The document also discusses promoting equality in access and conditions for success in education. It outlines plans to strengthen early childhood care, universalize elementary education, expand secondary and vocational education, promote adult education and literacy, and enhance
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The document summarizes the major laws that establish the legal bases of the Philippine education system. It discusses several key pieces of legislation including the 1987 Constitution, Presidential Decree No. 6-A, Batas Pambansa Blg 232 (Education Act of 1982), and various acts related to teachers, higher education, technical education, governance of basic education, and kindergarten education. It provides an overview of the goals, objectives, rights and duties outlined in these major laws and decrees that shape the current Philippine educational system.
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The leadership of president marcos
- 1. The Leadership of President Ferdinand E. Marcos under Martial Law 1966 - 1986
- 2. The Ideology that was espoused by President Marcos covered the ff. essential elements: A commitment to a set of Fundamental Values A theory of Society A concept of Alternative future; and A program of Action
- 3. In 1969, President Marcos issued an executive order, which was well known as Executive Order No.202, with the main purpose to create The Presidential Commission to study Philippine Education or PCSPE, which at that time was headed by the Minister of Education Onofre D Corpus.
- 4. Identified Goals and Objectives of Philippine Education To achieve and maintain an accelerating rate of economic development and social progress. To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth, and To strengthen national consciousness and promote desirable cultural values in a changing worlds.
- 5. According to the mentioned goals and objectives, the educational system aimed to provide for a broad general education that will assist each individual, in the peculiar ecology of his own society to: Attain his potential as human being Enhance the range and quality of individual and group participation in the basic function of society, and Acquire the essential educational foundation for his development into a productive and versatile citizen To trains the nation’s manpower in the middle level skills required for national development
- 6. Develop the high level professions that will provide leadership for the nation, advance knowledge edge through research, and apply new knowledge for improving the quality of human life; and Respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation.
- 7. Three Fundamental Aims of Education in the Philippines Foster love of country; Teach the duties of citizenship; and Develop moral character, self-discipline, and scientific, technological and vocational efficiency.
- 8. Educational Provisions in the 1973 Constitutions Section 8 Batas Pambansa Blg. 232 Section 3 – Declaration of Basic Policy Section 4 – Declaration of Objectives
- 9. Towards the realization of these objectives, and pursuant to the Constitution, 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.
- 10. Furthermore, the educational system shall reach out to educationally deprived communities, in order to give meaningful reality to their membership in the national society, to enrich their civic participation in the community and national life, and to unify all Filipinos into a free and just nation.
- 11. The Philosophy of Philippine education under the Marcos presidential era Individual as a useful member of society Education for all Emphasis on research Responsiveness to changing needs and conditions Non-formal education Optional religious instruction State supervision and control of schools