The document provides a historical overview of the Philippine education system from the pre-colonial period through modern times. It summarizes the key developments under periods of Spanish colonization, American rule, and independence, including the establishment of the first schools and universities, implementation of public education, and reforms over time. It concludes with details about the recent K-12 educational reforms in the 2010s that extended basic education to include kindergarten and additional senior high school grades.
The Philippine educational system has developed significantly over time through different governing eras:
1) The pre-Spanish era consisted of informal, vocational training passed down from parents and tribal tutors. 2) The Spanish era introduced religion-focused schooling for elite children, though access gradually expanded. 3) The revolutionary government briefly established new schools before control shifted to American administration. 4) The American regime established a public school system with English as the primary language and brought teachers from the United States. 5) The Japanese era saw some localization of education under military occupation before restoring the Department of Education after World War II.
The Commission on Higher Education (CHED) was established on May 18, 1994 through the Higher Education Act of 1994 to oversee tertiary education in the Philippines. CHED works with DepEd and TESDA to govern the country's three levels of education and pursues better quality of life through education. It implements projects, formulates policies, sets standards, monitors performance, and identifies centers of excellence for higher learning institutions.
Historical perspective of the Philippine educational system 100220073509-phpa...Ʀohema Maguad
The Philippine educational system has undergone many changes throughout history. During pre-Spanish times, education focused on reading, writing and arithmetic, and was conducted by tribal tutors. Under Spanish rule, education became religion-oriented and was only available to the elite. Various reforms established public education systems, including making primary education free and compulsory. American rule saw the introduction of English as the medium of instruction and the establishment of higher education institutions. The Japanese regime during World War 2 emphasized Filipino history and culture. Presently, the trifocal system divides responsibilities between DepEd, TESDA, and CHED. The Governance of Basic Education Act of 2001 redefined the roles of DepEd field offices to empower school heads and enable
The Revised Basic Education Curriculum (RBEC) of 2002 aimed to provide students with knowledge, skills, attitudes, and values needed for personal development and contributing to a changing society. It was based on a 16-year study that began in 1986 and recommendations from the Philippine Commission on Educational Reforms. Key features included greater emphasis on reading skills, interactive learning, integrating subjects, and teaching values across all areas. The curriculum structure focused on core subjects like Filipino, English, math, and science, as well as experiential areas like citizenship education. Its desired outcome was to develop patriotic, environmentally sensitive, and God-fearing students.
Historical Development of Philippine Educational SystemEthan Dela Paz
Brief Historical Development of Philippine Education System - Pre-Spanish, Spanish, American, Commonwealth, Japanese and Present Philippine Education System.
Historical Development of the Philippine Educational SystemAnne Castro
This is the gist of how education started and developed in the Philippines. It consists of years, educational enhancements, and the legal basis of those developments in education. It is a lesson from EDUC 39
Teaching profession (Historical Perspective of Philippine Educational System)Franzelle Mae Lignes
Education in the Philippines has evolved from early settlers to the present. The Philippine Educational system has a very deep history in which it has undergone several stage of development going to the present system of education.
- Primitive people lived simple lives through hunting and gathering. They lived in crude huts and had tribal organizations led by elders. Education was informal and passed down through oral tradition.
- Early civilizations like the Sumerians, Egyptians, and Indians established more formal schooling systems. Education focused on religious, vocational, and cultural preservation topics through apprenticeships, memorization, and imitation of teachers.
- Schools were located in homes, temples, and later dedicated buildings. Education was generally not universal or standardized, with fees limiting access. Contributions included early writing systems, mathematics, and scientific knowledge.
The Philippine educational system has developed significantly over time through different governing eras:
1) The pre-Spanish era consisted of informal, vocational training passed down from parents and tribal tutors. 2) The Spanish era introduced religion-focused schooling for elite children, though access gradually expanded. 3) The revolutionary government briefly established new schools before control shifted to American administration. 4) The American regime established a public school system with English as the primary language and brought teachers from the United States. 5) The Japanese era saw some localization of education under military occupation before restoring the Department of Education after World War II.
The Commission on Higher Education (CHED) was established on May 18, 1994 through the Higher Education Act of 1994 to oversee tertiary education in the Philippines. CHED works with DepEd and TESDA to govern the country's three levels of education and pursues better quality of life through education. It implements projects, formulates policies, sets standards, monitors performance, and identifies centers of excellence for higher learning institutions.
Historical perspective of the Philippine educational system 100220073509-phpa...Ʀohema Maguad
The Philippine educational system has undergone many changes throughout history. During pre-Spanish times, education focused on reading, writing and arithmetic, and was conducted by tribal tutors. Under Spanish rule, education became religion-oriented and was only available to the elite. Various reforms established public education systems, including making primary education free and compulsory. American rule saw the introduction of English as the medium of instruction and the establishment of higher education institutions. The Japanese regime during World War 2 emphasized Filipino history and culture. Presently, the trifocal system divides responsibilities between DepEd, TESDA, and CHED. The Governance of Basic Education Act of 2001 redefined the roles of DepEd field offices to empower school heads and enable
The Revised Basic Education Curriculum (RBEC) of 2002 aimed to provide students with knowledge, skills, attitudes, and values needed for personal development and contributing to a changing society. It was based on a 16-year study that began in 1986 and recommendations from the Philippine Commission on Educational Reforms. Key features included greater emphasis on reading skills, interactive learning, integrating subjects, and teaching values across all areas. The curriculum structure focused on core subjects like Filipino, English, math, and science, as well as experiential areas like citizenship education. Its desired outcome was to develop patriotic, environmentally sensitive, and God-fearing students.
Historical Development of Philippine Educational SystemEthan Dela Paz
Brief Historical Development of Philippine Education System - Pre-Spanish, Spanish, American, Commonwealth, Japanese and Present Philippine Education System.
Historical Development of the Philippine Educational SystemAnne Castro
This is the gist of how education started and developed in the Philippines. It consists of years, educational enhancements, and the legal basis of those developments in education. It is a lesson from EDUC 39
Teaching profession (Historical Perspective of Philippine Educational System)Franzelle Mae Lignes
Education in the Philippines has evolved from early settlers to the present. The Philippine Educational system has a very deep history in which it has undergone several stage of development going to the present system of education.
- Primitive people lived simple lives through hunting and gathering. They lived in crude huts and had tribal organizations led by elders. Education was informal and passed down through oral tradition.
- Early civilizations like the Sumerians, Egyptians, and Indians established more formal schooling systems. Education focused on religious, vocational, and cultural preservation topics through apprenticeships, memorization, and imitation of teachers.
- Schools were located in homes, temples, and later dedicated buildings. Education was generally not universal or standardized, with fees limiting access. Contributions included early writing systems, mathematics, and scientific knowledge.
The document discusses the Commonwealth Period in Philippine history and education. Some key points:
1) The Commonwealth Period was when the Philippines was controlled by the United States, with Manuel Quezon as the first elected Filipino leader.
2) The educational system during this period emphasized moral character, civic conscience, personal discipline, and vocational efficiency through methods like memorization and recitation.
3) Commonwealth Act No. 586 of 1940 established reforms like reducing elementary school to 6 years, setting the entrance age to 7, and introducing double sessions to accommodate more students.
4) Commonwealth Act No. 180 gave regulatory power over private schools to the Secretary of Public Instruction to maintain educational standards.
Historical Perspective Of The Philippine Educational SystemSauyo High School
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 education and the curriculum ofleonilitabadillo
The document discusses the historical development of curriculum in the Philippines under different ruling powers. It traces curriculum goals and methods from the pre-Hispanic informal education, to the religion-focused Spanish curriculum, the English-medium American curriculum, the Japanese propaganda-driven curriculum during WWII, and post-independence reforms emphasizing nationalism, democracy, and economic development. The changing curriculums reflected the goals and ideologies of successive foreign and local rulers in the Philippines.
Philippines Curriculum History - Mark Albert C. NardoMarcusAlbertus
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
Historical background of curriculum in the philippinesPrincessEvanoso
The document traces the historical development of curriculum in the Philippines from pre-Spanish times to the present. It discusses how curriculum evolved under different periods of influence - starting with no formal schooling during the pre-Hispanic era, the introduction of religion-focused curriculum during Spanish colonization, the inclusion of English and American traditions during American rule, the expansion of education and use of Filipino as the medium of instruction in the Commonwealth period, the emphasis on vocational education and Japanese language under Japanese occupation, and the current implementation of the K-12 program with its academic, vocational, sports and arts tracks.
Curriculum development in the Philippines by Karel Mie M. Pradomiekhy
This document discusses the historical development of curriculum in the Philippines from pre-Spanish times to present. It describes how the curriculum evolved under Spanish, American, and Japanese rule, as well as changes made after independence. Major shifts included the introduction of English, vocational subjects, and aligning the curriculum with societal needs. Under the 'New Society' in the 1970s, the curriculum emphasized moral virtues and practical skills to meet the country's challenges and integrate education with everyday life.
The document discusses the history of education in the Philippines from pre-Spanish times to present. It covers the major periods of: education before 1521, during Spanish rule from 1521-1896, during the Philippine Revolution of 1896-1899, under American occupation from 1898-1935, during the Commonwealth period of 1935-1941, and under Japanese occupation from 1941-1944. For each period, it outlines the key characteristics, reforms, and developments that shaped education in the Philippines.
History of Philippine Educational System: pptLangGa2
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
Historical Perspective of The Philippine Educational Systemracelisidoro
The educational system in the Philippines has evolved over centuries under different ruling governments. During Spanish colonial rule from 1521-1898, education was religion-oriented with Spanish as the compulsory language. Under American rule from 1898-1946, a public school system was established using English as the medium of instruction. During Japanese occupation from 1942-1945, Tagalog and Philippine history became subjects and education was reserved for Filipinos. The educational system has continued developing with the establishment of agencies such as TESDA and CHED to oversee technical/vocational education and higher education.
The document provides a timeline of the Philippine educational system from the pre-Spanish period to the present. It discusses the goals, characteristics, and notable developments in education during each major historical period of influence:
1) Pre-Spanish period focused on survival, conformity, and enculturation through informal community-based education.
2) Spanish period aimed to spread Christianity through church-run schools teaching Catholicism, Latin, and Spanish.
3) American period sought to promote democracy by establishing a formal, centralized system using English and introducing public schools.
4) Japanese period aimed to spread the new Asian order through a propaganda-focused curriculum promoting the Japanese language and values.
5) Post-war
The document discusses the history and development of the Philippine education curriculum from the 1970s to 2010. It covers several key periods and reforms:
1) The National Elementary School Curriculum (NESC) was developed in 1983 to be the first research-based curriculum in the Philippines. It standardized subjects and increased instructional time for basic skills.
2) In 2002, the Revised Basic Education Curriculum (RBEC) was implemented based on recommendations to improve literacy, numeracy, and values education. It organized subjects into core learning areas and emphasized interactive approaches.
3) By 2010, the secondary curriculum was further refined using the Understanding by Design model to clearly define learning objectives, assessments, and instructional plans
The document summarizes the history and development of the Philippine education system from pre-Hispanic times to the present. It describes how education progressed from informal oral teachings to a formal system established by Spanish colonizers focused on religion, then expanded by Americans to include English, sciences and self-governance. The system faced changes under Japanese occupation and martial law but now follows a K-12 structure patterned after the US with English as the primary language of instruction.
Philippine Educational System During the Japanese OccupationMia de Guzman
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.
This document provides an overview of primitive education, Egyptian education, Greek education (Spartan and Athenian), and Roman education. It discusses the aims, types, content, agencies, organization, methods, financing, and contributions of each system. The document is a lecture or lesson plan on the historical foundations of education covering educational practices from earliest times through the Roman era. It analyzes how education systems evolved over time in relation to the cultures and societies that developed them.
This Presidential Decree establishes the professionalization of teachers in the Philippines by creating the National Board for Teachers. The Board will regulate the teaching profession by administering examinations, issuing teaching certificates, and overseeing the qualifications and standards for teachers. The Decree defines teaching as a profession, establishes the minimum educational requirements to take the teacher certification exam, and outlines the powers and duties of the National Board for Teachers to professionalize and regulate the teaching profession in the Philippines.
Historical Perspective in Philippine EducationGenesis Felipe
The document provides a historical overview of the Philippine educational system from the pre-Spanish era through the Spanish era.
In the pre-Spanish era, education was informal and focused on vocational training through observation and imitation. There was no organized system of education. During the Spanish era, a formal education system was established with a focus on religion, Spanish language, and control by friars. Several schools and colleges were established but education remained limited. The 1863 decree expanded access but issues remained around resources, control, and attendance. The First Republic briefly established self-governance after the Spanish-American war.
Chinese education is based on Confucianism and aims to teach students the five key relationships as outlined in Confucian texts. Education consists mainly of memorizing these sacred texts and commentaries in order to live according to the natural path outlined. The goal is to master the literature and language such that students can pass state examinations to enter government positions. Schools focus on memorizing characters, canonical books, and developing essay writing skills, while examinations serve as the main controlling institution for the education system.
This document provides a history of the Philippine education system from the pre-colonial period through the 2010s. It describes how education was decentralized prior to colonization, then established by Spanish missionaries and continued under American rule. The system grew to include public elementary and secondary schools, as well as universities. In the 2010s, the Philippines implemented a K-12 program to extend basic education from 10 to 12 years and better prepare students.
Historical Foundation of Philippine Curriculum 01EyoRoldanE
The historical foundation of the Philippine curriculum has evolved over different periods of colonization and government. During the pre-Hispanic period, education was oral, practical, and prepared children for community roles. Under Spanish rule, friars established religious schools but limited education to Spanish students. Americans used education to pacify natives and established public schools. Japan occupied the Philippines during WWII and aimed to cultivate love for Japanese culture in schools. The modern Philippine curriculum was established under the K-12 system with kindergarten, elementary, junior high, and senior high levels focused on developing learner-centered, culture-sensitive education.
The Philippine Education Through the Years.pdfJenevieveUmayam
This document provides a historical overview of the development of education in the Philippines from the pre-colonial period through Spanish colonial rule, the American period, and independence. It discusses how education was decentralized pre-colonially and then established by Spanish missionaries. The 1863 decree created a free public education system, and American rule further standardized schools. The system continued to develop through changes in government over the 20th century.
The document summarizes the history of education in the Philippines under different foreign influences - Spanish, American, Japanese, and the current system. Under Spanish rule, the religious orders established the first schools and universities with a focus on Catholic doctrine. During the American period, a public education system was established with English as the medium of instruction. The Japanese occupation saw the introduction of the Japanese language and culture into schools. Today, the Philippine education system remains influenced by the US but has advanced to offer free public education from elementary through high school.
The document discusses the Commonwealth Period in Philippine history and education. Some key points:
1) The Commonwealth Period was when the Philippines was controlled by the United States, with Manuel Quezon as the first elected Filipino leader.
2) The educational system during this period emphasized moral character, civic conscience, personal discipline, and vocational efficiency through methods like memorization and recitation.
3) Commonwealth Act No. 586 of 1940 established reforms like reducing elementary school to 6 years, setting the entrance age to 7, and introducing double sessions to accommodate more students.
4) Commonwealth Act No. 180 gave regulatory power over private schools to the Secretary of Public Instruction to maintain educational standards.
Historical Perspective Of The Philippine Educational SystemSauyo High School
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 education and the curriculum ofleonilitabadillo
The document discusses the historical development of curriculum in the Philippines under different ruling powers. It traces curriculum goals and methods from the pre-Hispanic informal education, to the religion-focused Spanish curriculum, the English-medium American curriculum, the Japanese propaganda-driven curriculum during WWII, and post-independence reforms emphasizing nationalism, democracy, and economic development. The changing curriculums reflected the goals and ideologies of successive foreign and local rulers in the Philippines.
Philippines Curriculum History - Mark Albert C. NardoMarcusAlbertus
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
Historical background of curriculum in the philippinesPrincessEvanoso
The document traces the historical development of curriculum in the Philippines from pre-Spanish times to the present. It discusses how curriculum evolved under different periods of influence - starting with no formal schooling during the pre-Hispanic era, the introduction of religion-focused curriculum during Spanish colonization, the inclusion of English and American traditions during American rule, the expansion of education and use of Filipino as the medium of instruction in the Commonwealth period, the emphasis on vocational education and Japanese language under Japanese occupation, and the current implementation of the K-12 program with its academic, vocational, sports and arts tracks.
Curriculum development in the Philippines by Karel Mie M. Pradomiekhy
This document discusses the historical development of curriculum in the Philippines from pre-Spanish times to present. It describes how the curriculum evolved under Spanish, American, and Japanese rule, as well as changes made after independence. Major shifts included the introduction of English, vocational subjects, and aligning the curriculum with societal needs. Under the 'New Society' in the 1970s, the curriculum emphasized moral virtues and practical skills to meet the country's challenges and integrate education with everyday life.
The document discusses the history of education in the Philippines from pre-Spanish times to present. It covers the major periods of: education before 1521, during Spanish rule from 1521-1896, during the Philippine Revolution of 1896-1899, under American occupation from 1898-1935, during the Commonwealth period of 1935-1941, and under Japanese occupation from 1941-1944. For each period, it outlines the key characteristics, reforms, and developments that shaped education in the Philippines.
History of Philippine Educational System: pptLangGa2
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
Historical Perspective of The Philippine Educational Systemracelisidoro
The educational system in the Philippines has evolved over centuries under different ruling governments. During Spanish colonial rule from 1521-1898, education was religion-oriented with Spanish as the compulsory language. Under American rule from 1898-1946, a public school system was established using English as the medium of instruction. During Japanese occupation from 1942-1945, Tagalog and Philippine history became subjects and education was reserved for Filipinos. The educational system has continued developing with the establishment of agencies such as TESDA and CHED to oversee technical/vocational education and higher education.
The document provides a timeline of the Philippine educational system from the pre-Spanish period to the present. It discusses the goals, characteristics, and notable developments in education during each major historical period of influence:
1) Pre-Spanish period focused on survival, conformity, and enculturation through informal community-based education.
2) Spanish period aimed to spread Christianity through church-run schools teaching Catholicism, Latin, and Spanish.
3) American period sought to promote democracy by establishing a formal, centralized system using English and introducing public schools.
4) Japanese period aimed to spread the new Asian order through a propaganda-focused curriculum promoting the Japanese language and values.
5) Post-war
The document discusses the history and development of the Philippine education curriculum from the 1970s to 2010. It covers several key periods and reforms:
1) The National Elementary School Curriculum (NESC) was developed in 1983 to be the first research-based curriculum in the Philippines. It standardized subjects and increased instructional time for basic skills.
2) In 2002, the Revised Basic Education Curriculum (RBEC) was implemented based on recommendations to improve literacy, numeracy, and values education. It organized subjects into core learning areas and emphasized interactive approaches.
3) By 2010, the secondary curriculum was further refined using the Understanding by Design model to clearly define learning objectives, assessments, and instructional plans
The document summarizes the history and development of the Philippine education system from pre-Hispanic times to the present. It describes how education progressed from informal oral teachings to a formal system established by Spanish colonizers focused on religion, then expanded by Americans to include English, sciences and self-governance. The system faced changes under Japanese occupation and martial law but now follows a K-12 structure patterned after the US with English as the primary language of instruction.
Philippine Educational System During the Japanese OccupationMia de Guzman
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.
This document provides an overview of primitive education, Egyptian education, Greek education (Spartan and Athenian), and Roman education. It discusses the aims, types, content, agencies, organization, methods, financing, and contributions of each system. The document is a lecture or lesson plan on the historical foundations of education covering educational practices from earliest times through the Roman era. It analyzes how education systems evolved over time in relation to the cultures and societies that developed them.
This Presidential Decree establishes the professionalization of teachers in the Philippines by creating the National Board for Teachers. The Board will regulate the teaching profession by administering examinations, issuing teaching certificates, and overseeing the qualifications and standards for teachers. The Decree defines teaching as a profession, establishes the minimum educational requirements to take the teacher certification exam, and outlines the powers and duties of the National Board for Teachers to professionalize and regulate the teaching profession in the Philippines.
Historical Perspective in Philippine EducationGenesis Felipe
The document provides a historical overview of the Philippine educational system from the pre-Spanish era through the Spanish era.
In the pre-Spanish era, education was informal and focused on vocational training through observation and imitation. There was no organized system of education. During the Spanish era, a formal education system was established with a focus on religion, Spanish language, and control by friars. Several schools and colleges were established but education remained limited. The 1863 decree expanded access but issues remained around resources, control, and attendance. The First Republic briefly established self-governance after the Spanish-American war.
Chinese education is based on Confucianism and aims to teach students the five key relationships as outlined in Confucian texts. Education consists mainly of memorizing these sacred texts and commentaries in order to live according to the natural path outlined. The goal is to master the literature and language such that students can pass state examinations to enter government positions. Schools focus on memorizing characters, canonical books, and developing essay writing skills, while examinations serve as the main controlling institution for the education system.
This document provides a history of the Philippine education system from the pre-colonial period through the 2010s. It describes how education was decentralized prior to colonization, then established by Spanish missionaries and continued under American rule. The system grew to include public elementary and secondary schools, as well as universities. In the 2010s, the Philippines implemented a K-12 program to extend basic education from 10 to 12 years and better prepare students.
Historical Foundation of Philippine Curriculum 01EyoRoldanE
The historical foundation of the Philippine curriculum has evolved over different periods of colonization and government. During the pre-Hispanic period, education was oral, practical, and prepared children for community roles. Under Spanish rule, friars established religious schools but limited education to Spanish students. Americans used education to pacify natives and established public schools. Japan occupied the Philippines during WWII and aimed to cultivate love for Japanese culture in schools. The modern Philippine curriculum was established under the K-12 system with kindergarten, elementary, junior high, and senior high levels focused on developing learner-centered, culture-sensitive education.
The Philippine Education Through the Years.pdfJenevieveUmayam
This document provides a historical overview of the development of education in the Philippines from the pre-colonial period through Spanish colonial rule, the American period, and independence. It discusses how education was decentralized pre-colonially and then established by Spanish missionaries. The 1863 decree created a free public education system, and American rule further standardized schools. The system continued to develop through changes in government over the 20th century.
The document summarizes the history of education in the Philippines under different foreign influences - Spanish, American, Japanese, and the current system. Under Spanish rule, the religious orders established the first schools and universities with a focus on Catholic doctrine. During the American period, a public education system was established with English as the medium of instruction. The Japanese occupation saw the introduction of the Japanese language and culture into schools. Today, the Philippine education system remains influenced by the US but has advanced to offer free public education from elementary through high school.
1. Education in the Philippines underwent changes from informal teaching by parents before Spanish colonization to a formal system established by Spanish friars to teach Christianity and convert natives.
2. The Spanish established the first formal schools called parochial schools to teach religion, reading, writing and practical skills. They prioritized educating children over adults.
3. The 1863 Education Decree required towns to establish free primary schools for boys and girls and teacher training schools, expanding access to education. However, the Spanish and friars still tightly controlled the educational system and curriculum.
The document summarizes the evolution of education in the Philippines from pre-Hispanic times through the American period. It discusses the indigenous Philippine legal tradition and education system prior to colonization, then outlines how education developed under Spanish rule with the establishment of parochial schools and the University of Santo Tomas. The American period brought the creation of a public school system and establishment of the Philippine Normal School and University of the Philippines. Major developments after World War 2 included the growth of teacher training institutions and private universities.
Historical background of philippine curriculumSALINASVIVIANS
The document summarizes the historical development of the Philippine curriculum from pre-Hispanic times to the present. During the pre-Hispanic period, learning was informal and focused on practical skills. Under Spanish rule, the friars established parochial schools to teach Christianity using Spanish as the medium of instruction. The Americans modernized the education system after 1898 but taught in English. The Japanese occupation briefly changed the curriculum during World War 2 before the postwar period saw reforms and the establishment of new agencies and curricula culminating in the current K-12 system.
The document summarizes the historical, legal, and philosophical bases of the Philippine education system. It traces the evolution of Philippine education from pre-colonial times through Spanish, American, Japanese, and post-WWII periods. Key points included the hybrid nature of the system reflecting colonial influences, constitutional provisions establishing education aims, and laws reforming the public school system under different administrations. The trifocal system establishing DepEd, CHED, and TESDA was a response to declining education quality.
Philosophical and Sociological Foundations of Philippine Education System_PhD...Marlon Villaluz
The document provides an overview of the development of the Philippine education system from pre-colonial times through the present day K-12 program. It describes how the system was influenced by Spanish, American, and Japanese colonial rule, establishing formal schools and standardized curricula. The post-colonial system developed a trifocal structure overseen by different government agencies. The new K-12 program aims to strengthen early education, make the curriculum more relevant, and build proficiency in mother tongues and English/Filipino to better prepare students for tertiary education and compete globally.
Historical Foundations of the Philippine CurriculumJen S
- Pre-Hispanic Philippines had no formal schooling, with an oral tradition focusing on practical skills. During the Spanish period, schools were established but only for Spanish students, with an emphasis on religion. Problems included limited curriculum and discrimination against Filipinos.
- Under American rule, a public school system was created with the goal of teaching English. Higher education institutions like UP were also established. During Japanese occupation, schools taught Japanese culture and language in an effort to control the population.
Education during the spanish regime and its colonial effects group 4Lorena Cantong
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.
Education in the Philippines has a long history dating back to pre-Spanish times. It was greatly expanded and formalized during Spanish colonial rule through the establishment of schools, universities, and compulsory primary education. This led to the rise of an educated Filipino class that would go on to lead the independence movement. After US rule was established in the early 1900s, the education system was modeled after that of the United States. Today, education is provided through a mix of public and private institutions in both English and Filipino from primary through tertiary levels, though challenges remain in achieving universal access and quality of education.
Historical background of curriculum in the philippinesManiquezAnneLouise
The document summarizes the history of curriculum in the Philippines from pre-Hispanic times through Spanish colonial rule, the American colonial period, Japanese occupation, and independence. It outlines how education and curriculum have changed over time under different governing powers and ideologies, including the establishment of schools, changes to educational structures and departments, and the introduction of new languages and subjects.
During Spanish colonial rule in the Philippines, the Spanish established a system of religious and public education. The religious orders opened schools immediately upon arriving in different regions and taught reading, writing, and Catholic doctrine. Over time, the Spanish established more advanced schools that taught subjects like Latin, Spanish, sciences, and vocational skills. They also opened some of the first schools for girls. However, criticisms of the Spanish education system argued it focused more on primary education for elite males rather than widespread primary education and it came under increasing control of the religious orders.
This document provides a brief history of the educational periods and systems in the Philippines from pre-Spanish times up until the New Society period under Ferdinand Marcos. It discusses the educational programs, practices, and legal mandates that were established during each period. The periods covered include pre-Spanish, Spanish colonization, American regime, Commonwealth, Japanese occupation, Third Republic, and New Society. For each period, the document outlines the key developments and reforms to the educational system and policies that were implemented.
The History of Philippine Education System Lecture No. 4.pptxAbigailPanes1
The document outlines the key periods in the history of education in the Philippines from pre-colonial times through post-colonial development. It discusses the educational goals, curriculum, and influences during periods of primitive societies, Greek, Roman, Arabic, Medieval, Renaissance, Reformation, and under Western colonial powers like Spain, the United States, and Japan. It also notes the development of education under the Philippine Commonwealth and reforms post-independence, including nationalizing elementary education, values integration, adoption of new curricula like K-12, and the roles of DepEd and CHED.
1. The first educational system in the Philippines was established during the Spanish colonial period, with separate primary and secondary schools for boys and girls run by religious orders that focused on Christian doctrines.
2. The wealthy elite Filipinos, called ilustrados, were the only Filipinos initially able to attend the schools, though in the late 19th century more Filipino students were accepted.
3. The friars and missionaries controlled the educational system and imposed strict rules on students, limiting the curriculum to religious teachings and excluding other subjects of knowledge from Filipinos.
The History of Philippine Education System Lecture No. 4.pptxAbigailPanes1
The document outlines the key periods in the history of education in the Philippines from pre-colonial times through post-colonial eras. It discusses the educational goals, curriculum, and influences during periods of primitive societies, Greek, Roman, Arabic, Medieval, Renaissance, Reformation, and Spanish colonial rule. It also summarizes the educational developments under American colonial, Commonwealth, Japanese occupation, and post-colonial governments, including the establishment of public school systems and policies on curriculum, language of instruction, and teacher qualifications.
Historical perspective of the philippine educational systemGwenitz Ashly
The Philippine educational system has undergone major changes throughout history. During pre-Spanish times, education was informal and focused on vocational skills. When Spain colonized the Philippines, they replaced tribal tutors with Spanish missionaries and made education religion-focused and only for the elite. Several reforms gradually liberalized access to education. When the US took control after the Spanish-American War, they established a free public school system using English as the medium of instruction. The system grew to include high schools, technical schools, and the University of the Philippines. Reforms in the 20th century established departments of education and further restructured the system to focus on basic, technical/vocational, and higher education.
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.
The document provides a historical overview of education institutions in the Philippines from pre-colonial times to the present. It describes how education was passed down orally or through writing systems in indigenous communities pre-colonially. During Spanish colonization from the 1500s, the religious orders established schools exclusively for Spanish and rich mestizo children. Some of the oldest existing higher education institutions were also founded during this time like the University of Santo Tomas and Colegio de Santa Potenciana. American occupation formalized the education system and established more colleges. The Japanese occupation briefly implemented education guidelines during World War 2 before control returned to American and Philippine administration in the post-war period.
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The Philippine Education Through the Years.pptx
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12. Table of Contents
◦ Pre-Colonial Period
◦ Spanish Period
◦ First Republic
◦ American Period
◦ Third Republic
◦ Fourth Republic
◦ Fifth Republic
◦ 2000s
◦ 2010s and the K-12 program
13. Pre-Colonial Period
◦During the pre-colonial period, education was
decentralized. Children were provided with vocational
training but little in the way of traditional academics.
Philippine schools were headed by parents or by their
tribal tutors. Stories, songs, poetry and dances were
passed from generation to generation through oral
tradition. They employed a unique writing system
known as Baybayin.
14. Spanish Period
◦ When the Spanish first arrived in Manila, they were surprised to find a population with a
literacy rate higher than that of Madrid.
◦ During the early Spanish period, most education was conducted by religious orders. Friars,
recognizing the value of the literate indigenous population, built printing presses to produce
material in baybayin. Missionaries studied the local languages and the baybayin writing system
to better communicate with the local populations and teach Christianity.
◦ The church and the school cooperated to ensure that Christian villages had schools for
students to attend.
◦ Spanish missionaries established schools immediately after reaching the islands. The
Augustinians opened a school in Cebu in 1565. The Franciscans, immediately took to the task
of improving literacy in 1577, aside from the teaching of new industrial and agricultural
techniques. The Jesuits followed in 1581, as well as the Dominicans in 1587, and they started a
school in their first mission at Bataan.
◦ In 1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, and was
incorporated into the University of Santo Tomas, College Medicine and Pharmacy following the
suppression of the Jesuits.
15. ◦ The first book printed in the Philippines dates back to 1590. It was a
Chinese language version of Doctrina Christiana. A Spanish and Tagalog
version, in both Latin script and the locally used baybayin script, was
later printed in 1593.
◦ In 1610, Tomas Pinpin, a Filipino printer, writer and publisher, who is
sometimes referred as the "Patriarch of Filipino Printing", wrote his
famous "Librong Pagaaralan nang manga Tagalog nang Uicang
Castilla", which was meant to help Filipinos learn the Spanish language.
The prologue read:
◦ “Let us therefore study, my countrymen, for although the art of
learning is somewhat difficult, yet if we are persevering, we shall soon
improve our knowledge. Other Tagalogs like us did not take a year to
learn the Spanish language when using my book. This good result has
given me satisfaction and encouraged me to print my work, so that all
may derive some profit from it.’’
16. ◦ In 1640, the Universidad de San Felipe de Austria was established in Manila. It
was the first public university in the Philippines. On April 28, 1611, the
University of Santo Tomas was founded in Manila as the Colegio de Nuestra
Señora del Santisimo Rosario.
◦ By the end of the 16th century, several religious orders had established charity
hospitals all over the archipelago and provided the bulk of public services.
These hospitals also became the setting for rudimentary scientific research
work on pharmacy and medicine.
◦ The Jesuits also founded the Colegio de San Jose in 1601 and took over the
management in what later became Escuela Municipal in 1859. Escuela
Municipal was later renamed to Ateneo Municipal de Manila in 1865, and is
known today as Ateneo de Manila University). The Dominicans founded the
Colegio de San Juan de Letran in 1620 in Manila.
17. ◦ The Educational Decree of 1863 created a free public education
system in the Philippines that was run by the government. It was
the first such education system in Asia. The decree mandated the
establishment of at least one primary school for boys and one for
girls in each town under the responsibility of the municipal
government, as well as the establishment of a normal school for
male teachers under the supervision of the Jesuits. Primary
education was free and available to every Filipino, regardless of
race or social class. Contrary to what the propaganda of the
Spanish– American War tried to depict, they were not religious
schools, but schools that were established, supported, and
maintained by the Spanish Government.
18. ◦ In 1866, the total population of the Philippines was 4,411,261. The total
number of public schools for boys was 841, and the number of public schools
for girls was 833. The total number of children attending those schools was
135,098 for boys, and 95,260 for girls. In 1892, the number of schools had
increased to 2,137, of which 1,087 were for boys, and 1,050 for girls. By 1898,
enrollment in schools at all levels exceeded 200,000 students.
◦ Because of the implementation of public education, a new social class of
educated Filipinos arose, the Ilustrados ('enlightened ones'). This new,
welleducated middle class of Filipinos would later lead the Philippine
independence movement, using Spanish as their common language. Among
the Ilustrados who had also studied in Spain were Jose Rizal,Garciano Lopez,
Marcelo H. Del Pilar , Mariano Ponce, and Antonio Luna, who were later to
lead the cause of Filipino selfgovernment and independence.
19. First Republic
◦ The defeat of Spain following the Spanish-American War led to the
short-lived independence movement, which established the insurgent
First Philippine Republic. The schools maintained by Spain for more
than three centuries were closed briefly, but were reopened on August
29, 1898 by the Secretary of Interior. The Burgos Institute (the
country's first law school), the Academia Militar (the country's first
military academy), and the Literary University of the Philippines were
established. Article 23 of the Malolos Constitution mandated that
public education would be free and obligatory in all schools of the
nation under the First Philippine Republic. However, the Philippine–
American War hindered its progress.
20. American Period
◦An improved public school system was established
during the first decade of American rule upon the
recommendation of the Schurman Commission. Free
primary instruction that trained people for the duties of
citizenship and avocation was enforced by the Taft
Commission per instructions of President William
McKinley. Chaplains and non-commissioned officers
were assigned to teach using English as the medium of
instruction.
21. ◦A highly centralized public school system was installed in
1901 by the Philippine Commission and legislated by Act
No. 74. Act No. 74 exposed a severe shortage of qualified
teachers. As a result, the Philippine Commission
authorized the Secretary of Public Instruction to bring
more than 1,000 teachers from the United States, who
were called the Thomasites, to the Philippines between
1901 to 1902. These teachers were scattered throughout
the islands to establish barangay schools. The same law
established the Philippine Normal School (now the
Philippine Normal University) to train aspiring Filipino
teachers.
22. ◦The high school system was supported by provincial
governments and included special educational
institutions, school of arts and trades, an agricultural
school, and commerce and marine institutes, which were
established in 1902 by the Philippine Commission.
◦In 1908, the Philippine Legislature approved Act No.
1870, which created the University of the Philippines. The
Reorganization Act of 1916 provided the Filipinization of
all department secretaries except the Secretary of Public
Instruction.
23. ◦ The emergence of high school education in the Philippines, however, did not
happen until 1910. It was borne out of the rise in big businesses and
technological advances in factories and the emergence of electrification, which
required skilled workers. In order to meet this new job demand, high schools
were created and the curriculum focused on practical job skills that would
better prepare students for professional white collar or skilled blue collar work.
This proved to be beneficial for both the employer and the employee; the
investment in human capital caused employees to become more efficient,
which lowered costs for the employer, and skilled employees received a higher
wage than employees with just primary educational attainment.
◦ Two decades later, enrollment in elementary schools was about one million
(up from about 150,000 in 1901), and about 100,000 in high school (up from
less than 20,000 in 1901).
24. Third Republic
◦In 1947, under Executive Order No. 94, the
Department of Instruction was changed to the
Department of Education. During this period, the
regulation and supervision of public and private
schools belonged to the Bureau of Public and
Private Schools.
25. Fourth Republic
◦ In 1972, the Department of Education became the Department of Education and Culture under
Proclamation 1081, which was signed by President Ferdinand Marcos.
◦ Following a referendum of all barangays in the Philippines from January 10–15, 1973, President Marcos
ratified the 1973 Constitution by Proclamation 1102 on January 17, 1973. The 1973 Constitution set out the
three fundamental aims of education in the Philippines:
◦ To foster love of country;
◦ Teach the duties of citizenship; and
◦ Develop moral character, self-discipline, and scientific, technological and vocational efficiency.
◦ On September 24, 1972, by Presidential Decree No. 1, the Department of Education, Culture and Sports
was decentralized with decision-making shared among thirteen regional offices.
◦ In 1978, by the Presidential Decree No. 1397, the Department of Education and Culture became the
Ministry of Education and Culture.
◦ The Education Act of 1982 provided for an integrated system of education covering both formal and non-
formal education at all levels. Section 29 of the act sought to upgrade education institutions' standards to
achieve "quality education", through voluntary accreditation for schools, colleges, and universities. Section
16 and Section 17 upgraded the obligations and qualifications required for teachers and administrators.
Section 41 provided for government financial assistance to private schools.[16] This act also created the
Ministry of Education, Culture and Sports.
26. Fifth Republic
◦ On February 2, 1987, a new Constitution for the Philippines was ratified. Section 3, Article XIV of the 1987
Constitution contains the ten fundamental aims of education in the Philippines. It is also seen that under the
1987 Constitution (under Section 2 (2), Article XIV), only elementary school was made compulsory.
◦ In 1987, the Ministry of Education, Culture and Sports became the Department of Education, Culture and
Sports under Executive Order No. 117. The structure of DECS as embodied in the order remained practically
unchanged until 1994.
◦ On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655 and the Free Public
Secondary Education Act of 1988, which mandated free public secondary education commencing in the
school year 1988–1989.
◦ On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students aged 15 to 25
may be employed during Christmas and summer vacation with a salary not lower than the minimum wage--
with 60% of the wage paid by the employer and 40% by the government.
◦ The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of DECS
into three parts. On May 18, 1994, the Congress passed Republic Act 7722, the Higher Education Act of 1994,
creating the Commission on Higher Education (CHED), which assumed the functions of the Bureau of Higher
Education and supervised tertiary degree programs. On August 25, 1994, the Congress passed Republic Act
7796, the Technical Education and Skills Development Act of 1994, creating the Technical Education and Skills
Development Authority (TESDA), which absorbed the Bureau of Technical-Vocational Education as well as
the National Manpower and Youth Council, and began to supervise non-degree technical-vocational
programs.[22] DECS retained responsibility for all elementary and secondary education.[18] This threefold
division became known as the "trifocal system of education in the Philippines".
27. 2000s
◦ In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act,
was passed. This act changed the name of the Department of Education, Culture and Sports
(DECS) to the Department of Education and redefined the role of field offices (regional
offices, division offices, district offices and schools). The act provided the overall framework
for school empowerment by strengthening the leadership roles of headmasters and
fostering transparency and local accountability for school administrations. The goal of basic
education was to provide the school age population and young adults with skills,
knowledge, and values to become caring, self-reliant, productive, and patriotic citizens.
◦ In 2005, the Philippines spent about US$138 per pupil compared to US$3,728 in Japan,
US$1,582 in Singapore and US$852 in Thailand.
◦ In January 2009, the Department of Education signed a memorandum of agreement with
the United States Agency for International Development to seal $86 million assistance to
Philippine education, particularly the access to quality education in the Autonomous Region
in Muslim Mindanao (ARMM), and the Western and Central Mindanao regions
28. 2010s and the K-12 program
◦ The start of the twenty-first century's second decade saw a major improvement in the Philippine
education system.
◦ In 2011, the Department of Education started to implement the new K-12 educational system, which also
included a new curriculum for all schools nationwide. The K-12 program has a so-called "phased
implementation", which started in S.Y 2011-2012.
◦ There are four "phases" during the implementation of the new system. These are:
◦ Phase I: Laying the Foundations. Its goal is to finally implement the universal kindergarten, and the
"development of the (entire) program".
◦ Phase II: Modeling and Migration. Its goal is to promote the enactment of the basic education law, to
finally start of the phased implementation of the new curriculum for Grades 1 to 4 and 7 to 10, and for
the modeling of the senior high school.
◦ Phase III: Complete Migration. Its goal is to finally implement the Grades 11 and 12 or the senior high
school, and to signal the end of migration to the new educational system.
◦ Phase IV: Completion of the Reform. Its goal is to complete the implementation of the K12 education
system.