The document discusses the history of the Philippine educational system and the trifocalization law. It provides context on how the educational system evolved from tribal tutors under the Spanish, to the implementation of American systems, Japanese occupation, and post-war reforms. It then outlines the mandates and focuses of the three main departments under trifocalization - DepEd for basic education, TESDA for technical/vocational training, and CHED for higher education. The trifocalization framework aims to improve coordination between the three sectors and clarify their roles in developing the country's human resources.
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
R.A. 10533 Enhanced Basic Education Act of 2013MrsERivera
This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.
Secondary education development program (sedp) power pointJohanna Manzo
The document summarizes the Secondary Education Development Program (SEDP) in the Philippines. It was created in 1989 to address problems with the previous 1973 curriculum and improve the quality of secondary education. The SEDP aimed to reform the curriculum, provide teachers with quality materials, improve facilities, and provide staff development opportunities. It established 8 core subjects to be taught across four years of secondary school. The new curriculum was tested in 80 pilot schools across different types of secondary schools before being implemented nationwide.
Organization and structure of the philippine education systemhaighdz27
I. The Philippine education system has evolved over centuries under different regimes, with the goals of education changing to suit the priorities of each ruling power.
II. During Spanish rule from 1521-1898, education was formalized and aimed at promoting Christianity and the Spanish language. Under the Americans from 1898-1946, education became secular and focused on teaching democratic ideals and citizenship.
III. The Japanese briefly controlled the Philippines from 1941-1944 and sought to cut dependence on Western nations while promoting Asian solidarity, vocational education, and the Japanese language. Each regime left lasting impacts but the system continued developing to serve the nation's needs.
Trends, Issues, Challenges and Concerns of Philippine Education In the Third ...Michael Cadz
The document discusses trends in education in the Philippines, including higher education reforms, vocational training programs, and technology adoption. It notes that the government budget for education was increased in 2014 to support the K-12 program. Higher education institutions are working to address unemployment through programs transforming agricultural colleges and quality control measures. Vocational training through TESDA is promoted as more practical and affordable than university. TESDA also partners with other countries to share best practices in technical education.
Privileges of Teaching Personnel in Public and Private schoolsVictoria Superal
Teaching personnel in public and private schools enjoy various privileges outlined in laws and regulations. These privileges include maternity/study leave, retirement benefits through GSIS, job security protections, salary increases, and medical benefits. Privileges are granted to recognize the important work of educators and ensure their rights and welfare are protected under the law.
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
R.A. 10533 Enhanced Basic Education Act of 2013MrsERivera
This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.
Secondary education development program (sedp) power pointJohanna Manzo
The document summarizes the Secondary Education Development Program (SEDP) in the Philippines. It was created in 1989 to address problems with the previous 1973 curriculum and improve the quality of secondary education. The SEDP aimed to reform the curriculum, provide teachers with quality materials, improve facilities, and provide staff development opportunities. It established 8 core subjects to be taught across four years of secondary school. The new curriculum was tested in 80 pilot schools across different types of secondary schools before being implemented nationwide.
Organization and structure of the philippine education systemhaighdz27
I. The Philippine education system has evolved over centuries under different regimes, with the goals of education changing to suit the priorities of each ruling power.
II. During Spanish rule from 1521-1898, education was formalized and aimed at promoting Christianity and the Spanish language. Under the Americans from 1898-1946, education became secular and focused on teaching democratic ideals and citizenship.
III. The Japanese briefly controlled the Philippines from 1941-1944 and sought to cut dependence on Western nations while promoting Asian solidarity, vocational education, and the Japanese language. Each regime left lasting impacts but the system continued developing to serve the nation's needs.
Trends, Issues, Challenges and Concerns of Philippine Education In the Third ...Michael Cadz
The document discusses trends in education in the Philippines, including higher education reforms, vocational training programs, and technology adoption. It notes that the government budget for education was increased in 2014 to support the K-12 program. Higher education institutions are working to address unemployment through programs transforming agricultural colleges and quality control measures. Vocational training through TESDA is promoted as more practical and affordable than university. TESDA also partners with other countries to share best practices in technical education.
Privileges of Teaching Personnel in Public and Private schoolsVictoria Superal
Teaching personnel in public and private schools enjoy various privileges outlined in laws and regulations. These privileges include maternity/study leave, retirement benefits through GSIS, job security protections, salary increases, and medical benefits. Privileges are granted to recognize the important work of educators and ensure their rights and welfare are protected under the law.
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
The document outlines the Technical Educational and Skills Development Act of 1994 (TESDA Act), which created the Technical Education and Skills Development Authority (TESDA) in the Philippines. TESDA replaced existing agencies and absorbed their functions to provide a coordinated approach to technical education and skills training. The TESDA Board was established to set policies, plans, and programs for technical education, and includes government secretaries and private sector representatives. TESDA aims to develop skilled middle-level workers and promote internationally competitive technical education to meet the needs of industry.
LEGAL BASES OF SCHOOL ADMINISTRATION AND SUPERVISIONCey Gloria
This document summarizes several laws related to school administration and supervision in the Philippines. It outlines the historical development of school administration from the Philippine Commission established by the U.S. president in 1901 to the current laws. It then categorizes laws related to school organization and control, teaching personnel, school curriculum, and students/pupils. Some key laws mentioned include the Philippine Constitution, the Education Act of 1940, and laws establishing the Board of Education and standardizing teacher salaries.
Philosophy, goals and objective of educationPaulpogz
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.
The document discusses several major laws related to the Philippine educational system:
- The 1987 Constitution outlines principles like quality education for all, free public education, and academic freedom. It also addresses the roles of different entities in the educational system.
- Presidential Decree No. 6-A of 1972 aims to achieve economic and social progress through education. It establishes goals and objectives, and outlines a 10-year program for improvement.
- Batas Pambansa Blg. 232 (The Education Act of 1982) provides for an integrated education system. It defines national development goals and promotes equal access to education. The law also establishes rights and duties of parents, students, and school personnel.
Activity 2 historical background of curriculum in the philippinesladykenndagatan
The document provides an overview of the history of education in the Philippines from pre-Hispanic times through the modern era. It describes how education was conducted during periods of Spanish colonial rule, American occupation, Japanese occupation, and independence. It notes that the Americans established a public school system and used education to promote democracy, while the Japanese aimed to spread Japanese culture and language. It also outlines the development of the Philippine education system and curriculum over time.
Journey in the Basic Education Curricular reformsPaul Christian
The document summarizes the major curricular reforms in basic education in the Philippines from 1946 to 2013. It outlines the changes to elementary and secondary education curricula over this period, including the introduction of new plans like the 2-2 plan in 1957, the Revised Secondary Education Program in 1973, the New Secondary Education Curriculum in 1989, and the 2002 Basic Education Curriculum. It also notes the implementation of the K-12 program beginning in 2012 as the expansion of basic education to include kindergarten and 2 additional years of senior high school.
This document summarizes laws and policies related to teachers in the Philippines across four categories: Commonwealth Acts, Republic Acts, Presidential Decrees, and Executive Orders. Some key points covered include:
- Commonwealth Act No. 177 protects teachers' tenure and places them under civil service rules. Commonwealth Act No. 578 recognizes teachers as persons in authority.
- Republic Act No. 4670, the Magna Carta for Public School Teachers, aims to improve teachers' living and working conditions to attract and retain qualified teachers.
- Presidential decrees establish rules for teacher examinations, eligibility, professionalization, and pensions.
- Executive orders cover policies like a new teacher career progression system, teacher salaries and benefits
The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
The document summarizes the Philippine national budget allocation for education from fiscal years 2017 to 2021. It shows that funding has increased each year, with the Department of Education budget rising from ₱543 billion in 2017 to ₱556 billion in 2021. The bulk of funds are spent on personnel services and school operations, while capital outlays have fluctuated between ₱135 billion and ₱19 billion. Key areas that received additional funding include basic education facilities, assistance to students and teachers, and programs supporting continued education during COVID-19.
Code of Ethics for Professional Teachers.pptxREVINAIMPOC
This document outlines the code of ethics for professional teachers in the Philippines as established by Republic Act No. 7836. It defines teaching as a profession and prescribes licensing requirements for teachers. The code of ethics covers the responsibilities of teachers to the state, community, profession, and authorities. It emphasizes teachers upholding high standards, engaging in continuing education, and maintaining integrity, confidentiality and cooperation with colleagues. Teachers must respect policies and address grievances through proper channels while prioritizing students' rights. Overall, the code establishes guidelines for teachers' conduct and duties.
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.
This document outlines the key provisions of the 1982 Education Act of the Philippines. It establishes the national developmental goals of economic development, social progress, and national unity. It declares the right to quality education for all individuals regardless of attributes. The document defines the formal education system, rights of students, parents, and school personnel, and duties of various stakeholders to uphold educational objectives in support of national goals. It provides the objectives for elementary, secondary, and tertiary levels of education to train manpower and develop professions to advance the nation.
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
It developed a new high school curriculum to upgrade secondary education which had been considered the weakest link in the school system. It aims to strengthen student’s for work and for tertiary education.
This program was implemented nationwide beginning SY 1989-1990 with the New Secondary Education Curriculum (NSEC) as a major component.
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.
The major legal bases of the Philippine educational system are outlined in the 1987 Constitution and Batas Pambansa Blg. 232 (The Education Act of 1982). The Constitution establishes the state's role in providing free and accessible quality education for all citizens. It mandates a complete educational system and compulsory elementary education. The Education Act of 1982 provides further protections for students' and teachers' rights and helps maintain educational quality and standards. Other important laws that shaped the Philippine educational system include the 1935 and 1973 Constitutions, various acts establishing government bodies to oversee education, and laws promoting free public secondary education and the teaching of patriotism.
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.
This document outlines the key points of the Philippine Professionalization Act of 1994. The act was passed to regulate teacher licensure exams and professionalize the teaching profession to ensure a responsible and literate citizenry. It establishes a Board for Professional Teachers to set ethics standards and qualifications. Teachers must pass the licensure exam, get enrolled in the professional registry, take an oath, and obtain a license before they can legally practice teaching. The act also includes penal provisions for those practicing without a license, including fines and imprisonment.
The document provides a detailed history and overview of the Philippine education system from ancient times to the present. It discusses the major periods and reforms, including the Spanish colonial period where education focused on Christian doctrines, the establishment of public education under the American period, and more recent implementations like the K-12 program and universal kindergarten. It also outlines the current structure, including compulsory education levels, tertiary options, and the government agencies that administer education. Finally, it discusses several issues that have arisen, such as inadequate funding, contractualization of teachers, and concerns about cultural sensitivity and specialization within the system.
This document discusses current language-in-education policies and the implementation of bilingual education policies in the Philippines. It identifies the problems that arise from multilingualism and defines language-in-education policy and overt and covert language policies. It also outlines the goals of the 1987 Philippine policy on bilingual education, which aims to develop competence in both Filipino and English, and discusses some of the challenges in implementing this policy. Finally, it lists the learning outcomes for understanding the implementation of bilingual education policies.
This document is the Republic Act No. 7784 which aims to strengthen teacher education in the Philippines by establishing Centers of Excellence for teacher education. It creates the Teacher Education Council to identify these centers of excellence based on criteria like qualified faculty, adequate facilities, and effective education programs. The Council will also formulate policies to improve teacher education across public and private institutions. It appropriates 100 million pesos to fund the initial activities of the Centers of Excellence and Council.
The document outlines the Technical Educational and Skills Development Act of 1994 (TESDA Act), which created the Technical Education and Skills Development Authority (TESDA) in the Philippines. TESDA replaced existing agencies and absorbed their functions to provide a coordinated approach to technical education and skills training. The TESDA Board was established to set policies, plans, and programs for technical education, and includes government secretaries and private sector representatives. TESDA aims to develop skilled middle-level workers and promote internationally competitive technical education to meet the needs of industry.
LEGAL BASES OF SCHOOL ADMINISTRATION AND SUPERVISIONCey Gloria
This document summarizes several laws related to school administration and supervision in the Philippines. It outlines the historical development of school administration from the Philippine Commission established by the U.S. president in 1901 to the current laws. It then categorizes laws related to school organization and control, teaching personnel, school curriculum, and students/pupils. Some key laws mentioned include the Philippine Constitution, the Education Act of 1940, and laws establishing the Board of Education and standardizing teacher salaries.
Philosophy, goals and objective of educationPaulpogz
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.
The document discusses several major laws related to the Philippine educational system:
- The 1987 Constitution outlines principles like quality education for all, free public education, and academic freedom. It also addresses the roles of different entities in the educational system.
- Presidential Decree No. 6-A of 1972 aims to achieve economic and social progress through education. It establishes goals and objectives, and outlines a 10-year program for improvement.
- Batas Pambansa Blg. 232 (The Education Act of 1982) provides for an integrated education system. It defines national development goals and promotes equal access to education. The law also establishes rights and duties of parents, students, and school personnel.
Activity 2 historical background of curriculum in the philippinesladykenndagatan
The document provides an overview of the history of education in the Philippines from pre-Hispanic times through the modern era. It describes how education was conducted during periods of Spanish colonial rule, American occupation, Japanese occupation, and independence. It notes that the Americans established a public school system and used education to promote democracy, while the Japanese aimed to spread Japanese culture and language. It also outlines the development of the Philippine education system and curriculum over time.
Journey in the Basic Education Curricular reformsPaul Christian
The document summarizes the major curricular reforms in basic education in the Philippines from 1946 to 2013. It outlines the changes to elementary and secondary education curricula over this period, including the introduction of new plans like the 2-2 plan in 1957, the Revised Secondary Education Program in 1973, the New Secondary Education Curriculum in 1989, and the 2002 Basic Education Curriculum. It also notes the implementation of the K-12 program beginning in 2012 as the expansion of basic education to include kindergarten and 2 additional years of senior high school.
This document summarizes laws and policies related to teachers in the Philippines across four categories: Commonwealth Acts, Republic Acts, Presidential Decrees, and Executive Orders. Some key points covered include:
- Commonwealth Act No. 177 protects teachers' tenure and places them under civil service rules. Commonwealth Act No. 578 recognizes teachers as persons in authority.
- Republic Act No. 4670, the Magna Carta for Public School Teachers, aims to improve teachers' living and working conditions to attract and retain qualified teachers.
- Presidential decrees establish rules for teacher examinations, eligibility, professionalization, and pensions.
- Executive orders cover policies like a new teacher career progression system, teacher salaries and benefits
The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.
The document summarizes the Philippine national budget allocation for education from fiscal years 2017 to 2021. It shows that funding has increased each year, with the Department of Education budget rising from ₱543 billion in 2017 to ₱556 billion in 2021. The bulk of funds are spent on personnel services and school operations, while capital outlays have fluctuated between ₱135 billion and ₱19 billion. Key areas that received additional funding include basic education facilities, assistance to students and teachers, and programs supporting continued education during COVID-19.
Code of Ethics for Professional Teachers.pptxREVINAIMPOC
This document outlines the code of ethics for professional teachers in the Philippines as established by Republic Act No. 7836. It defines teaching as a profession and prescribes licensing requirements for teachers. The code of ethics covers the responsibilities of teachers to the state, community, profession, and authorities. It emphasizes teachers upholding high standards, engaging in continuing education, and maintaining integrity, confidentiality and cooperation with colleagues. Teachers must respect policies and address grievances through proper channels while prioritizing students' rights. Overall, the code establishes guidelines for teachers' conduct and duties.
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.
This document outlines the key provisions of the 1982 Education Act of the Philippines. It establishes the national developmental goals of economic development, social progress, and national unity. It declares the right to quality education for all individuals regardless of attributes. The document defines the formal education system, rights of students, parents, and school personnel, and duties of various stakeholders to uphold educational objectives in support of national goals. It provides the objectives for elementary, secondary, and tertiary levels of education to train manpower and develop professions to advance the nation.
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
It developed a new high school curriculum to upgrade secondary education which had been considered the weakest link in the school system. It aims to strengthen student’s for work and for tertiary education.
This program was implemented nationwide beginning SY 1989-1990 with the New Secondary Education Curriculum (NSEC) as a major component.
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.
The major legal bases of the Philippine educational system are outlined in the 1987 Constitution and Batas Pambansa Blg. 232 (The Education Act of 1982). The Constitution establishes the state's role in providing free and accessible quality education for all citizens. It mandates a complete educational system and compulsory elementary education. The Education Act of 1982 provides further protections for students' and teachers' rights and helps maintain educational quality and standards. Other important laws that shaped the Philippine educational system include the 1935 and 1973 Constitutions, various acts establishing government bodies to oversee education, and laws promoting free public secondary education and the teaching of patriotism.
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.
This document outlines the key points of the Philippine Professionalization Act of 1994. The act was passed to regulate teacher licensure exams and professionalize the teaching profession to ensure a responsible and literate citizenry. It establishes a Board for Professional Teachers to set ethics standards and qualifications. Teachers must pass the licensure exam, get enrolled in the professional registry, take an oath, and obtain a license before they can legally practice teaching. The act also includes penal provisions for those practicing without a license, including fines and imprisonment.
The document provides a detailed history and overview of the Philippine education system from ancient times to the present. It discusses the major periods and reforms, including the Spanish colonial period where education focused on Christian doctrines, the establishment of public education under the American period, and more recent implementations like the K-12 program and universal kindergarten. It also outlines the current structure, including compulsory education levels, tertiary options, and the government agencies that administer education. Finally, it discusses several issues that have arisen, such as inadequate funding, contractualization of teachers, and concerns about cultural sensitivity and specialization within the system.
This document discusses current language-in-education policies and the implementation of bilingual education policies in the Philippines. It identifies the problems that arise from multilingualism and defines language-in-education policy and overt and covert language policies. It also outlines the goals of the 1987 Philippine policy on bilingual education, which aims to develop competence in both Filipino and English, and discusses some of the challenges in implementing this policy. Finally, it lists the learning outcomes for understanding the implementation of bilingual education policies.
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.
Development of the four pronged approachHazel Hall
This document discusses the history and development of approaches to teaching reading in the Philippine education system. It outlines a four-pronged approach focusing on developing genuine love for reading, critical thinking, mastery of language structure, and transfer of skills. This approach emerged from revisions to the basic education curriculum aimed at strengthening global competitiveness. The 1987 Philippine Constitution and subsequent laws like the Governance of Basic Education Act of 2001 established frameworks to promote quality, accessible education for all citizens. This included objectives like citizenship, ethics, science and technology. Recent curriculum reforms like the Restructured Basic Education Curriculum in the 2000s further aimed to improve literacy and develop life skills through a reduced subject focus.
The document discusses the aims and objectives of curriculum at different levels of education:
(1) The elementary curriculum aims to provide knowledge, skills, attitudes and values for personal development and contributing to society.
(2) The secondary curriculum aims to develop successful learners, confident individuals, and responsible citizens. Citizenship is at the heart of the curriculum.
(3) The college general education curriculum aims to develop general skills and engage students in intellectual work across various disciplines. It focuses on both foundational approaches and specific fields of knowledge.
Alternative learning system in the philippinesJhen Fernando
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.
The document discusses three types of education: formal, informal, and non-formal education. Formal education typically takes place in schools and involves licensed teachers, a set curriculum, and learning subjects like math, science, and arts. Informal education refers to learning from things like books and websites without a teacher or school. Non-formal education involves learning skills not taught in school, like literacy or job skills, through means like distance learning or home education. Both informal and non-formal education can involve books, online learning, and acquiring new skills and knowledge.
The document summarizes the key aspects of the Philippine education system, including its history, structure, philosophies, and challenges. It outlines the educational ladder comprising elementary, secondary, and tertiary levels. It discusses problems such as inadequate access to basic education, poor education quality, weaknesses in the public school system including low budgets, teacher and classroom shortages. It also covers trends and policies to improve access and quality of basic education through establishing more schools, upgrading teacher qualifications, and decentralizing educational management.
1. Defining History and Sources of History
2. Concept and Forms of Education
3. Concept of History of Education
4. Method of Teaching
5. Stages of Education Development
6. The National Policy on Education (NPE)
7. Concept of Indigenous Education
8. Colonial Government involvement in Nigeria Education in the 19th Century (1842-1882)
9. The Need for the 1916 Ordinance in the 20th Century
10. 21st Century System of Education in Nigeria
Strategies for enhancing the functionality of business studies in the univers...Alexander Decker
The document discusses strategies for enhancing the functionality of Business Studies in the Universal Basic Education Programme in South South Nigeria. It notes that Business Studies was introduced late in Nigerian secondary schools by colonial masters who feared advancing Nigeria's economic and technological development. The Universal Basic Education Programme aims to address issues of access, quality and equity in primary and junior secondary education. However, many schools lack adequate facilities and teachers for effective implementation of Business Studies. The study recommends increasing student interest in Business Studies, improving facilities, ensuring adequate teaching staff, making Business Studies a core subject, and increasing state government funding access.
The document outlines the history and reforms of the Philippine education system. It discusses key reforms like the K-12 program implemented in 2012 to align the education system with global standards. The K-12 program added two years to high school and improved teacher training. It also overhauled the curriculum with a focus on job readiness, STEM skills and 21st century competencies. More recent reforms presented in 2023 aim to further strengthen foundational skills, implement blended learning, and prioritize teacher welfare.
This document summarizes key Philippine laws around the professionalization of teaching:
- Presidential Decree 1006 (1977) first declared teaching a profession and required a professional certificate. It aimed to improve teacher quality and recognition.
- Republic Act 7836 (1994) created the Board of Professional Teachers and required teachers to pass the Licensure Examination for Teachers.
- Republic Act 9293 further amended RA 7836 to support hiring the most competent teachers and get the "best and brightest" into classrooms. The laws sought to improve teacher training, raise the esteem of teaching as a profession, and enhance educational quality in the Philippines.
Historical Foundation of Philippine CurriculumSer Karl
Historical Foundation of Philippine Curriculum:the contribution of the Philippine Presidents to the curricular reforms.
It includes changes from 3rd Republic, New Society until the present times.
This document discusses the Presidential Decree No. 1006 which aims to professionalize teaching in the Philippines. Some key points:
- It declares a policy for teacher education to be of the highest quality and oriented towards Philippine conditions and needs.
- It recognizes the vital role of teachers in nation-building and aims to regulate the teaching profession to ensure qualitative standards are met amid rapid teacher recruitment.
- It creates the National Board for Teachers to oversee the qualification requirements and licensure examination for teaching applicants and certification of teachers.
This document compares the educational systems of Mexico and Portugal. It outlines the goals of education, historical/cultural perspectives, government funding, structure from nursery to graduate school, organization/management, teacher education programs, challenges faced, and preparations for the 21st century in both countries. Key differences include Mexico having higher population and GDP but Portugal allocating a larger percentage of its budget to education. Both countries struggle with education inequality and school dropout rates.
Trends, issues and policies in philippine educationlaven ayala
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.
Trifocalization in the Educational System of the PhilippinesKathleen Abaja
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
The 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.
Present Problem of Philippines Educational System.pdfBorbeAnaliza
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The document discusses the history and issues with the Philippine education system and proposals to improve it through the "Philippine New Education Highway". It notes that in the 1990s, the Philippines spent less on education than neighboring countries. While enrollment was high, educational quality and outcomes were poor. Several commissions recommended coordinating the different education agencies and integrating education from preschool through college to address issues like disparities in access and poor teaching. This proposal to create a unified "Main Education Highway" framework became a priority to help the Philippines develop a skilled workforce and knowledge-based economy.
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This document discusses the impact of globalization and sustainable development goals on human resource management. It begins by outlining the objectives of discussing these impacts and introducing the game of unscrambling words related to HR. It then addresses how globalization affects HR practices such as attracting international employees, navigating various laws and customs, managing talent competition, and ensuring diversity and social responsibility. Both the benefits and challenges of globalization for HR are presented. Sustainable development goals and their aim to balance economic, social and environmental issues are introduced. Finally, Ambisyon Natin 2040 which outlines Filipinos' goals and aspirations for 2040 is summarized based on a national survey.
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This document discusses human resource management in education. It outlines the functions of HR which include staff maintenance, staff relations, staff development, procurement of staff, and job performance reward. The roles of HR in education are to allocate the workforce to tasks and decide the number and skill sets of new employees to hire. Effective HR management in education addresses three major issues - ensuring employees have the required skills for their tasks, developing employees, and creating a conducive work environment. Challenges that HR faces in education include problems with staffing, poor working conditions, and integrating information and communication technology.
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2. TOPICS
Definition of Trifocalization.
History of the Philippines Education.
Focuses of DepEd
Focuses of CHED
Focuses of TESDA
SY 2023 Trifocalization Law
2
7. HISTORY
SY 2023 Trifocalization Law 7
Tribal
Tutors
Spanish
Missionaries
Thomasites
Filipinization of
Instructions
Japanese
Educational
Policies
Pre-Martial
Law TES
(New
curriculum)
9. HISTORY
SY 2023 Trifocalization Law 9
Tribal
Tutors
Spanish
Missionaries
Thomasites
Filipinization
of
Instructions
Japanese
Educational
Policies
Pre-Martial
Law TES
(New
curriculum)
Informal and
Unstructured.
Vocational
Training and
less academics
10. HISTORY
SY 2023 Trifocalization Law 10
Spanish
Missionaries
Religion centered
Elite only
Spanish is compulsory
Boys and girls schools are
separated
Inadequate, suppressed, and
controlled
11. HISTORY
SY 2023 Trifocalization Law 11
Tribal
Tutors
Spanish
Missionaries
Thomasites
Filipinization
of
Instructions
Japanese
Educational
Policies
Pre-Martial
Law TES
(New
curriculum)
Informal and
Unstructured.
Vocational
Training and
less academics
Religion
centered
Elite only
Spanish is
compulsory
Boys and
girls schools
are
separated
Inadequate,
suppressed,
and
controlled
12. HISTORY
SY 2023 Trifocalization Law 12
Thomasites
American Teachers
Free and Compulsory
elementary
English is the medium of
instructions
600 teachers from USA taught in
Philippines
13. HISTORY
SY 2023 Trifocalization Law 13
Tribal
Tutors
Spanish
Missionaries
Thomasites
Filipinization
of
Instructions
Japanese
Educational
Policies
Pre-Martial
Law TES
(New
curriculum)
Informal and
Unstructured.
Vocational
Training and
less academics
Religion
centered
Elite only
Spanish is
compulsory
Boys and
girls schools
are
separated
Inadequate,
suppressed,
and
controlled
American
Teachers
Free and
Compulsory
elementary
English is the
medium of
instructions
600 teachers
from USA
taught in
Philippines
14. HISTORY
SY 2023 Trifocalization Law 14
Filipinization
of
Instructions
Free public school system
assignment of Filipino secretary
for department of instruction
15. HISTORY
SY 2023 Trifocalization Law 15
Tribal
Tutors
Spanish
Missionaries
Thomasites
Filipinization
of
Instructions
Japanese
Educational
Policies
Pre-Martial
Law TES
(New
curriculum)
Informal and
Unstructured.
Vocational
Training and
less academics
Religion
centered
Elite only
Spanish is
compulsory
Boys and
girls schools
are
separated
Inadequate,
suppressed,
and
controlled
American
Teachers
Free and
Compulsory
elementary
English is the
medium of
instructions
600 teachers
from USA
taught in
Philippines
Free public
school
system
assignment
of Filipino
secretary for
department
of
instruction
16. HISTORY
SY 2023 Trifocalization Law 16
Japanese
Educational
Policies
Creation of ministry of
education
Emphasized vocational and
technical education, aimed at
producing skilled workers
free textbooks and building new
schools
17. HISTORY
SY 2023 Trifocalization Law 17
Tribal
Tutors
Spanish
Missionaries
Thomasites
Filipinization
of
Instructions
Japanese
Educational
Policies
Pre-Martial
Law TES
(New
curriculum)
Informal and
Unstructured.
Vocational
Training and
less academics
Religion
centered
Elite only
Spanish is
compulsory
Boys and
girls schools
are
separated
Inadequate,
suppressed,
and
controlled
American
Teachers
Free and
Compulsory
elementary
English is the
medium of
instructions
600 teachers
from USA
taught in
Philippines
Free public
school
system
assignment
of Filipino
secretary for
department
of
instruction
Creation of
ministry of
education
Emphasized
vocational and
technical
education,
aimed at
producing
skilled workers
free textbooks
and building
new schools
18. HISTORY
SY 2023 Trifocalization Law 18
Pre-Martial
Law
government expanded access to
education
government increased
investments in education
literacy rate also improved
significantly
Establishment of Ministry of
Education
Decentralization of education
Curriculum reforms
Modernization of facilities
Textbook Development
19. HISTORY
SY 2023 Trifocalization Law 19
Pre-Martial
Law
DepEd to DEC to MEC to MECSE
3 comprehensive educational
studies ( PCSPE, SOUTELE, EEEP)
Recognize 2 system
NESC and NSEC
20. HISTORY
SY 2023 Trifocalization Law 20
Tribal
Tutors
Spanish
Missionaries
Thomasites
Filipinization
of
Instructions
Japanese
Educational
Policies
Pre-Martial
Law TES
(New
curriculum)
Informal and
Unstructured.
Vocational
Training and
less academics
Religion
centered
Elite only
Spanish is
compulsory
Boys and
girls schools
are
separated
Inadequate,
suppressed,
and
controlled
American
Teachers
Free and
Compulsory
elementary
English is the
medium of
instructions
600 teachers
from USA
taught in
Philippines
Free public
school
system
assignment
of Filipino
secretary for
department
of
instruction
Creation of
ministry of
education
Emphasized
vocational and
technical
education,
aimed at
producing
skilled workers
free textbooks
and building
new schools
government
expanded access to
education
government
increased
investments in
education
literacy rate also
improved
significantly
Establishment of
Ministry of
Education
Decentralization of
education
Curriculum reforms
Modernization of
facilities
Textbook
Development
21. HISTORY
SY 2023 Trifocalization Law 21
TES
MECSE to DECS
Increase government funding
EDCOM
RA 7722
RA 7796
Trifocalazition took effect (1994)
RA 9155
EFA
22. HISTORY
SY 2023 Trifocalization Law 22
Tribal
Tutors
Spanish
Missionaries
Thomasites
Filipinization
of
Instructions
Japanese
Educational
Policies
Pre-Martial
Law TES
(New
curriculum)
Informal and
Unstructured.
Vocational
Training and
less academics
Religion
centered
Elite only
Spanish is
compulsory
Boys and
girls schools
are
separated
Inadequate,
suppressed,
and
controlled
American
Teachers
Free and
Compulsory
elementary
English is the
medium of
instructions
600 teachers
from USA
taught in
Philippines
Free public
school
system
assignment
of Filipino
secretary for
department
of
instruction
Creation of
ministry of
education
Emphasized
vocational and
technical
education,
aimed at
producing
skilled workers
free textbooks
and building
new schools
government
expanded access to
education
government
increased
investments in
education
literacy rate also
improved
significantly
Establishment of
Ministry of
Education
Decentralization of
education
Curriculum reforms
Modernization of
facilities
Textbook
Development
MECSE to
DECS
Increase
government
funding
EDCOM
RA 7722
RA 7796
Trifocalazition
took effect
(1994)
RA 9155
EFA
24. HISTORY
SY 2023 Trifocalization Law 24
Tribal
Tutors
Spanish
Missionaries
Thomasites
Filipinization
of
Instructions
Japanese
Educational
Policies
Pre-Martial
Law TES
(New
curriculum)
Informal and
Unstructured.
Vocational
Training and
less academics
Religion
centered
Elite only
Spanish is
compulsory
Boys and
girls schools
are
separated
Inadequate,
suppressed,
and
controlled
American
Teachers
Free and
Compulsory
elementary
English is the
medium of
instructions
600 teachers
from USA
taught in
Philippines
Free public
school
system
assignment
of Filipino
secretary for
department
of
instruction
Creation of
ministry of
education
Emphasized
vocational and
technical
education,
aimed at
producing
skilled workers
free textbooks
and building
new schools
government
expanded access to
education
government
increased
investments in
education
literacy rate also
improved
significantly
Establishment of
Ministry of
Education
Decentralization of
education
Curriculum reforms
Modernization of
facilities
Textbook
Development
MECSE to
DECS
Increase
government
funding
EDCOM
RA 7722
RA 7796
Trifocalazition
took effect
(1994)
RA 9155
EFA
K to 12
Distance
learning
ALS
27. RECOMENDATION
Department of Education
(Basic Education)
Technical Education
and Skills
Development
Authority
( TVET Sector)
Commission on Higher
Education
(Higher Education)
27
SY 2023
Trifocalization Law
29. R.A. 7722
AN ACT CREATING THE COMISSION ON
HIGHER EDUCTION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER
PURPOSES
29
SY 2023 Trifocalization Law
30. R.A.
7722
30
SY 2023 Trifocalization Law
Higher Education
Act of 1994 1
May 18, 1994 2
abolished the Bureau of
Higher Education 3
It covers public and private
higher educational
institutions
4
31. MANDATE
31
SY 2023 Trifocalization Law
Promote
quality
education
Broaden access
to higher
education
Protect academic
freedom for
continuing intellectual
growth
Ensure
advancement of
learning and
research
32. R.A.
7722
SY 2023 Trifocalization Law 32
Holders of
earned
doctorate(s)
Actively engaged in
higher education for
at least 10 years
Must not have been
candidates for
elective in elections
academicians known for
their higher degree of
professionalism and
integrity
The CHED is composed of a Chairman
and four Commissioners with a term
of four years and they shall be
33. 33
SY 2023 Trifocalization Law
They act as collegial body in
formulating plans, policies, and
strategies relating to higher
education and deciding important
matters and problems and regarding
the operations of CHED
It has an Executive office
which oversees the over-all
implementation of policies,
project, and operations of
the various offices of CHED.
34. R.A. 7796
AN ACT CREATING THE TECHNICAL
EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY, PROVIDING FOR ITS POWERS,
STRUCTURE AND FOR OTHER PURPOSES.
34
SY 2023 Trifocalization Law
35. R.A.
7796
35
SY 2023 Trifocalization Law
“Technical educational and skills
development act of 1994” or “the
TESDA Act of 1994”
1 Aug 24, 1994 2
encourage the full
participation of and
mobilization the industry,
labor, local government
units and technical-
vocational institutions
provides technical
education and skills
development
opportunities
one women representative from the
employer/ industry organization,
one for labor sector, and one from
the national association of private
technical –vocational education and
training institutions
37. MANDATE
37
SY 2023 Trifocalization Law
Integrate, coordinate and
monitor skills development
programs
1
Restructure efforts to
promote and develop
middle-level manpower
2
Approve skills
standards and tests 3
Develop an accreditation
system for institutions involved
in middle-level manpower
development
4
Fund programs and projects for
technical education and skills
development
5
Assist trainers
training programs 6
39. R.A. 9155
AN ACT INSTITUTING A FRAMEWORK OF
GOVERNANCE FOR BASIC EDUUCATION,
ESTABLISHING AUTHORITYY AND
ACCOUNTABILITY, RENAMING THE
DEPARTMENT OF EDUCATION, CULTURE AND
SPORTS AS THE DEPARTMENT OF
EDUCATION, AND FOR OTHERS PURPOSES
39
SY 2023 Trifocalization Law
41. SEC. 2 DECLARATION OF
POLICY
41
SY 2023 Trifocalization Law
Protect and promote
1
Making
accessible to all 2
Free education 3
Alternative
Learning systems 4
In
Include
Caring
42. SEC. 2 DECLARATION OF
POLICY
42
SY 2023 Trifocalization Law
Aim:
provide the
best
possible
education
Heart of formal
education 1
Governance of Basic
Education 2
Aim:
Begin at the
national level
Learning
centers
Field offices
Programs, projects,
and services
Referred
as
translated
43. SEC.
4
PURPOSES
AND
OBJECTIVE
SyY 2023 Trifocalization Law 43
To Provide the framework for the governance of
basic education
Sec 3
• Set the general directions for educational policies and standards and
establish authority, accountability and responsibility for achieving
higher learning outcomes
To define the roles and responsibilities of, and
provide resources to the field offices
Sec 3
• Implement educational programs, projects ad services in
communities they serve.
To make schools and learning centers the most
important vehicle for
Sec 3
• Teaching and learning of national values
• Developing in the Filipino learners love of country and pride in its rich
heritage
44. SEC.
4
PURPOSES
AND
OBJECTIVE
SY 2023 Trifocalization Law 44
To ensure that schools and
learning centers receive the kind
of focused attention they deserve
Sec 3
Schools and learning centers to
reflect the values of the
community
Sec 3
45. SEC.
4
PURPOSES
AND
OBJECTIVE
SY 2023 Trifocalization Law 45
encourage local initiatives for the
improvement of schools and learning
centers
Sec 3
• To provide the means by which there
improvements may be achieved and sustained
establish schools and learning
centers as facilities where:
Sec 3
• Schools children are able to learn a range of core
competencies
• Out-of-school youth and adult learners are
provide alternative learning programs
46. IMPLEMENTING
RULES
AND
REGULATIONS
The secretary of
the DepEd shall
exercise overall
authority and
supervision over
the operations of
the Department
A division shall consist of a
province or city which shall
have a schools division
superintendent. There shall
be at least one assistant
school division
superintendent and office
staff for programs
promotion,, planning,
administrative, fiscal, legal,
ancillary, and other support
services.
There shall be as many
regional offices as many
be provided by law. Each
regional office shall have
a director, an assistant
director and office staff
for programs promotion
and support, planning,
administrative, legal and
fiscal service
SY 2023 Trifocalization Law
46
47. IMPLEMENTING
RULES
AND
REGULATIONS
47
SY 2023 Trifocalization Law
There shall be a school head for all
public elementary schools and public
high schools or a cluster thereof. The
establishment of integrated school
from existing public elementary and
public high school shall be
encouraged, subject to the guidelines
that will be issues for the purposes by
the Secretary of Education
48. “WITHOUT EDUCATION AND LIBERTY, WHICH ARE THE SOIL
AND THE SUN OF MAN, NO REFORM IS POSSIBLE, NO
MEASURE CAN GIVE THE RESULT DESIRE.”
Jose Rizal
SY 2023 Trifocalization Law 48
49. "Carlos P. Romulo and Philippine Education" by Ruby Mangunay, published in the Philippine Star:
https://www.philstar.com/education-and-home/2015/10/09/1510014/carlos-p-romulo-and-philippine-
education
"Carlos P. Romulo's Legacy in Philippine Education" by Roderick T. dela Cruz, published in
BusinessMirror: https://businessmirror.com.ph/2019/01/11/carlos-p-romulos-legacy-in-philippine-
education/
"The Educational Legacy of Carlos P. Romulo" by Ronald Meinardus, published in the Friedrich
Naumann Foundation for Freedom website: https://www.freiheit.org/philippinen/educational-legacy-
carlos-p-romulo
"Carlos P. Romulo: A Visionary Leader of Philippine Education" by Dr. Conrado E. Iñigo Jr., published in
the Philippine Journal of Education
"Carlos P. Romulo: A Legacy of Leadership and Service" by the Carlos P. Romulo Foundation for Peace
and Development
"Carlos P. Romulo: A Statesman for All Seasons" by the Official Gazette of the Republic of the
Philippines.
"Education in the Philippines During the Pre-Martial Law Period." The Philippine Diary Project.
http://philippinediaryproject.com/2013/09/27/education-in-the-philippines-during-the-pre-martial-
law-period/
Bernardo, Allan. "Education in the Philippines During the Pre-Martial Law Period." Academia.edu.
https://www.academia.edu/38171692/Education_in_the_Philippines_During_the_Pre-Martial_Law_Period
"The Pre-Martial Law Years (1946-1972)." Philippine Almanac.
http://www.philippinealmanac.com/2014/07/02/the-pre-martial-law-years-1946-1972/
"Education in the Philippines: A Brief History." National Historical Commission of the Philippines.
https://nhcp.gov.ph/education-in-the-philippines-a-brief-history/
"Education During the Marcos Regime" by Czarina Joy Ong, published in the Philippine Collegian:
https://www.philippinecollegian.org/education-during-the-marcos-regime/
"Education during Martial Law" by NewsLab Philippines: https://newslab.philstar.com/marcos-
years/education-during-martial-law
"A Critical Look at the Marcos Era Education Reforms" by Joel L. Yuvienco, published in the Philippine
Education Journal:
https://www.academia.edu/34755851/A_Critical_Look_at_the_Marcos_Era_Education_Reforms
"Philippine Education under the Marcos Regime: A Historical Overview" by Jomar F. Rabajante,
published in the Journal of Educational and Social Research:
https://www.mcser.org/journal/index.php/jesr/article/view/11068
50. "The Philippine Education System: After Martial Law" by
Michael L. Tan
(https://www.researchgate.net/publication/279543622_T
he_Philippine_Education_System_After_Martial_Law)
"The Evolution of Education in the Philippines" by Allan
B. Bernardo (https://www.deped.gov.ph/wp-
content/uploads/2018/10/The-Evolution-of-Education-in-
the-Philippines.pdf)
"Philippine Education: A Brief History" by Republic of the
Philippines Department of Education
(https://www.deped.gov.ph/about-deped/history-of-
deped/philippine-education-a-brief-history/)
https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-
education-curriculum/
The trifocalization of the educational system in the Philippines refers to the division of responsibilities for education among three main government agencies: the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA).
to improve the quality of education in the Philippines by clarifying the roles and responsibilities of each government agency involved in education, and by providing a clear framework for the development and implementation of education programs and policies.
The trifocalization of the Philippine educational system is intended to promote coordination and cooperation among the three agencies and to ensure that education programs and policies are aligned with the country's development goals and the needs of its citizens.
Prior to the trifocalization of the educational system in the Philippines, the Department of Education (DepEd) was the sole government agency responsible for all aspects of education, from basic education to higher education and technical and vocational education and training. While DepEd was responsible for the development and implementation of education programs and policies, there was a lack of clear focus and direction, and the quality of education was not as high as it could have been.
-education was informal and unstructured
-children were provided with vocational training and less academics by parents and houses of tribal tutors
Agustinians- Collegio de san agustine
Jestuits- San Beda Univ
Dominicans- UST ( Pontifical, royal, and catholic univ of Phil)
Education was “religion centered”
Education for the elite only
Spanish is compulsory
Boys and girls school are separated
Inadequate, suppressed and controlled
1901-1916Department of Public Instruction General Superintendent Act. No. 74 of the Philippine Commission, Jan. 21
1899 Constitution of the republic of the phil article 23 (malolos convention)
1916- dr fed Atkinson General Superintendent
Sergio Osmeña Sr 1935 commonwealth eraSergio Osmeña Sr., the fourth President of the Philippines, made significant contributions to the country's education system. He supported the establishment of more public schools and the improvement of the quality of education. He also passed laws that aimed to provide more funding for education, such as the National Defense Act, which allocated a portion of the country's budget for education and defense. Additionally, he established the Department of Education, Health, and Public Welfare, which helped to oversee and manage the education system in the Philippines.
Jorge Bocobo 1939 was a prominent Filipino educator, writer, and lawyer who made significant contributions to the Philippines' education system. He served as the President of the University of the Philippines (UP) from 1934 to 1939 and worked to modernize the university's curriculum and administrative structure. He also advocated for the use of the national language, Filipino, as a medium of instruction in schools and universities. Bocobo's efforts helped to promote a greater appreciation and use of the Filipino language and culture in education, which has had a lasting impact on the country's education system.
During the Japanese occupation of the Philippines (1942-1945), the education system underwent significant changes. The Japanese introduced a new educational program that emphasized vocational and technical education, aimed at producing skilled workers for the Japanese war effort. The Japanese also established a system of national language schools that taught the Japanese language and culture to Filipino students. However, the use of the Tagalog language was prohibited in these schools.
While the Japanese did make some efforts to improve access to education, such as providing free textbooks and building new schools, their educational policies were primarily designed to serve the interests of the Japanese imperial government, rather than the needs of the Filipino people. Overall, the Japanese occupation had a negative impact on the development of the Philippines' education system, as it disrupted the existing educational infrastructure and promoted a system that was not well-suited to the needs of the country.
Before the imposition of martial law in the Philippines in 1972, the country's education system underwent significant developments and reforms. During this period, the government expanded access to education, particularly at the primary and secondary levels. The government increased investments in education and built new schools, especially in rural areas. The country's literacy rate also improved significantly during this period.
The government also implemented policies aimed at improving the quality of education. These included the establishment of the Education Act of 1953, which provided for the establishment of a national education system, and the Educational Development Projects Implementing Task Force (EDPITAF), which aimed to improve the quality of education and promote research and development in the education sector.
Additionally, during this period, the country's top universities, such as the University of the Philippines, Ateneo de Manila University, and De La Salle University, experienced significant growth and development. These institutions produced some of the country's top intellectuals and professionals, who played significant roles in various fields and industries.
Carlos P. Romulo made several contributions to the educational system in the Philippines. He served as the President of the University of the Philippines, where he instituted reforms and expanded the university's programs. He also worked to improve the educational system as a whole, advocating for better facilities, increased funding, and higher standards.
He was a former Secretary of Education, and during his tenure, he focused on improving the quality of education in the country. Some of his notable contributions include the establishment of the National Science Development Board, the creation of a national policy on educational research, and the promotion of cultural and sports activities in schools.
Onofre Corpuz was a prominent Filipino historian and educator who made significant contributions to the Philippines' educational system. He served as the president of the University of the Philippines from 1987 to 1993, where he worked to promote academic freedom, strengthen the university's research capabilities, and expand its programs and services.
Corpuz was also a respected historian and scholar, whose works on Philippine history and culture helped to promote a deeper understanding of the country's past and its national identity. He wrote several books, including "The Roots of the Filipino Nation," which is widely regarded as a seminal work on Philippine history.
In addition to his contributions to the academic world, Corpuz also served in various government positions, including as the Secretary of Education and Culture from 1986 to 1987. He worked to promote educational reforms and initiatives that aimed to improve the quality of education and provide greater access to education for all Filipinos.
The Education Act of 1982 created the Ministry of Education,
During the administration of Ferdinand Marcos Sr. in the Philippines, several notable contributions were made to the educational system. These include the following:
Decentralization of education: The administration implemented the decentralization of education, which meant that more responsibilities were given to local governments and the creation of regional offices for education.
Expansion of higher education: The Marcos administration established new universities and colleges, including the Philippine National University and the Mindanao State University. The government also provided scholarships and financial aid to students from low-income families.
Curriculum reforms: The administration introduced various reforms in the educational curriculum, including the integration of Philippine history and culture into the school curriculum.
Modernization of facilities: The government invested in the construction and modernization of school buildings, classrooms, and laboratories.
Textbook development: The Marcos administration established the Textbook Board, which aimed to produce quality textbooks and other educational materials.
1947-1975 Department of Education- E.O. No. 94 October 1947 (Reorganization Act of 1947) to
1975-1978 Department of Education and Culture Proc. No. 1081, September 24, 1972 to
1978-1984 Ministry of Education and Culture P.D. No. 1397, June 2, 19781984-1986 Ministry of Education, Culture and Sports Education Act of 1982
During the span of 1970 1978 2 comprehensive educational studies were conducted
Presidential Commission to study Phil Education (pcspe)- 1970
survey of outcomes of elementary education (soutele)- 1975 Experiement elementary wsucation program (Eeep)- 1978
1982 educational act recognize 2 system (formal and non-formal)
New Elementary school curriculum and New secondary education cur- 1st research base at the time of marcos
e.o No. 117 in 1987 Department of education, culture, and sports
Article 14 section of 1987 constitution "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.“
EDCOM- to deload duties of decs
Commission on Higher Education (CHED) RA 7722
RA 7796 The creation of the Technical Education and Skills Development Authority (TESDA) in 1994, which provides technical-vocational education and training to Filipinos.
RA9155- DECS to DEPED
EFA- education for all
Fidel v ramos The expansion of the Government Assistance to Students and Teachers in Private Education (GASTPE) program - Under the Ramos administration, the GASTPE program was expanded to provide more financial assistance to students and teachers in private schools.
In 1990, congress passed joint resolution no. 2 creating the education commission. The edcom was co-chaired by senator Edgardo anggara in the senate and congressman carlos padilla in the house.
The main objective of edcom was to study the state of phil education
Findings
Education was under financed
Education was mismanaged
There was a mismatch between industry needs and supply of trained manpower
Poor quality of education
Shortfalss in classrooms
Shortfals in tesxtbooks and teachers
Lox achievement in science, math, and language
Disparity in rural and urban areas in terms of achievement
Declining participation of the private sector
Section 1 title. – This Act Shall be know as the “Higher Education Act of 1994”
It was signed into law on May 18, 1994
The creation of the commission abolished the Bureau of Higher Education, and confined the Jurisdiction of the Department of education to elem and secondary level of education.
The CHED is under the office of the president. It covers public and private higher educational institutions as well as the degree granting programs in all post secondary educational institutions.
Promote quality education
Broaden access to higher education
Protect academic freedom for continuing intellectual growth
Ensure advancement of learning and research
The ched is composed of a chairman and four commissioners with a term of four years and they shall be
Holders of earned doctorate(s)
Actively engaged in higher education for at least 10 years
Must not have been candidates for elective in elections
Shall be academicians known for their higher degree of professionalism and integrity
In general, they act as collegial body in formulating plans, policies, and strategies relating to higher education and deciding important matters and problems and regarding the operations of CHED
It has an Executive office which oversees the over-all implementation of policies, project, and operations of the various offices of CHED.
Section 1 title. – This Act Shall be know as the “Technical educational and skills development act of 1994” or the TESDA Act of 1994
It was signed into law by president f ramos on Aug 24, 1994
This act aims to encourage the full participation of and mobilization the industry, labor, local government units and technical-vocational institutions in the skills development of the country’s human resources.
This act provides technical education and skills development opportunities to the development of high quality filipino middle level manpower with the active participations of the private enterprise ( e.g. those in production, manufacturing, processing, repacking or assembly of goods.
The tesda board shall have one women representative from the employer/ industry organization, one for labor sector, and one from the national association of private technical –vocational education and training institutions
Integrate, coordinate and monitor skills development programs
Restructure efforts to promote and develop middle-level manpower
Approve skills standards and tests
Develop an accreditation system for institutions involved in middle-level manpower development
Fund programs and projects for technical education and skills development
Assist trainers training programs
Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors man power policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors.
Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on manpower development in various areas, industry sectors and institutions.
Section 1 title. – This Act Shall be know as the “Governance of Basic Educatin Act of 2001”
A bill transforming the name of the department of educations, culture, and sports (DECS) to the Department of Education (DepEd) ab redefining the role of field offices (regional offices, division offices, district offices and schools).
Declared the policy of the state to protect and promote the right of all citizens to quality basic education
Such education accessible to all by providing all filipino children a Free and compulsory education
Elementary level and free education in the high school level
Alternative learning systems for basic education to provide them with the skills, knowledge and values they need to become
School- heart of the formal educational systems
Aim; provide the best possible education
Governance of basic education
Begin at the national level
At the learning centers referred as field offices translated programs, projects, and services
To ensure that schools and learning centers receive the kind of focused attention they deserve and that educational programs, projects, and services take into account the interests of all members of the community
To enable Schools and learning centers to reflect the values of the community
To encourage local initiatives for the improvement of schools and learning centers
To provide the means by which there improvements may be achieved and sustained
To establish schools and learning centers as facilities where:
Schools children are able to learn a range of core competencies
Out-of-school youth and adult learners are provide alternative learning programs