The Teacher and the Community, School Culture and

Organizational Leadership
Chapter 2- Historical Foundations of Education

Introduction
Introduction

This is chapter is focused on the education history in the world

and in the Philippines from primitive society to present. The beliefs
and experiences of education today rest on the history of this field
of endeavor. By knowing what accomplishments of leaders in the
past, today’s educators attempt to build on their achievements.

Learning Outcomes:
Learning Outcomes:

In this chapter, you are expected to:

1. State the relationship of society and schools;
2. Prove that schools transmit cultural values by stating facts from
education history in the world and in the Philippines; and
3. Explain the meaning of socialization as a function of schools.

Learning Contents:
Learning Content:

This chapter contains the following lessons for you to be able to

meet the expected learning outcomes:
1. Historical Foundations of Education in the world
2. Historical Foundations of education in the Philippines
3. Relationship between society and schools
4. Outstanding Contributions of some countries of the world to Education
5. Contributions of Spaniard, American, Japanese to the Philippine
Educational System

Before we start with the discussion of the historical foundation of education,

let’s read the quote from the famous John Dewey then answer the following
questions:
 “When a school introduces and trains each child of society into
membership within such a little community, saturating him with
the spirit of service, and providing him the instruments of
effective self- direction, we shall have the deepest and best
guaranty of a larger society which is worthy, lovely, and
harmonious”.

- John Dewey

Let’s analyze

Answer the following questions:

1. What is the function of schools according to John Dewey’s
statement?

2. Who creates schools?

3. What is the relationship between schools and society?

Education or school is an institution created by society. It is a

function of society and as such arises from the nature and character of
society itself. Society seeks to preserve itself and to do this it maintains its
functions and institutions, one of which is education to ensure its survival,
stability, and convenience.
As John Dewey claimed, it is the school that introduces and trains
each child of society into membership within such a little community,
saturating him with the spirit of service, and providing him with the
instruments of effectives self- direction. ‘ When schools succeed to do this,
in the words of Dewey we shall have the deepest and best guaranty of a
larger society which is worthy, harmonious, and lovely.
This is called the socialization process. Socialization in the process
of learning the roles, statuses and values necessary for participation in
social institutions. (Brinkerhoff, D. 1989).
Socialization is a lifelong process. It occurs primarily during early
childhood but as we progress from infancy to old age we shed old roles
and adopt new ones. Role learning that prepares us for future roles is
termed anticipatory socialization. Because of anticipatory socialization
most of us are more or less prepared for our future roles like spouse,
parent, professional teacher.
The family is the most important agent of socialization. Psychology
tells us that the self-concept formed during childhood has lasting
consequences. Besides, ‘the parent’s religion, social class and ethnicity
influence the expectations that others have for the child, and they
 determine the groups with which the child will interact outside the family.
(Brinkerhoff, D. 19789)
The school is also an important agent of socialization. It is an
institution charged by society to impart specific knowledge and skills
necessary for functioning society’s cultural values. The next part of this
module is devoted to how schools formal or informal did their task as
agents of socialization in different periods of history.
PRIMITIVE EDUCATION
Life among primitive or tribal people was very simple compared
with the complex life that people have today. Their means of livelihood
were hunting and gathering wild fruits and vegetables. There was no
reading or writing and information was transmitted through word of
mouth, songs, gestures, ceremonial, rites and the like. The aims of
education are security and survival, conformity, and preservation and
transmission of traditions.
Some characteristics of primitive culture: relatively simple narrow
social and cultural contacts. Extraordinary conservative and prone to
superstitions. The organization of primitive life is tribal not political so that
one function of education is to enable one to live with his relatives.
TYPES OF EDUCATION
1. Vocational. This includes learning the skills in procuring basic
necessities of life like hunting, constructing a hut, etc.
2. Religious (animstic). Consisted in learning how to participate in
ritualistic practices to place or to appease the unseen spirits roaming
around.

CONTENT TO BE STUDIED
1. Ways of procuring the basic necessities in life and protecting life from
dangers.
2. Superstitious. Included as how to worship before the dwelling of an
unseen spirit such as big tree, a big rock, a river, etc.
EFFECTS OF PRIMITIVE EDUCATION
1. Culture was passed on and preserved for generation
2. Tribes were able to meet their economic needs and were able to
survive
3. People were able to adjust and adapt to social and political life

EGYPTIAN EDUCATION
Egypt, the gift of the Nile, is situated in the northern part of the
African continent. Ancient Egypt was a desert country watered only by
the Nile River which flooded the country from August to October,
 leaving behind a very rich black earth. The government of Egypt was
autocratic, ruled by a king called Pharaoh who had absolute power.
AIMS OF EGYPTIAN EDUCATION
1. Training of Scribes
2. Religious
3. Utilitarian
4. Preservation of cultural patterns
TYPES OF EDUCATION
1. RELIGIOUS Education
2. Vocational- Professional education
3. Military Education
4. Public Administration
5. Priesthood Education
6. Home Art education

CONTENT TO BE STUDIED
1. Reading, writing, and language
2. Religious and secular literature
3. Artistry in metals and lapidary
4. Mathematics, especially geometry and surveying were studied due
to the frequent inundations of their field which washed away the
landmarks which had to be replaced
5. Subjects in astronomy, engineering, architecture, physics,
medicine, embalming, dentistry, and law were taught in the temple
schools by the priests.
6. Music, dancing, playing the harp, cymbals, drum, lyre, guitar,
tambourine, and clapping to rhythm
7. Sports, games and physical education with swimming, wrestling,
archery, and hunting fishing taken as vocations and avocations.
8. The military schools offered training in the use of the bow and
arrows, battle axe, lance, mace and shield. Egypt became a
military power in the ancient world from 1600 to 1400 B.C.

OUTSTANDING CONTRIBUTION OF EGYPT EDUCATION

The outstanding contributions of the early Egyptians to education were probably

geometrical measurement and surveying.

GREEK EDUCATION
The Greeks are a mixture of the Aryan and Germanic people, two great
races. But because of the presence of natural barriers such as mountain and bodies of
water they lived in tribal isolation and developed differences. They considered it as an
honor to serve their country in any capacity. There were many Greek city state but
two of them rose above all others. These were Sparta and Athens.

SPARTAN EDUCATION
 Spartan was in the south of Corinth in the southern section of the
Peloponessian peninsula. Spartan education was based upon the laws of Lycurgus. It
was
the basis of Spartan political, social and educational system. This turned Spartan into a
totalitarian soldier state. This system lasted for 700 years from the 9th to the 2nd century
B. C. especially during the 5th century.

AIMS OF EDUCATION
1. Military. To make every citizen invincible in war, possessing physical perfection and
complete obedience to the state
2. Discipline. To develop conformity and obedience, courage strength, cunning,
endurance and patriotic efficiency

CONTENT TO BE STUDIED

1. Intensive gymnastic and paramilitary exercises

2. Practice in moral and social habits for the state such as controlling the appetite,
modesty, obedience and respect and listening intently to elders, etc.
3. Reading and writing to a limited extent to understand the Lycurgus laws and some
poems of Homer
4. Music with serious, moral and martial rhythm to arouse patriotism
5. Speech had to be laconic and terse
6. For girls, gymnastics to make them strong to bear strong children

ATHENIAN EDUCATION
Ancient Athens was the leading cultural center of the Greek world. Many of
the most gifted writers of Greece lived there. They wrote works of drama, history, lyric
poetry and philosophy that have influenced literature up to the present time. In many
ways, the city was a birthplace of Western civilization. Education was supervised by the
State although education was not compulsory. It was not clear, however, if the State
maintained public schools.

AIMS OF EDUCATION

1. Good citizenship
2. Individual excellence
3. Man-sided development

TYPES OF EDUCATION

1. CIVIC Training
2. Moral Training
3. Physical education
4. Intellectual Education
5. Art

CONTENT TO BE STUDIED

1. READING BY THE ALPHABET METHOD

 2. Writing on wax tablets
3. Arithmetic for market use
4. Homeric and other poems
5. Gymnastic exercises
6. Physical education exercises
7. Military training subjects

LATER ATHENIAN EDUCATION

Athens became an empire in 479 B. C. when Greeks defeated the Persians at

the Battle of Plataea. Athens, the head of the Delian Confederation, contributed largely
to the victory. The triumph brought about attitudinal changes toward education among
Athenians.

AIMS OF EDUCATION
1. By the Sophist, pragmatic and utilitarian
2. By Socrates, development of the power of thinking
3. By Plato, control by individual rulers
4. By Aristotle, rational living

TYPES OF EDUCATION
1. Moral Training
2. Professional Training
3. Intellectual Training
4. Vocational Training
5. Domestic Training
6. Physical, Military and Civic Training
7. Science and Philosophy Education
8. Aesthetic and Cultural education
9. Sports and Games

CONTENT TO BE STUDIED

1. Lower elementary level – reading, writing, arithmetic, poetry and gymnastics

2. Higher elementary level- physical and military exercises grammar, declamation,
argumentation and public speaking
3. secondary schools- geometry, astronomy, drawing, grammar and rhetorics
4. Higher level- philosophy, mathematics and science

OUTSTANDING CONTRIBUTIONS TO EDUCATION AND HUMANITY

1. The Socratic Method of teaching as far as the method is concerned

2. the realm of philosophy. The greatest world philosophers came from Greece,
among whom were Socrates, Plato, Aristotle
3. The field of mathematics. Euclidean geometry has been studied for 2 thousand years
up to the present
4. Arts and classical literature are also great contributions

ROMAN EDUCATION
Italian peninsula was occupied by Italians, Etruscans and Greeks who settled
 in Sicily and the south. The Italian tribeswere the Sabellians, the Umbrians and the
Latins.
Of the mixture of these peoples emerged the strong energetic Romans. These peoples also
develop city- states, and Latium, the city- states of Rome, because became the most
powerful. The romans judge things by their usefulness.

AIMS OF EDUCATION
1. Utilitarian. Education was for practical purpose, to produce men who would be
active and efficient in daily life.
2. Moral. To produce good citizens who knew how to exercise their rights, fulfill their
duties and obligations and acquire virtues such as piety, obedience, manliness,
courage, bravery, industry, honesty, and prudence.
3. Military. To train to be good soldiers and conquerors in war.
4. Civic and political. To train men to be participative and wise in politics
5. Religious. To train men to have reverence for the gods

CONTENT TO BE STUDIED
In the elementary education were included rudiments of reading, writing, and
calculation.
Arithmetic was primitive because of the cumbersome Roman notation. The Twelve Tables
later gave way to the Latin translation of homer.

In secondary school, grammar was the chief study with the inclusion of literature,
prose,
poetry and language. Greek and Latin authors reflecting the new literary attitudes were
studied.

In higher schools, rhetorics was the chief study. This included declamation,
extemporaneous speaking, debates on points of Roman law and moral principles
especially ethical and cultural content, history, music, astronomy and philosophy.

In university, applied science and professions such as law, medicine, architecture, and
mechanics were in the curriculum.

OUTSTANDING CONTRIBUTIONS TO EDUCATION AND CIVILIZATION

The major contributions of the Romans to education and civilization are their
methods of organizations, management, and administration. They had constructed a
carefully organized education ladder which probably became the forerunner of many
ladderized education systems of today. The Roman organized body of civil law which
became the basis of the legal systems in many countries including the Philippines

KEY PERIODS IN EDUCATIONAL HISTORY

Below are key periods in educational history from 7000 BC to 1600

A D. study the table thoroughly. The notes should make you are that
education and school are function of society and schools reflect the nature
and character of society itself. What society considers important is what
education focuses on to preserve society.
Table 1. Points of Emphasis on Education in History
Historical Educational Curriculum Agents Influences on
group or Goals Western
period Education
Primitive To teach Practical Parents, tribal Emphasis on the
societies group skills of elders, and role of informal
7000BC- survival hunting, priests education in
5000 BC skills; to fishing, food transmission of
cultivate gathering skills and values
group stories,
cohesiveness myths,
songs,
poems,
dances
Greek To cultivate Athenian: Athenian: Athens: the
1600 BC- civic reading, private concept of the
300 BC responsibility writing, teachers and well-rounded,
and identify arithmetic, schools; liberally
with city- drama, Sophists; educated person
state music, philosophers
Athenian: to physical Sparta: the
develop education, Spartan: concept of the
well- literature, military military state
rounded poetry teachers, drill
person sergeants
Spartan: to Spartan:
develop drill,
soldiers and military
military songs and
leaders tactics
Roman 750 To develop Readings, Private Emphasis on
BC- 450 AD sense of civic writing, schools and ability to use
responsibility arithmetic, teachers, education for
for republic Laws of schools of practical
and then Twelve rhetoric administrative
empire: to Tables, law, skills; relating
develop philosophy education to
administrativ civic
e and responsibility
military skills
Arabic 700 To cultivate Reading, Mosques; Arabic numerals
AD- 1350 religious writing, court schools and
AD commitment mathematic computation; re-
to Islamic s, literature, entry of classical
beliefs; to scientific materials on
develop studies science and
expertise in medicine
mathematics
, medicine
and science
Medieval To develop Reading; Parish, Establishing the
500 AD- religious writing; chantry and sculpture
1400 AD commitment arithmetic; cathedral content and
 , knowledge liberal arts; schools; organization of
and ritual; to philosophy, universities; the university as
re-stablish theology, apprenticeshi a major
social order; crafts; p; knighthood institution of
to prepare military higher
persons for tactics and education; the
appropriate chivalry institutionalizati
roles on and
preservation of
knowledge
Renaissanc To cultivate a Latin, Classical An emphasis on
e 1350 AD- humanist Greek. humanist literary
1500AD who was Classical educators knowledge,
expert in the literature; and schools excellence, and
classics- poetry; art such as lycee, style as
Greek and gymnasium, expressed in
Latin; to Latin classical
prepare grammar literature; a two-
courtiers for school track system of
service to schools
dynastic
leaders
Reformatio to cultivate a Reading, Vernacular A commitment
n sense of writing, elementary to universal
1500AD- commitment arithmetic schools for education to
1600 AD to a catechism, the masses; provide literacy
particular religious classical to the masses;
religious concepts schools for the origins of
denominatio and ritual; the upper school systems
n; to Latin and classes with supervision
cultivate Greek; to ensure
general theology doctrinal
literacy conformity

In primitive societies survival against natural forces was the need

and so what were taught were survival skills and values to cultivate group
cohesiveness.

For Athenian in ancient Greece, what mattered most in education

was the rounded development of every individual while for the Spartan it
was the development of soldiers and military leaders.

For the early Romans, schools needed to develop a sense of civic

responsibility and to develop administration and military skills as citizens of
the Roman Empire.

For the ancient Arabic world where Islam rose the most important
concern of education was to cultivate religious commitment to Islamic
beliefs.
 During the Medieval period, schools were concerned with the
development of religious commitment, knowledge and ritual to establish
order.

Renaissance period was a fervent period of European cultural,

artistic, political and economic “rebirth” following the Middle Ages.
Education was focused on the rediscovery of classical philosophy, literature
and arts.

HISTORICAL FOUNDATIONS OF EDUCATION IN THE PHILIPPINES

Let us also see how the nature and character of Philippine society are
reflected in the education process in different periods of Philippine History.

As you study the summary of the Philippine educational system, just

remember this sociological concept, which is the focus of this chapter – that education
is a function of society and as such what are taught in schools arise from the nature
and character of society itself. What society considers important is what schools
teach.

Be ready to answer this question at the end: what was/were the focus/ foci of
education or schools during the: 1) pre- colonial period, 2) Spanish period, 3) American
period, 4) Japanese period, and 5) post- colonial period.

Philippines Educational System

1. Spanish Contribution
2. American Contribution
3. Japanese Contribution
4. Present educational system

Pre- Spanish Period (before 1512) Pre- Colonial Period

1. The type of education is informal and unstructured

2. The home serves as their school
3. The parents serve as their teachers
4. Focused more on vocational than academics
5. Tribal tutors (for example the babaylan)
6. Most communities; stories, songs, poetry, dances, medicinal practices and advice
regarding all sorts of community life issues were passed from generation to
generation mostly through oral tradition
7. Some communities utilized a writing system known as babayin
8. Alibata- composed of 17 symbols representing the letters of the alphabet

METHODS OF EDUCATION
 1. “Tell Me” or “Show Me” – demonstration method
2. Alibata (Baybayin) which is composed of 14 consonants and 3 vowels
3. Oral, practical and hands on
Education during the pre- colonial period
Education was informal and unstructured, decentralized. Fathers taught their
sons how to look for food and other means of livelihood. Mothers taught their girls to
do the household chores. This education basically prepared their children to become
good husband and wives. Children were provided more vocational training but lesser
academics. Teachers were tribal (Babaylan or Katalonan)

SPANISH PERIOD (1521-1896)

SPANISH CONTRIBUTIONS

1. Education was formal

2. Established schools from the primary level to the tertiary level of education
3. Focused on the Christian Doctrines
4. Separate school for boys (colegios) and girls (beaterio)
5. Ilustrados were accommodated in the schools
6. Missionary teachers (friars) replaced the tribal tutors
7. Catholic doctrine schools that were set up initially became parochial schools which
taught reading and writing along with catechism
8. Education Decree 1863- mandated the establishment of free primary schools in
each town, one for boys and one for girls with the precise number of schools
depending on the size of the population
9. There were 3 grades: entrada, acenso, and termino
10. The curriculum required the study of Christian doctrine, values and history as well
as reading and writing in Spanish, Mathematics, Agriculture, Etiquette, singing,
world geography and Spanish history. Girls were also taught sewing
11. The Normal school run by the Jesuits was also established which give men the
opportunity to study a three- year teacher education for the primary level. Normal
schools for women teachers were not established until 1875 in Nueva Caceres

METHODS OF TEACHING

1. The friars controlled the educational system

2. The missionaries took charge in teaching, controlling and maintaining the rules
and regulations
3. Parochial schools were led by Dominicans and Jesuits
4. Establishment of normal school for male teachers under the supervision of the
Jesuits

Education was formal and organized. It was authoritarian in nature. Tribal tutors of
the
pre-Spanish period was replaced by Spanish missionaries. Pupils attended formal
schooling in the parochial school. Instruction was Religion- oriented. Christian doctrines,
sacred songs and music and prayers were taught because they were required for
confession and communion. There was a separate school for boys and girls. Wealthy
Filipinos or the illustrados were accommodated in the schools.

The Educational Decree of 1863

This law gave Filipinos a complete system of education from elementary to the
collegiate
level. The law provided for the establishment of the elementary schools, in all municipalities
in the country. Although religion was the core of the curriculum, the curriculum included
subjects reading, writing, arithmetic, history Christian doctrine, Spanish language, vocal
music, agriculture for the boys and needlework for the girls. Attendance in school was
compulsory between the ages of seven and twelve.

AMERICAN CONTRIBUTION (1898-1935)

AMERICAN CONTRIBUTIONS

1. Course of study is prescribed uniform and centralized

2. Formal structured and existence of an educational system
3. 1898- more schools were opened, this time with 24 English- language teachers
and 4500 students
4. Act No. 74- a highly centralized, experimental public school system was installed
in 1901-1902- Philippine Commission between 1901-1902 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. These
teachers were scattered through out the islands established barangay schools
5. The same law established the Philippine Normal School (now the Philippine
Normal University) to train aspiring Filipino teachers. The high school system was
supported by provincial governments and included special educational
institutions, schools of arts and trades, an agricultural school, commerce and
marine institutes which were established in 1902 by the Philippine Commission
Act No. 372 authorized the opening of provincial high schools
6. Act No. 1870 initiated the opening of the University of the Philippines now the
country’s national university. (1908) attainment Act No. 1381, also known as
Gabaldon law, was passed in 1907 which provided a fund of million pesos for
construction of concrete school buildings Filipinization policy of the government
the Reorganization Act of 1916provided that all department secretaries except
the Secretary of Public Instruction must be a natural-born Filipino

The American promoted democratic ideals and the democratic way of life.
The schools maintained by the Spaniards for more than three centuries were closed
but were reopened on August 29, 1898 by the Secretary of the Interior. A system of
free and compulsory elementary education was established by the Malolos
Constitution.
(Political Constitution of 1899). In May 1898, the first American school was
established in Corregidor, and shortly after the capture of Manila in 1899, seven
schools were opened in the city.
Training was done through the schools both public and secular manned by
 Chaplains and Military Officers of the US Army.

Thomasites arrived in the Philippines on August 23, 1901. The University of

the Philippines was founded in 1908. UP was the first state school of university
status.

The department of Public Instruction set up a three- level school system. The
first level considered a four-year primary and three- year intermediate or seven-year
elementary curriculum. The second level was a four-year junior college and later a
four- year program.

The Commonwealth Period (1935-1942)

1. Free education in public schools was provided all over the country, in
accordance with the 1935 Constitution
2. Vocational education and some household activities like sewing, cooking, and
farming were also given importance. Good manners and discipline were also
taught to the students
3. Education also emphasized nationalism so the students were taught about the
life of the Filipino heroes
4. The institute of private education was established in order to observe private
schools
5. Formal adult education was also given

Executive order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon
designating
Tagalog as our National Language
1. Executive Order No. 217 otherwise known as the Quezon Code of Ethics was
taught in schools
2. Executive Order No. 263 in 1940 required the teaching of the Filipino, national
language in the senior year of all high schools and in all years in the normal
schools.
3. The education Act of 1940 (CA 586) was approved by the Philippine Assembly on
August 7, 1940, which provided for the following:
- Reduction of the 7 year elementary course to 6 years
- Fixing the school entrance age at 7
- National support for elementary education
- Compulsory attendance of primary children enrolled in Grade 1
- Adoption of double-single sessions in the primary grade with one teacher
one class assignment of intermediate teachers.

JAPANESE CONTRIBUTIONS (1942-1944)

Course of Study:
1. Prescribed
2. Uniform
3. Centralized

SIX BASIC PRINCIPLES OF JAPANESE EDUCATION

 1. To stop depending on western countries like the U.S. and Great Britain.
Promote and enrich the Filipino culture
2. To recognize that the Philippines is a part of the Greater East Asia Co-
Prosperity Sphere so that the Philippines and Japan will have good relations
3. To be aware of materialism to raise the morality of the Filipinos
4. To learn and adopt Nippongo and to stop using the English language
5. To spread elementary and vocational education
6. To develop love for work

THE JAPANESE OCCUPATION

Aims of education during Japanese Occupation:
- Make the people understand the position of the Philippines as a member of
the East Asia Co- Prosperity Sphere
- Eradication of the idea of reliance upon Western States particularly the US
and Great Britain
- Fostering a new Filipino culture based on the consciousness of the people as
Orientals
- Elevating the moral of the people giving up over- emphasis on materialism
- Diffusion of elementary education and promotion of vocation education
- Striving for the diffusion of the Japanese language in the Philippines and the
termination of the use of English in schools
- Developing in people the love of labor

POST-COLONIAL PHILIPPINES
- Education aimed at the full of realization of the democratic ideals and way
of life
- The Civil Service eligibility of teachers was made permanent pursuant to R A
1079 in June 15, 1954
- A daily flag ceremony was made compulsory in all schools including the
singing of National Anthem pursuant to RA 1265approved on June 11, 1955
- Curricular offerings in all schools, the life the works and writings of Jose Rizal
especially the Noli Me Tangere and El Filibusterismo shall be included in all
levels.
- Elementary education was nationalized and matriculation fees were
abolished
- Magna Carta for teachers was passed into law by virtue of R A 4670

The fundamental aims of education in the 1973 Constitution are: foster love
of country, teach the duties of citizenship develop moral character, self-
discipline and scientific technological and vocational efficiency

OTHER DEVELOPMENT

- Integration of values in all learning areas

- Emphasis on mastery learning
- YDT and CAT introduced as new courses Media of Instruction- Bilingual
education policy: mandates the use of English and Filipino separately as
media of instruction in schools
- Education Act of 1982- created the ministry of Education, culture and Sports
- NCEE – National college Entrance Examination introduced executive Order
No. 117 – President Corazon C. Aquino renamed Ministry of Education,
 Culture and Sports to Department of Education Culture and Sports (DECS) in
1987
- Creation of the Board for Professional Teachers composed of 5 under PRC
- Replacement of PBET (Professional Board Examination for teachers by LET
(Licensure Examination for Teachers)
- Transfer of authority of administering the LET from CSC and DECS to the
Board of Professional Teachers under PRC
- Trifocalization of Education System
- The trifocal education system refocused DECS’ mandate to basic education
which covers elementary, secondary and nonformal education, including
culture and sports. TESDA now administers the post-secondary, middle-level
manpower training and development RA 7796- Technical Education and
Skills Development Act of 1994
- CHED is responsible for higher education RA 7722- Higher Education Act of
1994
- In August 2001, Republic Act 9155, otherwise called the Governance of Basic
Education Act was passed transforming the name Department of Education
(DepEd) and redefining the role of field offices (regional offices, division
offices, district offices and schools). RA 9155 provide the overall framework
for 1 school head empowerment by strengthening their leadership roles and
2 school-based management within the context of transparency and local
accountability. The goal of basic education is to provide the school age
population and young adults with skills, knowledge, and values to become
caring, self-reliant, productive and patriotic citizens.
- Governance of basic education Act (RA 9155) was passed renaming the DECS
to DepEd and redefining the role of field offices which include the regional
offices, division offices district offices and schools
- Values Education is offered as a separate subject in NSEC and integrated in
all subject areas in both curricula Implementation of New Secondary
Education Curriculum (NSEC)
- RA 10157, Jan. 20, 2012 Kindergarten Act, ac act institutionalizing the
kindergarten education into the basic education system
- K to 12 Program (RA 10533), May 15, 2013- the K to 12 Program covers
Kindergarten and 12 years of basic education (six years of primary
education, four years of Junior high school, and two years of Senior High
School (SHS) to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education,
middle- level skills development, employment, and entrepreneurship.

The Varied Goals of Education in Different Historical Periods of Philippine

History

What was considered important in each historical period of the country was
also
the focus or direction of the education of the Filipino?

During the pre- colonial period, students were given vocational

training but lesser academics for them to be good fathers and mothers. During
the Spanish period, schools focused on religious formation to help them live the
Christian faith. The American regime educated the Filipinos to become good
citizens of a democratic country while the Japanese regime taught them love of
 labor. The post- colonial period educational system was devoted to the
following
goals: 1. Foster love of country 2. Teach the duties of citizenship 3. Develop
moral
character self- discipline and 4. Scientific, technological and vocational
efficiency.
The present DepEd vision and mission statement and core values and the fourth
mission of the Commission on higher Education add light to the present goals of
Philippine Education. They are given below:

To produce thoughtful graduates imbued with

1. Values reflective of a humanist orientation (e.g. fundamental respect for

others as human beings with intrinsic rights, cultural rootedness, avocation
to serve);
2. Analytical and problem- solving skills;
3. The ability to think things through the ethical and social implication of a
given source of action; and
4. The competency to learn continuously throughout life- that will enable
them to live meaningfully in a complex, rapidly changing and globalized
world while engaging their community and the nation’s development issues
and concern- Commission on Higher Education

The department of Education has the following vision, mission and core values

The DepEd Vision

We dream of Filipinos
Who passionately love their country
And whose values and competencies
Enable them to realize their full potential
And contribute meaningfully to building the nation…

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:

Students learn in a child- friendly, gender-sensitive, safe, and motivating

environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and Staff as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen.

Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
Our Core values

Maka- Diyos
Maka- tao
Makkalikasan
Makabansa

THE PRESENT EDUCATIONAL SYSTEM IN THE PHILIPPINES (1946 TO PRESENT)

THE PHILIPPINE EDUCATIONAL SYSTEM

1. Patterned to the educational system of Spain and of the United States after
the liberation of the Philippines in 1946. Filipinos had moved in various
directions of its own.
2. Elementary and high school were compulsory which was administered by the
Department of Education

EDUCATION IN THE PHILIPPINES

Managed and regulated by the:

1. Department of Education (DepEd)

2. Commission on Higher Education (CHED)
3. Technical Education and Skills development Authority (TESDA)

DepEd is responsible for the K-12 basic education; it exercises full and exclusive
control over public schools and nominal regulation over private schools and it
also enforces the national curriculum that has been put in place since 2013

Former educational system (from 1945 until June 5, 2011)

School Grade Other Names Age

Kindergarten was Primary
not compulsory
Primary Grade 1 6-7
Grade 2 7-8
Grade 3 Intermediate 8-9
Grade 4 9-10
Grade 5 10-11
Grade 6 11-12
Secondary First year Freshmen 12-13
Second year Sophomore 13-14
Third year junior 14-15
Fourth year Senior 15-16
 2010- Senator Benigno Aquino III expressed his desire to implement the K-12
basic
education cycle to increase the number of years of compulsory education to
thirteen years.

The K-6-4-2 basic educational system

Kindergarten education Act of 2012- Kindergarten compulsory

Enhanced basic education Act of 2013

School Year 2011-2012bDepEd has already implemented the K-12 program. It was
still enacted into law to guarantee its continuity in the succeeding years

GENERAL FEATURES OF K TO 12 EDUCATION PROGRAM

1. Strengthening Early Childhood education (Universal Kindergarten)

2. Making the Curriculum Relevant to learners (Contextualization and
Enhancement)
3. Ensuring Integrated and seamless Learning (Spiral Progression)
4. Building Proficiency through language (Mother Tongue- based Multilingual
Education)
5. Gearing Up for the Future (senior High School)
6. Nurturing the Holistically Developed Filipino (College and Livelihood
Readiness, 21st Century Skills)
PRE-SCHOOL (Age 3 to 5)
1. Students learn the alphabet, numbers, shapes and colors through games,
songs, and dances in their Mother Tongue
2. Pre-school education is optional before entering elementary level since
not everyone could afford it
3. Recent events and activities show a high need for young children to
undergo preschool education first before stepping into formal education

PRIMARY EDUCATION (Age 6 to 11)

1. Consists of compulsory six grades (grades 1-6)

2. Primary level (Grades 1-3)
3. Intermediate level (Grades 4-6)

Subjects taught:
1. Mathematics, Science, Filipino, English, HEKASI (Heyograpiya, Kasaysayan
at Sibika)
2. Minor subjects: Music, Arts, Physical Education and health
3. Computer education and HELE are the additional minor subjects for
private schools

SECONDARY EDUCATION (Age 12-17)

Prerequisite of which is the complete elementary education
Four years of Junior High School and two years of senior High School
Junior High School is composed of grade 7 to senior High School
Senior High School is from grade 11 to grade 12

Junior High School

Subjects are taught from the simplest concepts to more complicated concepts
through grace levels in spiralprogression
Subjects are connected and integrated from grade 7 to 10

Senior High School

Two years of specialized upper secondary education choice of career track
will define the content of the subjects a student will take in Grade 11-12
subjects fall under either the core curriculum or specific.

Tracks of Senior High School Core Curriculum

Seven learning areas under the core curriculum:
Languages, Mathematics, Social Sciences, Literature, Natural Sciences,
Philosophy, Communication

Technical-Vocational- livelihood
TVET (Technical Vocational Education and Training)
National Certificate student can obtain certificate of Competency (COC) or a
National certificate Level 1 (NC 1) after finishing grade 10.

After finishing a technical-Vocational Livelihood track in Grade 12, a student

may obtain a National Certificate Level II (NC II) provided that he/she passes
the competency-based assessment of the technical Education and Skills
Development Authority (TESDA) Technical-Vocational Livelihood

Arts and Design Track

Arts and Design Track will prepare student for the creative industries in
various creative and artistic field such as but not limited to:
Music, dance, creative writing and literature, visual arts, media arts,
broadcast arts, film and cinema, applied arts, architecture and design,
theater, and entertainment.

Sports Track
Sports track will prepare students with sports science, sports- related,
physical education- related, health- related, and movement- related courses
which will let the students explore and specialize in fields like sports
fundamental coaching, student- athlete development, sports officiating and
activity management, recreational and fitness or sports leadership.

Tertiary education/Higher Education

CHED is responsible in the formulation and implementation of policies, plans
and programs for the development and efficient operation of the higher
education system in the Philippines is provided by private and public higher
education institutions (HEIs).
 Three Degree Stages of Higher Education
Bachelor Degrees- minimum of 4 years in duration

Master Degree- typically span of 2 years for full time student, culminating
with minor thesis or comprehensive examination

Ph. D. Degrees- Doctor of Philosophy involves great deal of coursework, as

well as dissertation that may comprise from 1/5 – 1/3 of the final grade.

The Reformation period had as for its educational goals the cultivation of a
sense of commitment to a particular religious denomination and general
literacy.

The importance of Studying History of Education

Why do we have to bother with the educational goals of the past which is
past and so we can no longer undo? Dewey explains why a study of the
history of education is valuable:

1. Educational issues and problems are often in the past; the study of
educational history can help us to understand and solve today’s
problems.
2. Realistic effort to reform education begins with present conditions which
are a product of our past; by using our past, we can shape the future.
3. The study of education’s past provides a perspective that explains and
illuminates our present activities as teachers.

Teaching and Learning Activities

Activity 1:
1. Why was the focus of education different for different groups of people
in different places and at different periods in world history? What does
this point to regarding relationship of schools and society?
2. Given the different characteristics of the different periods in Philippine
history, what were the goals of education/ schools during the:
a. Pre- colonial
b. Spanish period
c. American regime
d. Japanese regime and
e. Post-colonial period?
 3. Was equal access to quality education met during the:
a. Pre- colonial
b. Spanish period
c. American regime
d. Japanese regime and
e. Post-colonial period up to the present?
4. In DepEd’s mission, Has the Philippine educational system from pre-
colonial to present given equal access to quality, culture-based and
complete basic education? Or was it a privilege of a few? Explain your
answer.
Activity 2:
1. Read the article below, what does job-skills mismatch imply about the
relevance of schools to present society? Are schools’ effective agents of
socialization in preparing Filipino graduates for their job roles?

DOLE urged to address job-skills mismatch

Published June 19, 2018
By Vanne Ellaine Terrazola
Senator Joel Villanueva on Tuesday prodded the department of Labor and
Employment (DOLE) and other concerned agencies to report on the status of its programs
aimed at addressing job-skills mismatch. Sen. Joel Villanueva (Senate of the Philippines
Facebook page/ MANILA BULLETIN)
Villanueva, chairperson of the Senate committee on Labor, employment, and human
resources development, made the appeal as he called anew on the government to make
sure that the workers who will be employed under the “Build, Build, Build” infrastructure
program are skills-ready. ‘it has been our consistent call on the concerned government
agencies- Commission on Higher Education (CHED). Department of Labor and Employment
(DOLE), Department of Education (DepEd) and technical education and skills Development
Authority (TESDA)- to up-skill our workers and address the problem of job-skills mismatch
which becomes imperative with the implementation of the administration’s Build-Build-
Build program”, Villanueva said in a statement.

[Link] is a function of society. Considering the positive and negative elements of 21 st

century society:

a. state the educational goals that 21st Century schools should pursue;
b. describe the ideal 21st Century graduates; and
c. describe the education delivery mode.
Will the survival skills taught in primitive societies suffice for the citizens of a 21 st Century?

Activity 3:
 1. In not more than two sentences, state the relationship of society and schools.
2. What is meant by socialization as a function of schools?
3. Can school change the socializing effect of family, the primary agent of
socialization? Can an excellent school undo the socializing effect of an extremely
deprived home?
4. In the Philippines, was education a privilege enjoyed by all Filipinos since the pre-
colonial period? Why or why not?
5. Was the National College Entrance Examination (NCEE) in support of equal access to
quality education? Why was it abolished when it did exactly what Filipinos then
wanted?

Activity 4:

1. Should college education be for all? Or should it be given only to those who are
intellectually capable of college education? Those who are not should be directed to
technical education. Isn’t giving access to college education for one who is not
intellectually capable a waste of time and resources? Was that not the very purpose
of the National College Entrance Examination then- to redirect to tech-voc courses
those who were not capable of a college course?Write your reflections
2. Should we bring back the NCEE? Why or why not?
3. Of the developments in Philippine education in the post-colonial period, which to
you is most important?
4. In the Philippines, education from elementary to secondary education is free. What
law made tertiary education free? Research on the tertiary education of other
countries. Is it also free, or only in the Philippines?
5. Life skills were taught to primitive society. Are these, life skills for primitive society
the same life skills for the 21st Century? find out

Recommended learning materials and resources for supplementary

reading:
The recommended learning materials and resources in this chapter
include the URL of the resources from the Internet (PDF, youtube, slideshare,
etc.)

Flexible Teaching
Flexible Teaching Learning
LearningModality (FTLM)
Modality adapted
(FTLM):

This chapter adopts the synchronous and asynchronous learning

modalities for you to have better access and learning of the lessons. This may
include google classroom, moodle, schoology, edmodo, Podcast, printed
materials and other resources depending on your needs and capacity to use the
material.

Assessment Task
Assessment Task
MULTIPLE CHOICE:
1. Education is a function of society. What does this imply?
I. Citizens are taught what society considered most important
II. Society determines curriculum to be taught
III. Those in education taught what they believed should be taught regardless of
society’s need
a. I only c. II and III
b. I and II d. III only

2. If education is a function of society then it has to be ______

a. Relevant c. for a selected few
b. Complete d. free

3. Complete the analogy. Athenian education well rounded development of

[Link] education_____________
a. Military training c. liberally educated
b. Religious formation d. holistically developed person
4. While the Japanese taught the Filipinos love for labor, the American taught the
Filipino _______________
a. Citizenship in a democratic country
b. Survival skills
c. Love for country
d. Dignity of labor
5. Schools are tasked for socialization. Which is a CORRECT explanation of socialization?
a. Developing the young to become socialite
b. Learning the roles, statuses and values necessary for participation in society
c. Developing speaking and relating skills
d. Developing the socialite to remain forever young

References:
References:

Prieto, Nelia G., et. al. 2019. The Teacher and the Community, School Culture and
Organizational Leadership. Published by Lorimar Publishing Inc.

Internet