AQUINO, JESCEL A.
18-42217
BSED 3 ENG
Chapter 7: Historical Perspective of the Philippine Educational System
Lesson 1: Historical Development of the Philippine Educational System
Assessment:
1. Research on the Thomasites. What qualities did they possess as teachers?
Between 1901 and 1902, more than 1,000 American teachers, known as
"Thomasites" for the S.S. Thomas, which transported the original groups to the
Philippines, fanned out across the archipelago to open barangay schools. They taught in
English and, although they did not completely succeed in Americanizing their wards,
instilled in the Filipinos a deep faith in the general value of education. Almost
immediately, enrollments began to mushroom from a total of only 150,000 in 1900-1901
to just under 1 million in elementary schools two decades later. After independence in
1946, the government picked up this emphasis on education and opened schools in
even the remotest areas of the archipelago during 1950’s and 1960’s. The Thomasites
possessed a sense of adventure that allowed them to be willing to travel in the
Philippines. Discover the culture, and teach the Filipinos. They are experienced
educators that is why they are sent to here in the Philippines with a mission to win the
Filipinos for the US government. Thomasites had very high credentials, and were
committed to teaching and were able to transform the Philippines into the third largest
English-speaking country in the world via their teaching methods.
2. Present the development of the Philippine Educational system from pre-Spanish era to the
present.
As early as in pre-Magellanic times, education was informal, unstructured, and
devoid of methods. Children were provided more vocational training and less
academics (3 Rs) by their parents and in the houses of tribal tutors.
In the Spanish era 1565-1989 the Philippine educational system was formal
and church-based. Free and compulsory primary school in each town. The
education was inadequate, suppressed and controlled. More on Christianity
and academics, traditional learning and catechism and the insertion of religious
doctrines.
American Regime 1898-1936 highly centralized public-school systems because
of the Thomasites. The education was formal, the medium of instruction was
English language. The subjects taught were language, GMRC and civics.
Commonwealth Period 1935-1941 starting from primary school, intermediate
and secondary. The subjects taught were language, GMRC and civics. This
period also developed the upright behavior and the citizenship and vocational
training.
Japanese Occupation 1941-1945 schools were re-opened Military Order No. 2.
The education was formal, realization of Asian New order, traditional learning
and vocational education. The love for work and dignity of labor was greatly
highlighted.
Present Educational System 1946-Present Executive Order No. 94.
Department of Instruction was changed to Department of Education. 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.
Lesson 2: Journey Towards Basic Education Curricular Reforms: 1946-2011
Assessment
1. What are the basic curricular reforms from 1946 to present?
Year Elementary Education Secondary Education
1946 - General Education Curriculum General Education Curriculum
1956
1957 - Revised Elementary Education 2 – 2 Plan
1972 Curriculum College Prep Curriculum
Vocational Curriculum
1973 - New Elementary School Curriculum Revised Secondary Education
1988 (NESC) Program
Electives Offered
1989 - 2002 Basic Education Curriculum New Secondary Education
2001 Curriculum (NSEC)
2002 - R.A. 10157 Kindergarten Education 2002 Basic Education Curriculum
2011 Act 2010 Secondary Education
Curriculum
2012 - Roll – out implementation of Grade 1 Roll – out implementation of Grade
2013 and Grade 7 of the K to 12 Curriculum 1 and Grade 7 of the K to 12
Curriculum
2. Research on the 10-point Agenda of Rodrigo R. Duterte Administration
The principles of the current administration on education are guided by the 10 Point
Basic Education Agenda:
1. A 12-year basic education cycle
The implementation of the K to 12 Program will be phased to make the country’s
education system at par with international standards. Under this program, Universal
kindergarten is already being offered last SY 2011-2012. In 2012, the enhanced curriculum
was offered to incoming Grade 1 as well as to incoming junior high school students.
The activities currently being undertaken to support the implementation of the K to 12
Program are Curriculum Development; Legislation at the House of Representatives and the
Senate; Research Studies; Advocacy; and Transition Management with the Commission on
Higher Education and the Technical Education and Skills Development Authority.
2. Universal Pre-schooling for all
Universal Kindergarten offered in SY 2011-2012, with a budget allocation of P2.3
billion.
The Kindergarten curriculum adapts a thematic approach, focused on the following
domains: Values Education, Physical Health and Motor Development, Social and Emotional
Development, Cognitive Development, Creative Arts, Language and Readiness for Reading
and Writing & Language, Literacy and Communications.
3. Establish the Madaris Education as a sub-system in the current education system
The Kindergarten Madrasah Curriculum has been developed and will be piloted in
selected schools in August 2011. The Refined Elementary Madrasah Curriculum (REMC)
being implemented in SY 2011-2012 and the instructional learning materials is undergoing
review.
The development of the Secondary Madrasah Curriculum is on its final stage. The
instructional learning materials for Islamic Values, English and Arabic Translations are being
developed.
4. Re-introduce technical and vocational education in public high schools.
Techvoc curricula for Grades 11 & 12 are being developed as part of the K to 12
Program.
There are 282 techvoc high schools nationwide specializing in Arts and Trade,
Agriculture, and Fishery.
Ongoing upgrade and maintenance of laboratory workshops and other facilities.
5. Every child a reader by Grade 1
Ongoing implementation of Every Child a Reader Program (ECARP).
In 2010, Reading Recovery (RR) was added to ECARP. This new component gives
children beginning to fall behind in reading and writing a second chance. It identifies children
having difficulty early so that specialized one-on-one assistance from a teacher trained in RR
is provided. The pilot implementation started in 2010-2011 in Regions NCR, V, VI and XI.
6. Improve science and mathematics
The Science & Technology-Oriented High School (ESEP) Program is one of the
flagship programs for the development of Science, Mathematics and research. ESEP was
initially implemented in 112 public secondary schools nationwide. In 2010, the program was
expanded to 86 secondaries to schools. To date, there are 198 schools under ESEP and
100 Special Science Elementary High Schools.
There is also ongoing and continuous training of teachers in Math and Science.
7. Expand government assistance to private education
DepEd implements the Government Assistance to Students and Teachers in Private
Education (GASTPE) to support the schooling of secondary school children in private
schools.
The GASTPE program is aimed at democratizing and improving access to quality
secondary education through government extension of financial assistance to deserving
elementary school graduates who wish to pursue their secondary education in private
schools. It is geared towards reducing class size to manageable levels in public high
schools, especially those experiencing shortage of classrooms and teachers. Thus, through
GASTPE, the government is able to decongest public secondary schools.
This SY, the number of beneficiaries were increased to 757,000 under GASTPE
education service contracting scheme.
Beneficiaries outside Metro Manila also received increase in subsidy from P5,000 to
P5,500.
8. Use of mother-language instruction
A series of trainings are being conducted for trainers and teachers on Mother
Tongue-Based Multilingual Education. Instructional materials in major languages (Tagalog,
Ilokano, Pangasinense, Bikolano, Kapampangan, Hiligaynon, Bisaya & Waray) have been
developed.
9. Better textbooks
DepEd is continuing efforts to improve the screening and selection process of
textbook evaluators.
Orientation seminars conducted for authors, publishers, editors, illustrators, book
designers and other stakeholders developing textbooks and teacher’s manuals for public
school use.
Ongoing participation of more than 40 civil society organizations, local government
units, Parent-Teacher Associations, other civic and church organizations, institutions, and
foundation in the National Textbook Delivery Program.
10. Build more schools in cooperation with LGUs
Established in early 2011, the Counter-Parting for Classroom, Construction Program
calls on local government units (LGUs) to participate in the provision of new classrooms to
schools.
To date, a total of 17 LGUs have signed counter-parting agreements with DepEd with a
total funding of over P1 billion for the building of over 1,200 classrooms.
10-POINT SOCIOECONOMIC AGENDA OF THE DUTERTE ADMINISTRATION
Improve access in Secondary Education (improving the transition from elementary to
secondary, reducing drop-outs/school leavers, improving cohort survival and
completion rates)
Continue to efforts to reach and maintain universal access to Elementary education.
Improve the overall quality of basic education for both Elementary and Secondary
levels (investing in teacher quality, improving contact times, coverage of curriculum
content, learning absorption, and reducing significantly disruption in teaching and
learning)
If trend is to continue, the quality of elementary education will not even reach the
minimum passing rate of 75% by the end of 2022.
Continue malnutrition program for elementary pupils to address the high incidence of
malnutrition.
There is a need to address the high incidence of working children and children
laborer both in school (especially in Secondary level) and those out of school.
Need to reduce OSY
Improve ALS coverage to cover more OSY
Strengthen schools to be able to accept all children with disabilities
Encourage girls with disabilities to go to school
Make schools drug free especially secondary schools
