Lesson 2

Historical Foundations of Education

A school is an institution created by
society. Education 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 assure its
survival, stability and convenience
Socialization
Socialization is the process of learning the
roles, statuses and values necessary for
participation in social institutions. ..."
(Brinkerhoff, 1989).
Anticipatory Socialization
Role learning that prepares us for future
roles is termed anticipatory socialization
(Brinkerhoff, 1989). 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 parents' religion,
social class and ethnicity influence the child's
social roles and self-concept which in turn
influence the expectations that others have for
the child, and they determine the groups with
which the child will interact outside the family"
(Brinkerhoff, 1989).
 Historical Educational Curriculum Agent Influences
Group or Goal On Western
Period Education

Primitive To teach group Practical skills of hunting, Parents, tribal, elders Emphasis on the role
Societies survival skills; fishing, food ,gathering and priests of information
7000 B.C to cultivate group stories, myths, songs, education in
5000 B.C cohesiveness poems, dances transmission of skills
and values

Greeks To cultivate civic Athenians: reading, Athens: private teachers Athens: the concept of
1600 B.C responsibility and identify writing, arithmetic, drama and schools; sophists; the well-bounded,
300 B.C with city-state; music, physical philosophers. liberally educated
= Athenian, to develop education, literature, person
well- rounded person. poetry Sparta: military songs
= Spartan, to and tactics. Sparta: the concept of
develop soldier and Spartan: military songs the military state
military leaders. and tactics.

Romans To develop a sense of Reading, writing, Private school and Emphasis on ability to
750 B.C civic responsibility for arithmetic, laws of teacher ; school of use education for
A.D. 450 republic and then empire; Twelve tables, law, rhetoric practical administrative
to develop administrative philosophy. skills; relating
and military skills. education to civic
responsibility.
The History of the Philippine Educational System

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 husbands and wives.
Children were provided more vocational training
but lesser academics. Teachers were tribal tutors
(Babaylan or Katalonan).
 Education During the Spanish Era:
Education was more formal and organized. It was
authoritarian in nature. Tribal tutors of the pre-Spanish
period were 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 ilustrados 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 elementary
schools in all municipalities in the country. Although
religion was the core of the curriculum, it also
included subjects such as 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.
Education during the American Regime 1898-1946:
The Americans 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 Manila in 1899, seven schools were
opened in the city.
Training was done through the schools that were 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):
Free education in public schools was provided
all over the country, in accordance with the
1935 Constitution. Vocational education and
some household activities like sewing,
cooking, and farming were also given
importance. Education also emphasized
nationalism and students were taught about
the life of the Filipino heroes.
Vocational education and some household
activities were also given importance as well
as Good Manners and Right Conduct (GMRC)
and discipline. were also taught the
students. The institute of private education
was established in order to observe private
schools. 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. Executive Order No. 217
otherwise known as the Quezon Code of
Ethics was taught in schools. 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.
 The Education Act of 1940 (C.A. 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.
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 morale 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 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 the National Anthem pursuant to R.A.
1265 approved on June 11, 1955.

• Included in curricular offerings in all levels in all schools were the

life, the works and writings of Jose Rizal especially the Noli Me
Tangere and El Filibusterismo
• 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 to:
o foster love of country
o teach the duties of citizenship
o develop moral character, self-discipline and scientific,
technological and
• vocational efficiency
Other Developments:

• Integration of Values in all learning areas

• Emphasis on mastery learning
• Youth Development Training (YDT) and Citizens’ Army
Training (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.
• The National College Entrance Examination (NCEE) was
introduced
• Executive Order No.117 - President Corazon C. Aquino
renamed Ministry of
• Education, Culture and Sports (DECS) in 1987
• Creation of the Board for Professional Teachers
composed of 5 members under PRC
• Replacing the Professional Board Examination for
Teachers (PBET) by the Licensure Examination for
Teachers (LET)
• 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.
- Under R.A. 7796 of 1994, the Technical Education and
Skills Development Act (TESDA) now administers the
post-secondary, middle-level manpower training and
development R.A. 7796.
- CHED is responsible for higher education. R.A. 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, Culture and Sports
(DECS) to the Department of Education (DepEd) and
redefining the role of field offices (regional offices, division
offices, district offices and schools).
• RA 9155 provided the overall framework for school head
empowerment by strengthening their leadership roles; and
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.
• 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)
• R.A. 10157, Jan 20, 2012 - Kindergarten Act, an act
institutionalizing the
• kindergarten education into the basic education system
• K to 12 Program (R.A 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
Varied Goals of Education during Different
Historical Periods of Philippine History

• During the pre-colonial period, girl students

were given vocational training but lesser
academics for them to be good mothers.
Schools focused on religious Christian
faith.

• During the Spanish period, schools

focused formation to help them live the
Christian faith, and for boys to grow up to
be good fathers. Girls to be good mothers.
• The Japanese regime taught the youth to
love labor.

• The American regime aimed to form good

citizens of a democratic time and to teach the
duties of citizenship, discipline and scientific
inquiry.
 Post-colonial period educational system was
devoted to the following goals:
• foster love of country;
• teach the duties;
• develop moral character self-discipline; and
technological and vocational efficiency
The present DepEd mission and vision statements
aimed to shed light on the present goals of
Philippine educational system.
The Importance of Studying the History of Education:

• Educational issues and problems are often rooted in the

past; the study of educational history can help us to
understand and solve today's problems,
• Realistic efforts to reform education begin with present
conditions which are a product of our past; by using our
past, we can shape the future.
• The study of education's past provides a perspective
that explains and illuminates our present activities as
teachers.