Historical

Foundation of
Curriculum in
the Philippines
 “Curriculum in the Pre-Colonial Period”

The Philippines already have their

own structure of society, especially the
structure of education even before the
Spaniards and different colonials came.
During Pre-Colonial, there are different tribes,
groups and cultures, therefore there are also
different learning experiences.

In terms of education in the

Pre-Colonial Period, there was no written curriculum, established formal schooling
and no formal preparation for teachers too. During this time, tribal leaders and parents
serve as teachers. The mothers have to educate their female children in housekeeping,
weaving, basket-making and other agriculture-related activities. While the fathers
have to train their male children in
hunting, carpentry, agriculture,
shipbuilding, and mining. Skills
were taught in a variation relating their
common industries and locations,
whether highland, lowland, or along
seashores. The teachings here are based
on the needs of their community,
their customs and traditions. The method
of their teaching is through oral
immersion, experiences and vocational
training.
 They also have a unique system of writing called baybayin. Baybayin are the
characters that represent certain words used to establish communication from one
barangay to another.

In addition, each barangay has their own leaders called "Datu" that also teaches them
about leadership and communal engagement. Where there was Rule of the
barangay and Code of Kalantiaw followed accordingly.

“Curriculum in the Spanish Era”

Spanish colonization began in 1521. It is
when Ferdinand Magellan came to the island and
claimed it as the Spanish Empire.

During the Spanish Colonial Period of the

Philippines (1565-1898) most of the archipelago
underwent a deep cultural, religious
transformation from various native Asian cultures
and traditions including the
Catholic faith. Spanish education played a major role in that transformation. The oldest
universities, colleges, vocational schools and the first modern public education system in Asia
were created during the colonial period. Education was still in the early stage of development
during the Spanish period, Spanish language was still unknown to the majority. They are literate
in their own native
dialect.
The arrival of Augustinians (1565)
and arrival of Franciscans (1577) came up to open a
school in Cebu. They opened a school and
immediately taught the people how to read and write,
besides imparting to them important industrial and
agricultural techniques. The friars were effective in
evangelizing the Catholic religion to the Filipinos,
but they failed in
 teaching them to learn other bodies of knowledge.

From 1565-1863, there was no specific system of instruction. Baybayin was the
script used by the native Filipinos. The early friars
learned the Baybayin script to allow communication
with the islanders, mostly in religious aspects.
Religious education took place using this language.
Friars were required to teach the Spanish language to
the natives but it was not enforced. The Baybayin
script was replaced by the Roman Alphabet, Baybayin
was neglected and not used by succeeding
generations.

Free access to modern public education both secondary and higher education was made
possible through the enactment of the Spanish Education Decree of December 20, 1863 by
Queen Isabella II. This decree provided two parts: (1) establishment of at least two free
primary schools, one for boys and
another for girls, it is available in each
town and controlled by the municipal
government and (2) the creation of a
normal school to train men as teachers,
supervised by the Jesuits. But only the
Ilustrados (wealthy locals) could
afford to send their children to study.

Education during the Spanish regime was only privileged to the Spanish students. Friars
influence the lessons based on their Christian Doctrines and the instruction during this era is
religion-oriented.

SUBJECTS: BASED ON THE ROYAL DECREE OF 1983

The Educational Decree of 1863 provided a free public education system in the Philippines,
managed by the government. The decree mandated the establishment of at least one primary school for
boys and one for girls in each town under the responsibility of the municipal government, and the
establishment of a normal school for male teachers under the supervision of the Jesuits. Primary
education was also declared free and available to every Filipino, regardless of race or social class.
Contrary to what the propaganda of the Spanish–American War tried to depict and current popular
media, they were not religious schools; rather, they are schools that were established, supported, and
maintained by the Spanish government.

After the implementation of the decree, the number of schools and students increased steadily.
In 1866, the total population of the Philippines was 4,411,261. The total number of public schools for
boys was 841, and the number of public schools for girls was 833. The total number of children
attending those schools was 135,098 for boys, and 95,260 for girls. In 1892, the number of schools had
increased to 2,137, of which 1,087 were for boys, and 1,050 for girls. By 1898, enrollment in schools
at all levels exceeded 200,000 students. There was some opposition to universal education from
Spanish priests, and only 1.6% of the population gained more than a primary school education.

Among those who benefited from the free public education system were a burgeoning group of
Filipino intellectuals: the Ilustrados ('enlightened ones'), some of whom included José Rizal, Graciano
López Jaena, Marcelo H. del Pilar, Mariano Ponce, and Antonio Luna—all of whom played vital roles
in the Propaganda Movement that ultimately inspired the founding of the Katipunan.

Some schools established during this period were founded by non-Spaniards and were
therefore not colonial creations. Damian Domingo, established in 1823 a fine arts school known as the
Academia de Dibujo y Pintura, which is now the Fine Arts College of the University of the
Philippines. In 1868, Doña Margarita Roxas de Ayala, established the girls' school La Concordia.

Philippine Revolution Education

The defeat of Spain following the Spanish–American War led to the short-lived Philippine
Independence movement, which established the First Philippine Republic. The schools maintained by
Spain for more than three centuries were closed briefly, but were reopened on August 29, 1898, by the
Secretary of Interiors. The Instituto Burgos (Burgos Institute), the Academia Militar (the country's first
military academy), and the Universidad de Literaria de Filipinas (Literary University of the
Philippines) were established. Article 23 of the Malolos Constitution mandated that public education
would be free and obligatory in all schools of the nation under the First Philippine Republic. However,
the Philippine–American War hindered its progress.[23] Established in the American-occupied zone,
Colegio Filipino (now National University) is a Philippine college which dates from this period which
has survived to the present. There also existed for many decades the Rosa Sevilla Memorial School,
which was originally founded on July 15, 1900, as the Instituto de Mujeres, an all-girls private school.
 “Curriculum in the American Era”

During the United States colonial period of the Philippines (1898-1946),the United States
government was in charge of providing education in the Philippines.

Public system of Education

Education became a very important issue during the United States colonial
government,because they wanted to spread their cultural values,particularly the English language
to the Filipino people. English language as an instructional medium,and
American history,lead to
forming of a national identity
and Filipino nationalism.
Children from seven were
required to register in schools
located in their own town and
province.Additionally there
were three levels of education
during the American period.
The
“Elementary”level consisted of four primary years and three intermediate years.The
“Secondary”or High School level consisted of four years and the last was the “College” or
Tertiary level.
Futhermore,during the American Period those students who excelled academically were
sent to the United States to continue their studies and to become experts in their desired field or
profession.They were called “scholar” and “pensionado”, because the government covered all
their expenses. In return, they were to teach or work in government offices after they finished
their studies.
Many elementary and secondary schools from the Spanish era were recycled and
new ones were opened in cities and provinces, among which there were normal, vocational,
agricultural, and business schools. Among the most important colleges during United States rule
were: Philippine Normal School in 1901 ( Philippine Normal University) and other normal
schools throughout the country such as Silliman University (1901), Central Philippine University
(1905), Negros Oriental High School (1902),St. Paul University Dumaguete (1904), Cebu
Normal School (1915) also a university at present, Filamer Christian University (1904), Iloilo
Normal School in 1902 (now West Visayas State University) and Zamboanga Normal School in
1904 (now Western Mindanao State University) ; National University (1901); University of
Manila (1914); Philippine Women's University (1919); and Far Eastern University (1933).
Examples of
vocational schools are: the Philippine Nautical School, Philippine School of Arts and Trades
(1901, now Technological University of the Philippines) and the Central Luzon Agriculture
School. The University of the Philippines was also founded in 1908.
Schools were also built in remote areas like Sulu, Mindanao, and the Mountain Provinces, where
attention was given to vocational and health practice.
Thomasites

A volunteer American soldier became the first teacher

of the Filipinos.Part of their mission was to build
classrooms in every place where they were assigned.
The American soldiers stopped teaching only when a
group of teachers from the U.S. came to the Philippines
in June 1901. They came aboard the ship "Sheridan."
In August 1901, 600 teachers called Thomasites
arrived. Their name
derived from the ship they traveled on, the USS Thomas.

Criticisms
Monroe Commission on Philippine Education
The Monroe Commission on Philippine Education was created in 1925 with the aim of reporting
on the effectiveness of education in the Philippines during the period of U.S. annexation. It was
headed by Paul Monroe, who at the time was the Director of the International Institute of
Teachers College, Columbia University, and it was composed of a total of 23 education
professionals, mostly from the U.S. and some from the Philippines. During 1925 the
Commission visited schools all throughout the Philippines, interviewing a total of 32,000 pupils
and 1,077 teachers. The commission found that in the 24 years since the U.S. education system
had been established, 530,000 Filipinos had completed elementary school, 160,000 intermediate
school, and 15,500 high school.
The Commission declared that although Filipino students were on the same level as their
American counterparts in subjects like Math or Science, they lagged far behind in English-
language related subjects. George Counts, a Yale professor and a member of the Commission
wrote in 1925 in The Elementary School Journal that "Half of the children were outside the reach
of schools. Pupil performance was generally low in subjects that relied on English, although the
achievement in Math and Science was at par with the average performance of American school
children..." Counts also described the Filipino children of the 1920s as handicapped because not
only were they trying to learn new concepts in a foreign language but they were also being
forced to do so from
the point of view of a different culture, due to the fact that they were using materials originally
designed for pupils in the United States.
The report also informed that teacher training was inadequate and that 82 per cent of the
pupils did not go beyond grade 4. Many of the problems identified were attributed to the attempt
to impose an English-based education system in just one generation, concluding that "Upon
leaving school, more than 99% of Filipinos will not speak English in their homes. Possibly, only
10% to 15% of the next generation will be able to use this language in their occupations. In fact,
it will only be the government employees, and the professionals, who might make use of
English."
Other recommendations of the Commission asking for a "curtailment of the type of industrial
work found on schools" and the elimination of the General Sales Department that had been set
up to distribute the sale of items made in schools, pushed the implementation of several changes
in the educational system to try to prioritize on the instruction of the pupils to be taught over the
teaching of "industrial" education that until then had been focusing on the production of
handicrafts such as basketry for boys and embroidery for girls, farming techniques, and other
skills deemed favorable for the future of the pupils.
Education system during American period with regards to the Four Pillars of
Education:
Learning to know Learning to do Learning to live Learning to be
together
● Education ● The ● Education ● Education
is free for curriculum emphasizes in this
all. gives democracy period
● Education importance and the includes
is a means to technical importance induction of
of giving and of people's good
people an vocational participatio manners
orientation skills. n in and right
toward decision conduct.
democracy. making.
● Teaching
english
language
● Emphasize
the 3 R's
(reading,wri
ting and
arithmetic)
 “Curriculum in the Japanese Era”
In 1941 Japanese occupation happened
between 1942 and 1945 when the Japanese
devised an education curriculum that suited
their interests during that time. Filipino
students during the Japanese regime
were compulsory to take a course for
three months to learn the Japanese
language and way of life. In addition the
English language were abolished in schools
and Nihonggo were enforce.

Prior to the Japanese Occupation,

textbooks were revised and censored and
emphasized the love for labor. Vocational
courses were introduced as training as
well as technical and agriculture. Thus
singing American songs were banned
and teaching physical education and
singing Japanese songs were taught. In
addition to this, the school calendar became
longer during the Japanese Occupation and
there was no vacation for students during
that time.

The teaching of Japanese in schools was made mandatory in the year

1943. Moreover, English usage was forbidden. Japanese language learning difficulties or a
lack of interest in learning are grounds for dismissal for teachers.

● Education Focus / Curriculum focus: vocational more on technicality:

something we can apply and something we can use
● February 27 1945 Under the Japanese regime, the teaching of Tagalog and
Character education was reserved for Filipinos .
● During the same period , Japanese government promulgated that Japanese would be the
official language in the country and hence Japanese was taught in all the schools
in the Philippines, kaya may mga salita tayong naririnig na
 hindi natin alam na galing pala sa Japanese like; jak en poy, tamang-tama, kaban,
katol tansan and many more
● General Characteristics: Anti- West ( so any teaching from West culture is
prevented by the Japanese era
● Has military existence in Education , no arm forces allowed in school

However despite the strict implementation Japanese didn't succeed with their interests in
transforming the values and attitudes of the people because of the brutalities they have made to
the Filipinos wherein Filipinos didn't experience the American.

“Curriculum in the Philippine Republic”

1946-1972
In 1946, the Philippines had already
claimed independence from colonizers
(specifically from the Japanese). This is where the
country’s educational system aims for full
realization of the democratic ideas of life in which
it promotes equal education for all that also
promotes national development. From the word
democratic, all children were able to enjoy and
have equal benefits on their rights to education as
the elementary education in this year was
nationalized and
matriculation fees for them to study were abolished. This means that before the declaration of
independence, children won’t be able to have education if they have no money and since then
until now, we are able to have education for free in public schools and even in the country’s
universities.
 Vernacular language was used as the medium of instruction for Grade 1 and Grade 2. It is
a language that is commonly spoken by a group of people in such a particular region. For
example, in a classroom of Grade 1 or Grade 2 in Tarlac Elementary School, they used Ilokano
language as their medium of instruction because that is what they used in their community and
inside their house, so basically, vernacular language is also known as the mother tongue.
In this era, the Educational Development Decree of 1972 was born. This decree made
education relevant to the needs of the changing world or society. This has the same content with
the problem centered design curriculum in which it addresses societal needs for a quality
education.

1972-1986
The 1973 Constitution set out the three fundamental aims of education in the
Philippines, to:
• Foster love of country;
• Teach the duties of citizenship;
• Develop moral character, self-discipline, and scientific, technological, and vocational
efficiency.

The emphasis of the New Society is on moral values, relevance, proper

methods of teaching, retraining of teachers, vocational and technical education,
bilingualism, national consciousness and cultural values. To guarantee that the
educational system would be relevant and responsive to the challenges and
requirements of national, provincial and local development.

PD No. 1 - integrated Reorganization Plan (September 24, 1972) consist of:

• Decentralization of the Department of Education, Culture, and Sports
• Decision-making is shared by the 13 DECS regional offices

The Education Act of 1982

• Provided for an integrated system of education covering both formal and non-formal
education at all levels.

1986-2000

After the Marcos era, the Philippine Constitution in this

year aimed for Valued Education wherein it promotes and
develops moral character, vocational efficiency and it also
teaches students the duties of citizenship.
 On May 18, 1994, trifocalization of education happened, it is a part of the reforms during
this era that ensure greater efficiency of the educational system in the Philippines. It identifies
three agencies in the educational field, including College of Higher Education (CHEd)- for
higher education, Technical Education and Skills Development Authority (TESDA)- for
technical education and skills development, and Department of Education (DEPEd)- for basic
education. This is also where the Board Licensure Exam for Professional Teachers has developed
and this is where the offer for Technical-Vocational Education Program has started.

“21st Century Education in the Philippines”

One of the highlights in the History of Curriculum is the implementation of the K to 12
curriculum. The K to 12 Basic Education Curriculum is considered as one of the greatest
reforms in the Philippine Educational System that brought many changes, development and
improvement in our education systems.

Some reasons of the K to 12 implementation

1. Philippines is the only country in Asia with 10 years basic education program

2. Many non-practical subjects

3. Lack of preparation for college education

4. Too young to enter for the world of work

Legal Bases

Article XIV, section 2 (1) of the 1987 Philippine Constitution “The state shall establish maintain
and support a complete, adequate and integrated system of education relevant to the needs of the
people and society”

What is the K to 12 Basic Education

Program?

It is a program that covers Kindergarten and 12

years of basic education. All 5-year-old are required
to take Kindergarten before they enter in Grade 1 to
ensure that they are prepared for academic learning
and to increase the mastery of concepts and skills,
develop lifelong learners
 Core Academic Areas

It includes Math, Filipino, English, Araling

Panlipunan, Edukasyong Pagpapakatao, Music,
Arts, Physical Education and Health. These are
based on the College Readiness Standards of the
Commission on Higher Education and are
equivalent to the courses offered under the
General Education Curriculum of Higher
Education Institutions.

Core Curriculum

In this part, it consists of seven learning areas such as Languages, Literature, Communication,
Mathematics, Philosophy, Natural Sciences, and Social Science and Social Sciences. Some
contents in General Education subjects are embedded in Senior High School.

Some characteristics of the K to 12 Curriculum

● The K to 12 is a learner centered curriculum that primarily focuses on increasing

individual student’s learning. Teachers role is a facilitator of learning by making
curriculum relevant for students aligned in the interests and unique needs of students to
have diverse learning activities and meaningful learning experiences.
● The K to 12 curriculum is inclusive- it provides all students a sense of belonging in
class. The teachers’ role is to design and include all learners in different learning
activities, it welcomes all students regardless of their differences. They recognize the
students’ learning needs, differences, level of thinking and skills, and abilities so they can
respond effectively through providing appropriate guidance and support to the students
which they deserve.
● The K to 12 curriculum is Developmentally Appropriate –teachers plan, decide
and prepare a matching task or appropriate to the learners. There are some elements to
consider in the nature of the students such as grade level, skills, and abilities, Interest,
developmental stage, age, activities, equipment/ materials and assessments.
Salient Features of K to 12 Curriculum

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, let Century Skills)

Curriculum Theorist
Of all foreign educational systems, the American educational system has the greatest
influences on our educational system. The following six curriculum theorists contributed their
views on curriculum. Here are the curriculum theorists and how they view the curriculum from a
historical perspective.

1. Franklin Bobbit (1876- 1956)

Bobbit started the curriculum development movement

wherein he presented curriculum as a science that emphasizes
students' needs. The curriculum prepares students for their future
and their adult life. To Bobbit, objectives and activities should be
grouped together when tasks are clarified.

2. Werrett Charters (1875-1952)

Charters give emphasis that the function of subject matter was to

‘satisfy the needs and problems’ faced by the society. He then
added that a school's curriculum should practice this conception
of subject matter, when it addresses an actual or potential student
need, enabling students to perceive its function. Charters discussed
ways to organize subject matter and teaching to achieve such
objectives. Students should not only be told about, but also
allowed to construct functions of subject matter for themselves.

3. William Kilpatrich (1871-1965)

 He developed the Project Method. This curriculum focuses on providing purposeful
activities to children for their development and growth.

4. Harold Rugg (1886-1960)

He believes that curriculum should develop the whole child. This

could mean that what the teachers taught and what the
students learn should not only focus on the cognitive aspect, it
should also consider the psychomotor and affective development
of the students. For him, it is a child-centered curriculum wherein
the children are the focus or center of the educational process. He
mentioned that the
statement of the objectives and the activities should produce outcomes - with this,
students will actively participate in the learning process and would be able to do hands-on
activities to produce outcomes on their overall aspects. In other words, the subject to
be taught to the students inside the classroom should
expose them to hands-on learning that they could apply in real-life situations. Harold
Rugg also emphasized that curriculum should be planned in advance by social studies
and the teachers.

5. Hollis Caswell ( 1901- 1989)

Curriculum is organized around social functions of themes,organized knowledge and

learners interest.Caswell believes that the curriculum is a set of experiences.Subject
matter is developed around social functions and learners’ interest.

6. Ralph Tyler (1902-1994)

He believes that the curriculum is a science and an extension of

the school's philosophy. To Tyler , curriculum is always related to
instruction, subject matter is organized in terms of knowledge,
skills, and values.

·
References

Dela Cruz, J. [Jaydee's Corner]. (2022, February 19). Historical Foundation of Curriculum Development
(Philippines) [Video]. YouTube. https://youtu.be/QmPgE9oz9Bw

Padron, M. [mary joie padron]. (2021, April 8). Foundation of Education| Historical Development of
Philippine Education [Video]. YouTube. https://youtu.be/6qgLYuVIUOc

Galve, C. [Charise Galve]. (2020, October 22). Historical Foundations of Philippine Curriculum: Pre-
Colonial, Spanish, American, Japanese, New Society [Video]. YouTube. https://youtu.be/v548yzx35Gs

Philippine History and Background. Retrieved from:

https://education.stateuniversity.com/pages/1197/Philippines-HISTORY-BACKGROUND.html
https://www.deped.gov.ph/about-deped/history/

W.W. Charters. Retrieved from:

https://education.stateuniversity.com/pages/1821/Charters-W-W-1875-1952.html

Education in the Philippines During the American Rule. Retrieved

from:https://www.k12academics.com/Education%20Worldwide/Education%20in%20the%20Phili
ppines/education-philippines-during-american-rule#:~:text=There%20were%20three%20levels
%20of,the%20curriculum%20of%20the%20schools.

The K to 12 Basic Education Program. Retrieved from: https://www.officialgazette.gov.ph/k-12/