Legal Foundation

The Historical Influence on Philippine Education

In the ancient Philippines, children were given the rudiments of education. Such education was both
academic and vocation. The father trained his sons to be warriors, hunters, fishermen, miners, lumbermen,
and shipbuilders. The mother on her part trained her daughters in cooking, gardening, serving, and other
household arts.
It is said that in ancient Panay, there was a barangay school called Bothoan under the charge of the teacher
usually an old man. The subjects taught to the children in this barangay school were reading, writing,
arithmetic, use of weapons, and lubus (acquiring kinaadman or amulets).
Hence, education during that time was geared toward their needs. Because of colonization by several foreign
countries and several historical events, our education underwent several changes although we also retained
some of the ancient teachings which are practical even during our time.

Introduction of the Western or European System of Education

With the coming of Spain, the European system of education was introduced to the archipelago. Primary
schools, colleges, and universities were established in our country by the missionaries.
The principal aim of Spain in the Philippines during their regime was to make the native Filipinos obedient and
God-fearing Christians. For this reason, religion was a compulsory subject at all levels – from primary schools
to universities.
The first schools were the parochial schools opened by the missionaries in their parishes. In addition to
religion, the native children in these schools were taught reading, writing, arithmetic, and some vocational and
practical art subjects.
Later on, colleges for boys and girls were opened by the missionaries. These colleges were the equivalent of
our high schools today. The subjects taught to the students included history, Latin, geography, mathematics,
and philosophy.
University education was started in the Philippines during the early part of the 17th century. Originally, the
colleges and universities were open only to the Spaniards and those with Spanish blood (mestizos). It was only
during the 19th century that these universities began accepting native Filipinos.
It is interesting to note that for nearly 300 years, education in the Philippines was the primary responsibility of
the Catholic Church. The missionaries established the schools, provided the teachers and facilities, and
decided what should be taught. It was only in the last half of the 19th century that the government took an
active part in promoting education in the colony. In 1863, a royal decree called for the establishment of a
public school system in the colony.

Education under the Americans

United States considered educating the Filipinos as one of its top priorities in the Philippines. Even while US
troops were consolidating their foothold in Manila in 1898, schools were already opened in the city. But unlike
the Spaniards who neglected to propagate their language, the Americans made it a point to teach English to
the Filipinos. The American soldiers were the first teachers of the Filipinos.
In January 1901, free primary education was provided and a school for Filipino teachers was established. It
called for the recruitment of trained teachers in America. It abolished compulsory religious instruction.
The Americans gave bright young Filipino students the opportunity to take up higher education in American
colleges and universities. These Filipinos came to be known as “pensionados” for their education in the United
States was financed by the government in the Philippines. Hundreds of Filipino pensionados were able to
study in the US until 1928. From the ranks of these pensionados came the future civic, business, and political
leaders of our country.

Education under the Commonwealth

Education continued to receive from the Commonwealth government the same attention that the Americans
gave it. President Quezon created the National Council of Education in 1936 as an advisory body on
educational matters. The council made important recommendations to further improve the educational
system in the Philippines. Most of these recommendations were accepted and carried out by the government.
It was also during the Commonwealth regime that an organized effort to develop a common national language
was started in compliance with the mandate of the 1935 constitution.
And to help strengthen the moral fibers of the Filipinos and to foster a love of the country especially among
the youth, President Quezon issued his famous Code of Ethics which was required to be taught in all schools.
In 1940, several changes were made in the Philippine educational system by virtue of the Educational Act of
1940. Under this law, the elementary course was reduced from 7 years to 6 years. The minimum age for
admission to Grade I was raised to 7. The school calendar was also changed so instead of the school year from
June to March, it was changed to July to April.

Education under the Japanese

Schools and churches were also used as propaganda tools for the Japanese. Nippon-go, the Japanese
language, was made a compulsory subject in all schools. In government and private offices, classes in Nippon-
go were opened to propagate the Japanese language and culture. Japanese Catholic priests were sent to the
Philippines to help promote the idea that Japan, being an Asian country, was a friend of all Asian people’s
including the Filipinos.
The Philippines' rich and diverse history greatly influenced its education system today. From the Spanish,
American, and Japanese colonization’s to the Martial Law years, each significant event has contributed to
shaping Philippine education into what it is today. The history of the country is a testament to the importance
of education and its role in national development. Through the lessons learned in the past, the Philippine
education system continues to evolve and adapt to meet the challenges of the present and the future.

Legal Bases of the Philippine Education

The 1987 Philippine Constitution lays down the foundation of the Philippine education system and protects
the right of all citizens to quality education at all levels. Table 3 summarizes significant reforms enacted into
law toward the attainment of Constitutional provisions, national goals, and international commitments for
SDG 2030.
1935 Constitution Article XIV Section 5
 Section 5. All educational institutions shall be under the supervision of and subject to regulation by the
State. The Government shall establish and maintain a complete and adequate system of public
education, and shall provide at least free public primary instruction, and citizenship training to adult
citizens.

1973 Constitution Article XV Section 8

 Article XV, Section 8 of the said fundamental law stated: “At the option expressed in writing by the
parents or guardians, and without cost to them and the government, religion shall be taught to their
children or wards in the public elementary and high schools as may be provided by law”.

1987 Constitution Article XIV Sections 1-5

 The State shall take into account regional and sectoral needs and conditions and shall encourage local
planning in the development of educational policies and programs.
 Academic freedom shall be enjoyed in all institutions of higher learning.
 Every citizen has a right to select a profession or course of study, subject to fair, reasonable and
equitable admission and academic requirements.
 The State shall enhance the right of teachers to professional advancement. Non- teaching academic
and non-academic personnel shall enjoy the protection of the State.
 The State shall assign the highest budgetary priority to education and ensure that teaching will attract
and retain its rightful share of the best available talents through adequate remuneration and other
means of job satisfaction and fulfillment.

Batas Pambansa Blg. 232 (The Education Act of 1982)

This was an act providing for the establishment and maintenance of an integrated system of education. In
accordance with Section 2, this act shall apply to and govern both formal and non- formal system in public and
private schools in all levels of the entire educational system.
It is also stated in Section 3 that:
The State shall promote the right of every individual to relevant quality education, regardless of sex, age,
creed socio- economic status, physical and mental conditions, racial or ethnic origin, political or other
affiliation. The State shall therefore promote and maintain equality of access to education as well as the
benefits of education by all its citizens.
Organizational set up of the Philippine Education
Department of Education (DepED) headed by a Cabinet Secretary for basic education; the
Technical Education and Skills Development Authority (TESDA) headed by a Director General for technical-
vocational education and training; and the
Commission on Higher Education (CHED) under the Office of the Philippine President headed by the
Chairperson of a collegial body of five Commissioners.