Lecture 1: Historical Foundations of the Philippine
Educational System
Pre-Colonial Education
Before the arrival of colonizers, education in the Philippines was largely informal and
deeply tied to the daily lives of the people. Families and communities served as the
primary teachers, passing down skills such as hunting, fishing, farming, and weaving,
alongside oral traditions, folk tales, and indigenous values. The main goal was not only
survival but also the preservation of culture and traditions. Young children learned by
observing elders and through apprenticeship, which strengthened family and community
bonds. Unlike today’s formal schooling, learning was experiential and lifelong, rooted in
cooperation, respect for nature, and communal responsibility.
Spanish Colonial Period
With the Spanish colonization in the 16th century, education became formalized but also
exclusive. Missionaries and friars established schools mainly to spread Christianity and
instill loyalty to the Spanish crown. The curriculum focused heavily on religion, Spanish
language, and the basic skills needed for catechism. While some schools admitted
women, access was mostly limited to elite families. Education was used as a tool of
control rather than empowerment. However, the Spaniards also planted the seed of formal
schooling, introducing structures like colegios, universidades, and the first teacher-
training institution.
American Colonial Period
The arrival of the Americans in 1898 radically changed Philippine education. They
introduced the public school system under Act No. 74 (1901), which made primary
education free and accessible to the masses. English became the medium of instruction,
replacing Spanish and local dialects, and it quickly spread as a unifying language.
Education was secularized and aimed to produce literate, democratic citizens. Vocational
skills and science subjects were emphasized, reflecting the American model of practical
and liberal education. This era democratized education but also introduced debates about
cultural identity due to the dominance of English and American ideals.
Japanese Occupation
During World War II, Japanese forces took control of the Philippines and redirected
education to serve their propaganda. Schools promoted “Asia for Asians,” teaching
values of Asian solidarity while erasing Western influences. Nihongo was taught, while
American symbols and books were banned. Subjects were nationalistic in nature,
focusing on love for work, self-sufficiency, and Filipino traditions. While the period was
brief, it revealed how education could be easily politicized to serve the ideology of those
in power.
Post-War and Independence Era
After 1946, the Philippines regained independence and restored many American
influences on education. Schools expanded rapidly, with more universities established
and the curriculum adapted to address national development needs. The Constitution
recognized education as a right and as a means to foster nationalism and productivity.
Yet, disparities between urban and rural schools persisted, and debates about the balance
between English and Filipino in instruction intensified.
Contemporary Developments
Today, education is guided by the 1987 Constitution, which guarantees that “the State
shall protect and promote the right of all citizens to quality education at all levels.”
Significant reforms such as the K-12 program, the Free Higher Education Act (2017), and
the Alternative Learning System (ALS) have been introduced. While progress has been
made in expanding access, challenges in quality, equity, and global competitiveness
remain central issues shaping the Philippine educational system.
