ED U C 9 - PROF E D
Historical
Foundation
of
Education
EDUCATION OR SCHOOL
An institution created by society.
A function of society as such
arises from the nature and
character of society itself.
SOCIALIZATION
“is the process of learning the roles,
statuses and values necessary
participation in social institutions...”
(Brinkerhoff, D., 1989)
ANTICIPATORY SOCIALIZATION
role learning that prepares us for future
roles like spouse, parents, and
professionals.
EDUCATION IN PRIMITIVE SOCIETY
Life skills were important as they are
facing the problem of survival in an
environment.
By developing these skills, it eventually
became CULTURAL PATTERNS.
LIFE SKILLS:
• Tools or instrument making
• Adherence to the moral behavior code of group
of life
• Language
EDUCATION IN PRIMITIVE SOCIETY
EARLY HUMANKIND
Found security in group life based on
kinship and tribal patterns.
Children observed and learn from elders.
SOCIALIZATION
A function of education in society.
is the process by which individuals internalize the
norms and values of society and so social and
cultural continuity are attained. This is also
informal education in action.
KEY PERIODS IN EDUCATIONAL
HISTORY
Greek Arabic Renaissance
AD 700 - AD AD 1350 - AD
1600-300 BC
1350 1500
Primitive Societies Roman Medieval Reformation
7000-5000 BC AD 500 - AD
750 BC-AD 450 AD 1500 - AD
1500
1600
GREEK
1600 BC - 300 BC
Athenian
Focuses on the well-rounded
development of an individual
Spartan
To develop soldiers and military
leaders.
ROMANS
750 BC - AD 450
School needs to develop sense of civic
responsibility for republic and roman empire; to
develop administrative and military skills.
ARABIC
AD 700 - AD 1350
To cultivate religious commitment to Islamic beliefs,
and to develop expertise in math, medicine, and
science.
MEDIEVAL
AD 500 - AD 1500
To develop religious commitment, knowledge and
ritual; to re-establish social order and to prepare a
person for appropriate roles.
RENAISSANCE
AD 1350 - AD 1500
Education was focused on the rediscovery of classical
philosophy, literature, and arts.
REFORMATION
AD 1500 - AD 1600
The cultivation of a sense of commitment to a
particular religions denomination to cultivate general
literacy.
HISTORY OF THE
PHILIPPINE EDUCATIONAL
SYSTEM
PRE COLONIAL
PERIOD
• Informal and unstructured, decentralized
• Fathers taught their sons to look for food
• Mothers taught their daughters to household chores
• Children were provided with vocational trainings
• Babaylan were the tribal tutors/teacher
SPANISH ERA
• Formal and organized.
• Spanish missionaries as the teachers
• Students attend formal schooling in parochial schools and was religion
oriented
• There was a separate school for boys and girls
• Wealthy Filipinos or the illustrators were accommodated in the school.
THE EDUCATIONAL DECREE
OF 1863
• Complete system of education from elementary to collegiate level
• Establishment of Elementary schools in all municipalities in the country
• Subjects included aside from the religion curriculum are reading, writing,
arithmetic, Spanish language, vocal music, agriculture for boys and
needlework for girls.
• attendance in school was compulsory between the ages 7 and 12
AMERICAN REGIME
1898 - 1966
• Americans promoted democratic ideals and democratic way of life.
• Americans emphasizes the importance of education to the Filipino, and
started the free education in public school (Malolos Constitution)
• Training was done through the schools both public and secular manned by
chaplains and military officers of the US Army
COMMONWEALTH
PERIOD 1935 - 1942
• Free education in public
schools was provided all over
the country, in accordance
with the 1935 constitution.
• Vocational education and
household activities like
sewing, cooking, and farming
were given importance.
• Education also emphasized
nationalism.
• Good manners and discipline
were taught to students.
• Formal adult education was
also given.
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 moral 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 of 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 maid Z compulsory in all schools including the
singing of the National Anthem pursuant to R.A. 1265 approved on June
11, 1955.
• Curricular offerings in all schools, the life, the works and writings of Jose
Rizal especially the Noli Me Tangere and El Filibusterismo shall be
included in all levels.
• Elementary education was nationalized and matriculation fees were
abolished.
• Magna Carta for teachers was passed into law by virtue of R.A. 4670.
OTHER DEVELOPMNENTS
• Integration of values in all learning areas
• Emphasis on mastery learning
• YDT and CAT introduced as new courses media of instruction.
• Education Act of 1982
• NCEE - National College Entrance Exam
• Executive Order No. 117
• Board for Professional Teachers composed of 5 under PRC.
• Replacement of PBET (Professional Board Examination for
Teachers)
• Transfer of authority of administering the LET from CSC and DECS
• Trifocalization of Education System
OTHER DEVELOPMNENTS
• The trifocal education system refocused DECS' mandate to basic education. TESDA
now administered the post-secondary, middle-level manpower training and
development. R.A 7796 - Technical Education and Skills development Act of 1994.
• CHED is responsible for higher education. R.A 7722 - Higher Education Act of 1994.
• In August 2001, Republic Act 9155 - the Governance of Basic Education Act, was
passed transforming the name Department of Education, Culture and Sports
(DECS) to the Department of Education (DepEd).
• Values Education is offered as a separate subject in NSEC and integrated in all
subject areas in both curricula - Implementation of New Secondary Curriculum
(NSEC)
• R.A. 10157, Jan 20, 2012 - Kindergarten Act.
• K to 12 Program (R.A. 10533), May 15, 2013 - The K-12 Program covers Kindergarten
and 12 years of basic education.
THE VARIED GOALS OF EDUCATION IN
DIFFERENT HISTORICAL PERIODS OF
PHILIPPINES HISTORY.
Commission on Higher Education (CHED):
To produce thoughtful graduates imbued with:
(1) Values reflective of a humanist orientation (e.g. fundamental respect for others as
human beings with intrinsic rights, cultural rootedness, avocation to serve);
(2) Analytical and problem solving skills;
(3) The ability to think things through the ethical and social implication of a given source of
action; and
(4) The competency to learn continuously throughout life - that will enable them to live
meaningfully in a complex, rapidly changing and globalized world while engaging (in) their
community and the nation's development issues and concern.
VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
MISSION
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to
happen.
Family, community, and other stakeholders are actively engaged
and share responsibility for developing life-long learners.
CORE VALUES
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
THE VARIED GOALS OF EDUCATION IN
DIFFERENT HISTORICAL PERIODS OF
PHILIPPINES HISTORY.
Why do we have to bother with the educational goals of the past which is past and so we
can no longer undo? Dewey explains why a study of the history of education is valuable:
1. 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,
2. Realistic effort to reform education begin with present conditions which are a product of
our past; by using our past, we can shape the future.
3. The study of education's past provides a perspective that explains and illuminates our
present activities as teachers.
