Republic of the Philippines

ILOILO SCIENCE AND TECHNOLOGY UNIVERSITY

Miagao Campus
Miagao, Iloilo

Historical Context of Curriculum in the Philippines

A Paper Presented to:

Prof. Fritzy M. Balisang
Prof. ED 4-A

In Partial Fulfillment of the Course in

Building and Enhancing New Literacy Across the Curriculum

By:
Karen Gay Edlang
BEED 1-B

February 6,2019
Before 1521 (Pre- Spanish Era)

● there was no formal education during the pre- spanish period

● children were taught to read and write by their parents
● Fathers taught their son on hunting animals, fishing, agriculture, and other economic
activities while mothers taught girls on managing household chores
● they had system in writing which is "alibata", with eight (8) major languages in the
Philippines
● Ancient Filipinos were living separately in different barangays but then still they have
similar ways of living in religion, mode of dressing, houses, system of government,
marriage practices and economic activities.

1521-1896 (Spanish Regime)

● Spanish colonization began with the arrival of Miguel López de Legazpi's expedition
on February 13, 1565 from Mexico.
● The friars established parochial school linked with churches to teach catechism to the
natives.
● Instruction was in the dialect. Education was managed, supervised, and controlled
● The system if schooling was not hierarchical nor structured, thus there were no grade
levels.
● Religion (Christian Doctrine) was a compulsory subject at all levels.
● There were inequalities in wealth, income, power, prestige and opportunities in
society at large.

1896- 1898 (Philippine Revolution)

● The education is priority during the Malolos Republic

● August 29, 1989 the school were re-opened by the Secretary of the interior.
● Established the free and compulsory primary education, secondary education at
Burgos Istitute in Malolos and Tertiary education at Literary University in the Philippines
(October 1898).
● President Aguinaldo ordered the opening if the school
● Filipinos warmly received their new teachers, thomasites.
● Improvement of educational system and higher centers of learning

1898- 1935 (American Occupation)

● American Expeditionary forces were sent to Philippines to destroy the Spanish

Armanda at the time in Cuba.
● Treaty of Paris in December 10, 1898, Philippines ceded to the United States.
● American used education as a vehicle for its program benevolent assimilation
● American soldiers were the first teachers called them thomasites and they use
English languange as medium of instruction.
● Restore damaged school houses, build new ones and conduct classes.
● American teachers infused their students the spirits of democracy and progress as
well as fair play.
Philippine Normal School was founded to train teachers year 1901. University of the
Philippines was established on year 1908.

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1935-1941 (Philippine Commonwealth)

● The period of expansion and reform in the Philippine curriculum

● The educational leaders expanded the curriculum by introducing course in farming,
domestic, science, etc.
● National Assembly passed the Private School Law designed to upgrade private
educations in the Philippines.
● President Quezon recommended the Assembly the creation of Office of Adult
Education.
● It's duties to teach Filipino to read, write citizenship training and vocational and
cultural matters.
● Institute recommended Tagalog as the National language.
● Vocational schools were made more similar in curriculum to Academic schools.
● Celebration of National Language Week every August.

1941- 1944 (Japanese Occupation)

● Enrich the Filipino culture to stop patronizing western countries, i.e, the United States
and Great Britain.
● Recognized the Philippines as part of Greater East Asia Co- Prosperity Sphere to
have good relationship with Japan.
● Boost morality of Filipinos and instill cautiousness of materialism.
● Forget and to stop English language learning and instead learn and adopt Niponggo.
● Proliferate primary at vocational education
● Inspire people with the spirit of love neighbor and work.

1945-1946 (After WWII)

● The people of Guam faced not only the looming reconstruction of community
structures and homes, but also institutional and cultural change.
● By the virtue of Executive Order No. 94, the Department of Instruction was changed
to Department of Education.
● The regulation and supervision of public and private schools belonged to the Bureau
of Public and Private Schools.
● Established integrated, nationalistic and democracy- inspired educational system
● Schools are increasingly using instructional materials that are Philippine-oriented.

1946-present (Philippine Republic)

● The institution governing basic education was renamed in 2001 as the Department of
Education (DepEd).
● Schools offer better facilities and education, but also much more expensive.
● Enhance Basic Education Act of 2013, Pro's of K to 12 to equipped with 21st century
skills.
● Mastery of basic competencies is insufficient due to congested curriculum.
● Philippines is the only remaining country in Asia with a 10 year basic education
program.
● Students are engaging Senior High School with academic tracks/strand HUMSS,
GAS, STEM AND ABM.
● Uses mother tougue-based multilingual education.
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 BIBLIOGRAPHY

1. https://www.slideshare.net/mobile/Kate_JRG/pre-spanish-period-in-the-philippines

2. https://en.m.wikipedia.org/wiki/History_of_the_Philippines_(1521%E2%80%931898)

3. https://www.slideshare.net/mobile/johnarvin18/historical-foundations-of-curriculum-
in-the-philippines

4. https://www.slideshare.net/mobile/mhel15/educational-system-during-american-
period-presentation

5. https://www.slideshare.net/mobile/msk1r1ko/miaropedjap

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 Historical Context of Curriculum in the Philippines

Before 1521 (Pre- Spanish Era)

1521- 1896 (Spanish Regime)

1896- 1898 (Philippine Revolution)

1899- 1935 (American Occupation)

1935- 1941 (Philippine Common welt)

1941- 1944 (Japanese Occupation)

1945- 1946 (After World War II)

1946- Present (Philippine Republic)

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