PART ONE – GENERAL EDUCATION

I. PSYCHOLOGICAL, ANTHROPOLOGICAL AND SOCIOLOGICAL FOUNDATIONS

A. PSYCHOLOGICAL FOUNDATIONS

1. Teaching is the process of guiding learning.

2. Teaching and learning are psychological processes.
3. There are three components of the educative process:

a. The learner b. the learning process c. the learning situation

4. The center of the educative process is the learner.

5. Two general factors influence human development:

a. Maturation or natural growth resulting from heredity

b. Environmental influence in and through which learning takes place

6. The basic principles of development are:

a. Development follows an orderly sequence which is predictable.

b. The rate of development is unique to each individual.

7. Four theories of development have influenced contemporary concepts about the nature individual
development:

a. Freud’s Psychoanalytic Theory

b. Erickson’s Psychosocial development Theory
c. Piaget’s Theory of Cognitive Development
d. Kohlberg’s Theory of Moral Development

8. Learning is a process that involves change in behavior resulting from experience.

9. Formal education is based on the premise that the learning process can be directed and facilitated.

10. Theories of Learning

a. Association Theories – emphasize the establishment and strengthening of relationships between

the stimulus (S) and the response (R).

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 1.) Thorndike’s connectionism expressed in the form of major laws of learning –
a.) Law of readiness
b.) Law of exercise
c.) Law of effect

2.) Conditioning Theory

a.) Pavlov’s classical conditioning
b.) Skinner’s instrumental or operant conditioning

3.) Bandura’s Social Learning Theory

b. Cognitive Field Theories – interpret learning as the organization or reorganization of the subject’s
perpetual system into meaningful patterns.
1.) Kohler’s Theory of instant learning
2.) Lewin’s Topological Vector Theory which views that a person is motivated by psychological self
and psychological environment.
3.) Bruner’s Theory of instrumental conceptualization

11. The learning situation as a component of the educative process refers to conditions outside the
learner which affect his learning.

12. The teacher is the key factor in the classroom learning situation. He assumes various significant
roles in the classroom as

(a) A model
(b) A classroom manager and
(c) An evaluator of students learning.

13. Motivation and communication are two aspects of the learning function that need attention
because they contribute to effective learning.

B. Anthropological and Sociological Foundations

1. Education is a social institution.

2. Society is an educational system, a great social system of long established relationships which
people in it recognize and follow as certain way of life.
3. There are two general classification of groups:

a. Primary – ( intimate, personal, face to face relationship )

b. Secondary – ( impersonal, business like, formal, casual )

4. The three most important groups in the education process are:

a. Family b. neighborhood c. school

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5. Other group classification:

a. In group – the individual is given a sense of belonging

b. Out group – the individual has a feeling of indifference, strangeness, avoidance, dislike
c. Peer group - member are equal in age, social and economic status

6. Education is a reflection society. Education should be relevant to the needs of society.

7. The socio-cultural environment of the typical Filipino child is characterized as follows:

a. Adult-oriented family
b. Child-oriented family
c. Pluralistic and heterogeneous

8. Traditionally, the school’s major function is the preservation and transmittal of the cultural
heritage.
9. Among primitive people, the young learns the mores and traditions of his tribal society through
imitation.
10. The school is an institution established by society for the basic enculturation of the young.
11. Philippine cultural values can be classified as:

a. Non-rationalism Ex. Fatalism

b. Social acceptance Ex. Pakikisama and use of go-between
c. Family closeness and security
d. Authority figure
e. Economic and social improvement value
f. “utang na loob”
g. Personalism

12. Culture is –

a. Man’s effort to live in harmony with his environment;

b. The sum total of what man has learned in living together
c. The complex whole which includes knowledge, beliefs, arts, morals, laws, customs and any other
capabilities and habits acquired by man as member of society

13. The characteristics of culture are:

a. Culture is learned.
b. Culture is group conduct.
c. Culture changes to meet new demands and exigencies of society
d. Culture is transmitted from generation to another.
e. Culture is cumulative and adapted.

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14. Folkways and mores are essential to understanding of society; folkways are customary ways of
doing things; mores are behavior and attitudes considered necessary to the well-being of the
group.

15. Next to the home, the classroom is the most potent and effective socialization agent.
16. The school is a social system.

17. Socialization, the first step to the learning process, is the process of internalizing the norms and
standards of his group. Socialization begins from birth and continues throughout the child’s life.
It is the first step to the learning process, the process of internalizing the norms and standards of
his group.

18. Anthropology is a discipline which concerns itself with the study of factors present in primitive
and peasant societies in order to preserve and conserve culture; sociology is the scientific study of
human life.

19. Of enormous impact to education is Piaget’s fundamental view that “cognitive growth is not an
additive process but rather a continuous reconstruction of existing cognitive structure”, that
growth is possible only when the child has the structures necessary for attaining the next step.
This view which contributed greatly to our understanding of concept development has far
reaching implications for the development of a school curriculum and determination of
instructional procedures.

20. Other characteristics of Filipino values:

a. Ningas cogon
b. Manana habit
c. Hospitality
d. Fiesta syndrome

21. The greatest influence in the formation of cultural values is the family.
22. According to social scientists the Filipino today is marginal man confronted by problems and
solutions which require decisions based on new concepts while tradition in his approach.
23. An individual who has not completed the transition from the traditional to the modern sphere is
what is called the marginal man.
24. The psychological basis of modern education has reference to the nature of the learner and the
learning process.
25. The philosophical basis of modern education pertains to educational aims.

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26. Special values which Filipinos hold and cherish:

a. Freedom g. sociability
b. Justice h. sensibility and modesty
c. Peace i. cleanliness
d. Family j. simple contentment
e. Dignity and honor k. spirituality
f. Womanhood l. Religion

27. The sociological basis of modern education pertains to socio-economical conditions and
development in society.

28. According to social scientist there is always a tendency for the school to lag behind the
requirements of society. This means that educational services may be catering to needs that no
longer exists.
29. In modern educational theory, the final criterion for curriculum development is the child.
30. According to Kohlberg’s theory, the stages of moral development are closely related to
corresponding cognitive growth. As cognitive growth occurs, individuals are able solve more
complex moral questions. It is not enough for schools to get children to accept or conform to
society rules. Adolescents should be exposed to contrary moral views that require more advanced
levels of reasoning.

31. Although the family is the most influential socializing agent, it is not capable of providing all the
socializing requirements. The schools provide the venue for developing behavior, attitudes,
values, and beliefs necessary to eventfully becoming a member of the larger societies – the nation
and the world.

32. To understand the implication on education of our ancient Philippine culture, we must know and
trace the beginnings of our history and culture.
33. Today we are engaged in search for the Filipino identity as the basis of Filipino ideology.

34. There are three essential features of an ideology:

a. A commitment to a set of fundamental values

b. A theory
c. A program of action

35. A sense of nationhood and humanism is a new social philosophy based on certain values which
underlies all government programs.
36. It is interesting to note that the government has tried to help in the assimilation of the minority
groups. Assimilation is the attempt to absorb the minority groups culturally so that their culture is
fused with the majority.

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37. The attempt at assimilation failed and the policy of integration was adapted. Integration is the
policy of allowing them in the body politic while allowing them to preserve their own culture.

38. Acculturation is a process whereby a culture is transmitted from members of one society to
another.

39. The concept of national development that “ man is the means as well as the end of development “
exemplifies the social philosophy of humanism.

40. Smooth interpersonal relations (SIR) is defined as the facility for getting along with others which
uses such devices as “pakikisama”, use of go-between, euphemism.

41. According to Dr. Robert Fox, man came to the Philippines some 250,000 at 300,000 years ago.
The most significant finding was the discovery of the Tabon skull in 1962. The different
archaeological data available today indicate that the early man could have been the contemporary
of the Java man ( homo erectus ) and Peking man ( homo sapiens ). Our ancestors, therefore, were
the homo sapiens, including the Tabon man.

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II. HISTORICAL, PHILOSOPHICAL AND LEGAL FOUNDATIONS

Historical and Philosophical Foundations

1. Historically, the main elements in an educational situation are the child, the achieved culture and
the medium of interaction.

2. The child is the center of the educative process.

3. Philosophy of education refers to a reasonable set of values and fundamental assumption used as
a basis for evaluating and guiding educational processes. It depends on educational experience for
its contents, and shows support from other fields in dealing with these contents. Philosophy of
education attempts to show the real nature of education materials; their meaning.

4. Considered the greatest contribution of the Greeks to education is liberal education

5. The idea of the kindergarten school was contributed by Froebel.

6. The great Didactic, regarded as an educational classic, was written by Comenius. It sets a plan for
graded education.

7. “Emile” is an educational classic, was written by Rousseau. It describes how a child should be
educated. It is associated with naturalism.

8. The study of natural and physical science is one of the greatest contributions of naturalism to
education.
9. Dewey emphasizes education as a continuous process of growth and development.

10. According to the pragmatic Philosophy of education, the role of education is to prepare the young
to take their place in modern society. It holds that truth or reality consists of what works. A thing
is true only if it proves good and works out well to serve a good purpose.

11. Herbart emphasizes the development of one’s character.

12. Thorndike is the exponent of the concept of education which emphasizes the development of the
learner from within.
13. To the Gestalts, learning is the acquisition of insights,

14. Tabula Rasa is Locke’s concept of education. According to him, at birth, the child’s mind may be
compared to a blank sheet of paper upon which the world then proceeds to write the impressions.
All knowledge is impressed upon the mind by sensation and reason.

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15. Sigmund Freud is an Austrian doctor who believed that repressed thoughts greatly affect a
person’s behavior.

16. An education of recapitulation sums up in the individual life of the past in order that he may not
vary from it.

17. In a utilitarian education the primary aim of education is to produce the kind of man whose
actions are likely to increase not only his own happiness but also that of everyone who has
dealings with him.

18. The monastic concept of education which emphasizes spiritual discipline holds that the function
of education was to assist the individual to attain the highest spiritual knowledge and the pursuit
of the purest of spiritual satisfaction.

19. The prescriptive function of philosophy of education is to specify the ends that education ought to
follow and the general means to attain them.

20. Today, the prevailing philosophical orientation of the school system is pragmatic and functional.

21. Educational principles serve as working forces operating on educational experience and are not
separated from practice.

22. Theory and practice are interrelated in the educational situation. Theory is basically the
realization of the method or practice.

23. Educational theory is a systematic thinking regarding the function of education conditioned
largely by experiments unique to education.

24. The aim of educational theory is to determine the meaning and purpose of the educative process
as it relates functionally to the intellectual and social process.
25. The four contemporary educational theories:
(1) Perennialism (2) progressivism
(3) Essentialism (4) reconstructionalism
26. Perennialism calls for allegiance to absolute principles: the basic principles follows:
a. Despite different environments, human nature remains the same everywhere; hence, education
should be the same for everyone.
b. Since rationality is man’s highest attribute, he must use it to direct his instinctual nature in
accordance with deliberately chosen ends.
c. It is education’s task to impart knowledge of eternal truth.

27. Progressivism in its form declares that education is always in the process of development.
Educators must be ready to modify methods and policies in the light of new knowledge and
changes in the environment. The special quality of education is determined by viewing education
is deter

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mined by viewing education as a continuous reconstruction of experience. It’s basic

Principles are:

a. Education should be life itself, not a preparation for life.

b. Learning should be directly related to the interests of the child.
c. Learning through problem solving should take precedence over the inculcation of subject matter.
d. The teacher’s role is not to direct but to advise.
e. The school should encourage cooperation rather than competition.
f. Only democracy permits – indeed encourages – the interplay of ideas and personalities that is a
necessary condition of true growth.

28. Essentialism – according to this view, there are certain essentials that all men should know if they
are to be considered educated. Like perennialism, essentialism stands for the reinstatements of
subject matter and the center of educative process. However, it does not share the perennial’s
view that the true subject matter of education is the “eternal verities” preserved in the “great
books” of western civilization. These books should be used and made to relate to present realities.
Essentialism rest on four fundamental principles
a. Learning in its very nature involves hard work and often unwilling application.
b. The initiative in education should lie with the teacher rather than with the pupil.
c. The heart of the educational process is the assimilation of prescribed subject matter.
d. The school should retain traditional methods of mental discipline.

29. Reconstructionism seeks a reproachment of progressivism and essntialism. The main themes are:

a. Education must commit itself here and now to the creation of a new social order that will fulfill
the basic values of our culture and at the same time harmonize with the underlying social and
economic forces of the modern world.
b. The new society must be genuine democracy whose major institutions and resources are
controlled by the people themselves.
c. The child the school and education are conditioned inexorably by social and cultural forces.
d. The teacher must convince his pupils of the validity and urgency of the reconstructionalist
solution, but he must do so with scrupulous regard for democratic procedures.
e. The means and ends of education must be completely refashioned to meet the demands of the
present cultural crisis and to accord with the findings of behavior sciences.

Legal Foundations

The main currents of the Philippine educational system have been provided in two major laws; the
Philippine Constitution and the Batas Pambansa Blg. 232 otherwise known as the Education Act of 1982.

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 A. Constitutional Mandate Related to Education

1. Article XIV. SEC. 1

1.1 The state shall protect and promote the right of all citizens to quality education at all levels and
shall take appropriate steps to make such education accessible to all.

2. Article XIV. Sec. 2

2.1 The state shall

(1) Establish, maintain and support a complete, adequate and integrated system of education
relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education in the elementary and high school
levels. Without limiting the natural right of parents to rear their children of school age;
(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and
other incentives which shall be available to deserving students in both public and private
schools, especially to the underprivileged;
(4) Encourage non-formal, and informal, and indigenous learning systems, as well as self-
learning, independent and out-of-school study programs particularly those that respond to
community needs; and
(5) Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational
efficiency, and other skills.

B. The Educational Act of 1982 (BP Blg 232) – an act providing for the establishment of an
integrated system of education.

1. The main objective of this act is to provide guidelines for the establishment and maintenance
of an integrated system of education relevant to the goals of national development.
2. The act applies to and governs both formal and non-formal systems in public and private
schools in all levels of the entire educational system.
C. Educational Policies, Goals, Aims, and Objectives and Important Laws Affecting education

Constitution As Source

1. State support to education

For purpose of communication and instruction, the official languages of the Philippines are Filipino and,
until otherwise provided by law, English. ( Sec. 7 Art. XIV ).

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 2. State Supervision and Regulation

The state recognizes the complementary roles of public and private institutions in the educational system
and shall exercise reasonable supervision and regulation of all educational institutions. ( Sec 4 (1) Art.
XIV )

3. Free Public elementary and secondary Education

The state shall establish and maintain a system of free public education in the elementary and high school
levels. Without limiting the natural right of parents to rear their children of school age. ( Sec. 1 (2) Art.
XIV )

4. Academic Freedom

Academic freedom

Academic freedom shall be enjoyed in all institutions of higher learning.

( Sec. 5 (2) Art. XIV )

5. Filipinization

Educational institutions, other than those established by religious groups and mission boards shall be
owned solely citizens of the Philippines or corporations or associations at least sixty per centum of the
capital of which is owned by such citizens…

The control and administration of educational institutions shall be vested in the citizens of the Philippines.

( Sec. 4 (2) Art. XIV)

6. Optional Religious Instruction

At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to
their children or wards in public elementary and high schools within the regular class hours by instructors
designated or approved by the religious authorities of the religion to which the children or wards belong
without additional cost to the government. ( Sec. 3 (3) Art. XIV )

7. Tax Exemption

Al revenues and assets of non-stock, non –profit educational system institution used actually, directly, and
exclusively for educational purpose shall be exempt from tax and duties … ( Sec. 4(3) Art. XIV )

8. Right of Teachers to Professional Advancement

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.

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 9. Auxiliary languages

The regional languages are the auxiliary language in the regions and shall serve as auxiliary media of
instruction therein. ( Sec. 7 Art. XIV)

10. Science and Technology

Science and Technology are essential for national development and progress. The state shall give priority
to research and development, invention, innovation, and their utilization; and to science and technology
education, training and services. It shall support indigenous, appropriate and self-reliant scientific and
technological capabilities, and their application to the country’s productive systems and national life.
(Sec. 10 Art. XIV)

11. Incentives

The congress may provide for incentives, including tax deductions to encourage private participation in
programs of basic and applied scientific research. Scholarships, grants-in-aid, or other forms of incentives
shall be provided to deserving science students, researchers, scientists, inventors, technologists, and
especially gifted citizens. (Sec 11 Art XIV )

12. Rights of scientist, Inventors, Artists and other gifted Citizens

The state shall protect and secure the exclusive rights of scientists, inventors, artists, and other gifted
citizens.

13. Arts and Culture

The state shall foster the preservation, enrichment and dynamic evolution of a Filipino national culture
based on the principle of unity in diversity in a climate of free artistic and intellectual expression (Sec 14,
Art.XIV )

14. Equal Access to education

The state shall ensure equal access to cultural opportunities through the educational system, public or
private entities, scholarship grants and other incentives, and community cultural centers, and other public
venues. (Sec.18 (1) Art, XIV)

15. Research and studies

The state shall encourage and support researches and studies on the arts and culture.

(Sec. 18 (2) Art, XIV )

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Education Act of 1982 as Source

1. State support to education

It is the policy of the state to establish and maintain a complete, adequate and integrated system of
education relevant to the goals of national development. Towards this end, the government shall ensure,
within the context of free and democratic system, maximum contribution of the educational system to the
attainment of the national development of goals. ( Sec. 3 Chap.2, part 1)

2. Support to the educational community

The state shall foster, at all times, a spirit of shared purposes and cooperation among the members and
elements of the educational community and between the community and other sectors of society. (Sec. 5
Chap.1 Part1)

3. Formal education

The state recognizes the formal education, or the school system is society’s primary learning system and
therefore, the main instrument for the achievement of the country’s educational goals and objectives. (Sec
19 Chap, 1 Part III)

4. Non-formal Education and Specialized Educational Services

The state further recognizes its responsibility to provide within the context of the formal education
system, services to meet special needs of certain clientele. (Sec.24 Chap,2 part III)

5. Establishments of schools

All schools shall establish in accordance with law. The establishment of new national schools and the
conversion of existing schools or from secondary to national secondary schools shall be by law. (Sec.24
Chap.3 Part III)

6. School Finance and Assistance

The national government shall contribute to the financial support of educational programs as declared in
constitution. ( Sec.33 Chap 5,III)

7. Support to Private Schools

The government, in recognition of their complementary role in the educational system, may provide aid to
program of private schools in the form of grants or scholarships or loan from government financial
institutions: provided that such programs meet certain defined educational requirements and standards and
contribute to the attainment of national development goals.

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 8. Incentives to Education

It is the policy of the state to pursuit of its national education development goals to provide an incentive
program to encourage the participation of the community in the development of the educational sector.
(sec. 45, Chap 5, III)

9. Assistance to Students

The government shall provide financial assistance to financially disadvantaged and deserving students.
Such assistance may be in the form of the state scholarships, grants-in-aid, assistance from the
educational loan fund or subsidized tuition rates in State Colleges and Universities. (Sec. 51, Chap 5,III)

Other Sources of Educational Policies

10. Court Rulings

11. Opinions of the secretary of justice
12. Decisions of the Commission of the Civil Service Affecting Education
13. Decision of the Commission of Audit Affecting Education
14. Proclamation by the President of the Philippines
15. Special Laws and Legislations

D. Goals, Aims, and Objectives

1. Constitutional Aims (Art. XIV, Sec, 3)

All educational institutions shall … inculcate patriotism and nationalism, foster love of humanity, respect
for human rights, appreciation of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character
and personal discipline, encourage critical and creative thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.

2. National Development Goals (Chap 2, Sec 3 Part 1, Edu. Act of 1982)

a. To achieve and maintain an accelerated rate of economic development and social progress;

b. To assure the maximum participation of all people in the attainment and enjoyment of the
benefits of such growth;

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c. To achieve and strengthen national unity and consciousness and preserve, develop and promote
desirable cultural, moral and spiritual values in a changing world.

3. Aims of the Phil. Education System (Ed. Act of 1982)

a. Provide for a broad education that will assist each individual, in the peculiar ecology of his own
society, to 1) attain his potentials as a human being; 2) enhance the range and quality of
individual and group participation in the basic functions of society; 3) acquire the essential
educational foundations of his development into a productive and versatile citizen;
b. Train the nation’s manpower in the middle-level skills required for national development;
c. Develop the high level professions that will provide leadership for the nation in the advancement
of knowledge for improving the quality of human life; and
d. Respond effectively to changing needs and conditions of the nation through a system of
educational planning and evaluation.

4. Objectives of Elementary Education ( Ed. Act of 1982 )

a. To provide the knowledge and develop the skills, attitudes and values essential to personal
development and necessary for living in and contributing to a developing and changing social
milieu;
b. To provide learning experiences which increase the child’s awareness of the responsiveness to the
changes in and adjust to the demands of society and prepare him for constructive and effective
involvement;
c. To promote and intensify the child’s knowledge of, identification with and love for the nation and
the people to which he belongs; and
d. To promote work experience which develops the child’s orientation to the world of work and
creativity and prepare himself to engage in elementary education, and honest and gainful work.

5. Objectives of Secondary Education ( Sec.22 Chap I Part II, Ed. Act of 1982 )

a. To continue to promote the objectives of elementary education and

b. To discover and enhance the different aptitudes and interest of the students so as to equip him
with skills for endeavor and/or prepare him to tertiary schooling.

6. Objective of Tertiary Education ( Sec. 23 Chap 1 Part 1 Ed. Act of 1982 )

a) To provide a general education that will promote national identity, cultural consciousness, moral
integrity, and spiritual vigor;
b) To train the nation’s manpower in the skills required for national development;
c) To develop the professions that will provide the leadership of the nation; and
d) To advance knowledge through research work and apply for improving the quality of human life
and responding effectively to changing needs and conditions.

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 7. Objectives of Non-formal Education ( Chap. 2, Sec 24 Part I, Ed. Act of 1982 )

a) To eradicate illiteracy and raise the level of functional literacy of the population.
b) To provide unemployed and underemployed youth and adults with appropriate
vocational/technical skills to enable them to become more productive and effective citizens and
c) To develop among the clientele of non-education proper values and attitudes necessary for
personal, community and national development.

E. Other Laws Affecting Education

Period of Orientation and Organization

1. Act. No. 74 enacted Jan. 21, 1901

a. Established a department of Public Instruction
b. Head of Office – Gen. Superintendent of Public Instruction
c. Fred Atkinson – First Gen. Supt. Of Public Instruction
d. Empowers the Supt. To recruit teachers from the U>S>
e. Responsible for the 765 Thomasites

2. Act No.222 enacted September 6, 1901

a. Became the legal basis of the present Department of Education and Culture
b. The department of Public Instruction became the Bureau of Public Instruction

3. Act No. 477 – Nov. 1, 1902

a. Changed the name Bureau of Public Instruction to Bureau of Education

b. Chief of Office – Gen. Supt. Of Education

4. Reorganization Act No. 407 – Oct. 26, 1905

a. Changed the designation of the Chief Officer to Director Education

b. Mr. Frank White – first director of Education

Commonwealth Period

5. Commonwealth act. No, 80 – Oct. 26, 1936 – created the Office of Adult Education
6. Commonwealth Act. No. 180 – basic Law governing private education in the Philippines
7. Commonwealth Act. No. 570 – June 7, 1940 – Made the Filipino National Language an
official language effective July, 1946

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 8. Commonwealth Act. No. 586 – August 7, 1940

a. Provided for the Revision of Public Elementary Education

b. Nationalized all elementary schools except chartered cities where intermediate classes were
supported by city government;
c. Shortened elementary education to 6 years

9. Commonwealth Act. No. 589 – August 19, 1940

a. Established a school ritual in all public and private elementary and secondary schools

Period of Republic

10. Executive order No. 94 – July 1, 1947

a. The department was renamed Department of Education

b. Manuel V. Gallego – Last secretary of public Instruction and first Secretary of Education

11. R.A. No. 896 – June 20, 1953 – Declares the Policy on Elementary Education in the
Philippines

12. R.A. No. 1124 – June 28, 1954 – Created a Board of National Education charged with the
duty of formulating general policies and directing the educational interest of the nation.
This is abolished by the Ed. Act of 1982 and its appropriations, personnel, records and
equipment, transferred to the office of the Department of Education, Culture and Sports

13. R.A. 1265 – making flag ceremony compulsory in all educational institutions

14. R.A. 1425 – Noli – Fili Act

15. R.A.3019 – Anti – graft law

16. R.A.No.3478 – June 16, 1962 –

17. Appropriates the sum of ten million pesos as aid to provinces in the maintenance of
public high schools

18. R.A.4090 – June 19, 1964 –

Provides for state scholarships in Science, Arts and letters to poor but deserving students
creating a state scholarship council to integrate, systematize, administer and implement
all program of scholarships and appropriating funds thereafter

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 19. R.A.No. 4092 – June 19, 1964
a. Amends Sec. &, and 8 of C.A. 586
b. As amended, provides for the support and maintenance of intermediate schools in all
chartered cities by the national government for the purpose of abolishing the matriculation
fees of pupils enrolled in intermediate grades and proving funds for the purchase of
supplementary readers and other library books and for financing athletic activities in the
intermediate class and for the other purposes

20. R.A. No, 4116 – June 20, 1964 –

a. Amending Sec. 925 of Administrative Code that the school year should not be earlier that
June 1 not later than June 1 nor later than July 31 of each year

21. R.A. No, 4128 – June 20, 1964 –

a. Amending R.A. 3478 so as to include public high schools except those in the city of Manila
and Quezon City among those to benefit from it.

22. R.A. No, 4171 – September 20, 1964 –

a. Appropriating and authorizing the appropriation of funds for the construction program

23. R.A. No, 4206 –

Prohibits collection of contribution from school children of public primary and intermediate
schools but the prohibition shall not cover membership drives of the Red Cross

24. R.A. No, 4670 – June 18, 1966 – The Magna Carta for Public School Teachers

25. R.A. No, 4461 –

Authorizes the holding of school meetings of public school teachers during the school
days instead of on Saturdays and/or Sundays

26. R.A. 4723 – June 18, 1966 –

An act giving importance to the teaching music in the curricula of elementary and secondary
schools and appropriating funds thereof.

27. R.A. 5447 – September 25, 1968 –

An Act creating a Special Education Fund to be constituted from the proceeds of an additional
Real Property Tax and a certain portion on Virginia type cigarettes and duties on imported Leaf
Tobacco, defining the activities to be financed thereof.

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 28. R.A. 6054 – The Barrio High School Charter

Presidential Decrees

29. P.D. 6-A – September 29, 1972

a. Authorizing the undertaking of educational development projects; providing for the
mechanics of implementation and financing thereof, and for other purposes.
b. In keeping with the challenge of development in the New Society, a ten year national
education development Program was formulated touching on all aspects of the educational
system.

30. P.D. 58 – November 20, 1972 –

Constituting the University of the Philippines at Los Banos, granting it full and complete
autonomy and amending the charter of the University of the Philippines.

31. P.D. 110 – January 26, 1973 –

Declaring the effectivity of the creation of the Civil Service Commission as provided in the
Constitution providing guidelines thereof.

32. P.D. 127 – February 12, 1973

Authorizing local school board chartered Cities and all First Class-1 and First class-2
Municipalities created under R.A. 5447 to invest in Government in amounts not less than thirty
Per Centrum (30%) of their respective shares from the One Per Centrum (1%) additional Real
Property Tax and apportioned thereof.

33. P.D. 148 – The Woman and Child Labor Law

34. P.D. 175 – April 14, 1973

a. Strengthening the cooperative Movement

b. The DECS has been exerting effort to give a new life to the Cooperative Education
Program, the aim of which is to develop among school children the spirit of
cooperation of activities that will improve the economic productivity of the country.

35. P.D. 176 – April 16, 1973 –

a. Implementing Section B (7), Article XV of the New Constitution
b. Redirection of the national Policy relative to the ownership, with certain specific exemptions,
as well as on the control and administration of all educational institution in the Philippines.

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36. P.D. 193 – May 15, 1973

a. Transferring the CNI Scholarship Program including the funds and property thereof to the
Department of education and Culture.
b. As envisioned in R.A. 4090, the government recognizes the importance of the integration
and consolidation of its scholarship programs.

37. P.D. 285 –

Authorizing the Compulsory licensing of Reprinting of Educational, Scientific or
Cultural Books and Materials as a Temporary Measure whenever the prices thereof
become exorbitant as to be detrimental to the National Interest.

38. P.D. 479 – June 6, 1974

Amending R.A. 3478, otherwise known as the Public High Schools Subsidy Act, so as to
include the Barrio High Schools in the coverage thereof.

39. P.D. 491 – June 25, 1974 –

Creating a National Nutrition Council and for other purposes. This Decree strengthens
the DECS Supplementary feeding program.

40. P.D. 651- January 31, 1973 –

Requiring the registration of Births and Deaths in the Philippines which Occurred from
January 1, 1974 and thereafter. Conformably with the provision of this decree, the
presentation of a birth certificate shall be a prerequisite to enrollment in grade 1 in all
schools in the country, both public and private, starting with school year 1975-1976.
Failure to present the birth certificate upon enrollment shall be ground for non-admission.

41. P.D. 577 – November 11, 1974 –

Exempting dependents of military personnel who die or become incapacitated in Line of
duty from the payment of tuition and matriculation fees in public or private schools,
universities, colleges, and other educational Institutions.

42. P.D. 684 – April 15, 1975

Strengthening and Defining the role of the Barangay Youth in Every Barangay.

43. P.D. 603 –

Child and Youth Welfare Code

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44. R.A. 6425 – March 30, 1972 –
The dangerous Drugs Act of 1972; provides that instruction on dangerous drugs be
integrated into the curricula of all schools.

45. P.D. 932 –

Educational Assistance Act of 1976 otherwise known as Study-Now-Pay-Later Plan

46. P.D. 777 – changes in the official fiscal year to January 11 – December 31

47. P.D. 807 –

Civil service Decree of the Philippines and rules on Personnel actions and policies

48. P.D. 1006 –

Teachers who have permanent appointment under the Magna Carta for Public School
Teachers are considered as having passed the Board Examination for Teachers.

49. P.D. 1139 –

Provided for the creation of a position of “Undersecretary” of Education and Culture
which shall have overall responsibility for the Non-formal education Program.

50. B.P. Blg. 232 –

Education Act of 1982 providing for the establishment and maintenance of an integrated
system of education.

51. R.A. 6713 –

Code of Conduct and Ethical Standard for public Officials and Employees

52. E.O 11.7 – Reorganization of the Ministry of Education, Culture and Sports.

53. B.P. Blg. 6725 – June 16, 1989 –

Government Assistance to Students and Teachers in Private Education ( GASTPE )

54. Proclamation 480 –

Declaring the period 1990-1999 as Decade of Education for All ( EFA )

55. B.P. Blg. 337, Sec. 68 Amending Sec. 57 of RA 5447 –

Local Government Code Chairman is vested on the Local Chief
Executive/City/Municipal and Provincial Governors.

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 III. PRINCIPLES AND METHODS OF TEACHING AND LEARNING

1. The term Principle

a. Comes from the princeps (Latin) beginning or end of things

b. Express fundamental laws/ultimate objectives ( to the Greeks )
c. Sources and causes from which things proceed
d. Comprehensive law/doctrine from which others are derived and on which others are
founded ( Webster’s Dictionary )

2. Types of Principles of Teaching and Learning

a. Starting Principles which involves-

1. The nature of the child
2. The child’s psychological and physiological endowments.
b. Guiding Principles which refers to the procedure, methods of instructions or
agglomeration or techniques by which the pupil and teacher may work together towards
the accomplishment of the goals of education.
c. End/Goal Principles refer to the educational Aims, goals found in different courses of
study (elementary, secondary, colleges, and universities).

3. General Education aims are either philosophical or psychological.

4. Philosophical aims
a. Based on folkways, mores or ideals
b. Sometimes referred to as ultimate ends of education
c. Represent legal requirements to be met by all schools, colleges, and universities

Example: National Aims, National Development aims, National Education aims

5. Psychological aims are sometimes referred to as immediate aims/objectives of education.

6. Principles of Good Teaching

a. Good teaching involves skills I guiding learning.
b. Good teaching is kindly and sympathetic.
c. Good teaching is cooperative.
d. Good teaching diagnoses difficulties.
e. Good teaching is remedial.
f. Good teaching liberates the learners.
g. Kindness is the first quality of a good teacher.
h. A teacher should always give the child the benefit of a doubt.
i. Regardless of experience no teacher should enter a classroom without a lesson plan.

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 j. Discipline is more than good classroom order.
k. Good discipline is self-discipline
l. There can be no freedom without responsibility
m. Good teaching is based on the psychology of learning.
n. The qualities of good teacher includes:

a. Knowledge
b. Enthusiasm
c. Sincerity
d. Patience
e. Sense of humor
f. Voice and speech

7. The teacher plays many roles and each role has its corresponding responsibilities.

a. The teacher has a manager

b. The teacher has a counselor
c. The teacher as a motivator
d. The teacher as a leader
e. The teacher as a model
f. The teacher as a public relation specialists
g. The teacher as a parent surrogate
h. The teacher as an instructor
i. The teacher as evaluator of learning

8. Andragogy
a. Opposite of pedagogy which is the art and science of teaching children
b. Art and science of helping adults learn
9. Assumptions about adult learning and why they should be taught differently:
a. Self-concept – it moves from a dependent personality to one of being a self-directing
human being.
b. Experience – has accumulated a growing reservoir of experience that becomes an
increasing resource of learning.
c. Readiness to learn – his readiness to learn becomes oriented increasingly to the
developmental tasks of his social roles.
d. Orientation to Learning – his time perspective changes from one of postponed application
accordingly, his orientation shifts from one of subject-centered to one of problem-
centeredness.
10. The Adult Learning Process is an interactive cycle which involves four steps (the four
A’s)
(1) Activity (2) analysis (3) abstraction (4) application

11. Three major values that has characterized Filipino history and heritage.
a. Pagsasarili b. pagkakaisa c. pagkabayani

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12. Basic Principles of Learning
a. Learning is a modification of one’s behavior and conduct
b. Learning is growth and development.
c. Learning is adjustment.
d. Learning is organized experience.
e. Learning is purposeful.
f. Learning is intelligent and creative.
g. Learning is active not passive process.
h. Learning is a process of integration.
i. Learning is a process of discovering and explaining.
j. Learning is understanding.
k. Learning is a voluntary process.
l. Learning is a social process.
m. Learning utilizes the primary laws of learning.

13. Learning begins where the child is.

14. According to the Gestalt theory, learning is an integrated response wherein the situation
is perceived as a meaningful whole.
15. Thorndike was famous of his stimulus-response (S-R) Bond Theory.
He created what are now termed as –

a. Law of Readiness
b. Law of Exercise
c. Law of Effect
d. Law of Belongingness

16. That education should be based on the nature of the child is a guiding principle of
teaching
17. Teaching means understanding and guiding children as individuals and as groups.
18. The difference between method and technique
.
a. Method is a procedure; technique is the manner;
b. Method is the key to teaching; technique deals on how to use the key in teaching.

19. As related to classroom teaching, method is a series of related and progressive acts
performed by the teacher and the pupils to accomplish the general and specific aims of
the lesson.
20. The method to be used in teaching should consider the

a. Aims of education
b. Nature of the child
c. Subject matter

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 d. School environment
e. Training of the teacher

21. Integration as a method means unity, wholeness, harmony or adequate adjustment.

22. Assignment is the pupil’s direction toward the accomplishment of the desired goal.

23. A lesson plan serves as a blueprint for the classroom teacher.

24. Motivation is the moving power that elicits vigorous effort to learn to do things.

25. The four types of educational Results are –

a. Knowledge
b. Abilities
c. Skills
d. Attitudes
26. Classroom management refers to the operation and control of classroom activities.

27. Discipline is associated with wholesome class conduct.

28. Evaluation is a process of ascertaining or judging the value or amount of something by

careful appraisal.

29. Review is the reorganization of previously learned experience. It is a summary of a

lecture/lesson.

30. Drill is concerned with repetition to strengthen connection.

A. Time-Tested Teaching Methods

1. Inductive method
1.1 In reality a discovery method starts with specific cases and code in
generalization
1.2 The child learns chiefly through his own activity
1.3 Used in Math, Language and Laboratory subjects
1.4 Learning is more permanently retained
1.5 Procedure

a. Preparation
b. Presentation
c. Comparison
d. Generalization
e. Application

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 2. Deductive Method
2.1 reverse of inductive – starts with a generalization applied to specific case.
2.2 A process from reasoning from general to particular
2.3 Much simpler than inductive
2.4 Disadvantage
- Most pupils cannot profit from the method
- encourage guessing
- Restricted to certain topics

2.5 steps
a. Statement of the Problem
b. Generalization
c. Inference
d. Verification

3. Type-study Method

31. Closely akin to inductive

32. Aims to study a specific case
33. Steps
1) Selection of type
2) Apperception and motivation
3) Statement of a typical case
4) Study of details
5) Comparing details with a model
6) Generalization

3.4 Advantage

- The method results in rich and meaningful experience

- Simple; arouses keen interest

3.5 disadvantage

- Not suited to all types of subject matter

- Conclusion not reliable because of poor choice of types

4. Problem Method

4.1 Nature

- Problem by definition is any question or matter involving doubt or uncertainty therefore requiring
solution.
- Problem solving is a purposeful activity that will remove a difficulty or perflexity through a process of
reasoning.

- Reflexive thinking is utilized

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4.2 Value

- incalculable
-gives direction to a discussion
- contributes to personality development
- builds proper attitudes

4.3 Steps
1) recognition and statement of a problem
2) Statement of Hypothesis
3) Critical evaluation of suggested solution
4) Verification of suggested solution

5. Project Method

5.1 Nature
a) According to Kilpatrick, project method, from a philosophical point of view, is a way of life. Emphasis
is on wholehearted, purposeful activity that is self-directing and self-propelling.

b) To most edu, writers, project is a significant, practical unit of a problematic nature, planned and carried
to completion by the use of physical material to complete the unit of experience.

c) Types

1) Construction
2) Enjoyment
3) Problem
4) Learning

d) Steps

1) Purposing
2) Planning
3) Executing
4) Evaluating

e) Value

1) Provides a motive for learning

2) Trains pupils to be reasonable and develops initiative
3) Trains pupils to solve problems in life
4) Develops spirit of cooperation
5) Gives training in perseverance

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