PHILIPPINE EDUCATIONAL SYSTEM PERIOD EDUCATIONAL AIMS AGENCIES/TRAINING TEACHING METHODS TEACHING CONTENT THE MEDIA OF INSTRUCTION TYPE

OF EDUCATION
Alibata, the Native alphabet was used Informal Formal instruction began in the home Institutionalized education began in the form of initiation rites and religious ceremonies

Pre-Spanish

For survival and conformity Enculturation

Domestic chores and practical/ occupational honing of skills in hunting and farming Theoretical/ moral & spiritual awakening (worship, laws, codes)

Tell Me and show me or demonstration method Observation and imitation Indoctrination

Broad, indefinite and unwritten Unstructured/ incidental

The Royal Decree of1555 mandated these goals Indoctrination of Christianity Promotion of the Spanish language Imposition of Spanish culture

Spanish

Training was done: through the visitas which served as the first school through parochial schools established in the 19th century Colegio de San Ignacio was the first colegio Beaterio de Santa Isabel in 1632 was the oldest existing school for girls. Beaterio de Santa Potenciana in 1594 was the first beaterio for girls

Dictation Memorization Other techniques such as moromoro, cenaculo and other theatrical performances

Christian doctrine Reading Writing Arithmetic History Music Spanish language Various arts and trades

Spanish Latin

Authoritarianism Teacherdominated Subject centered Imposition of severe discipline

American To promote democratic ideals and other way of life

The Burgos Institute in Malolos, the military Academy of Malolos, and the Literary University of the Philippines were established Free & compulsory elementary education was established by the Malolos Constitution University of the Philippines was founded in 1908 the 1st state school of university status. Training was done through the schools both public and secular manned by Chaplains, military officers and Thomasites

Democratic way of teaching Self government

Reading Writing Arithmetic GMRC Civics Hygiene & Sanitation Gardening American history Phil. history

English

Commonwealth (1935-1942)

Set forth in the 1935 Constitution Develop moral character, personal discipline Civic conscience Teach the duties of citizenship

Training was done through the public and private schools (sectarian & non-sectarian)

Curricular was on

emphasis

character education citizenship training

E.O No. 263 in 1940 required the teaching of the Filipino national language in the senior high schools and in normal schools

Japanese (1943-1945)

Making the people understand the position of the Philippines as the member of the East AsiaCo-Prosperity Sphere Eradication of the old idea of reliance upon western states particularly the United States and Great Britain Fostering a new Filipino culture Elevating the morals of the people giving up overemphasis on materialism

Training was done formally through the schools, which gave more emphasis on Vocational Technical agricultural

Curricular content was centered on values rooted on: love for work and dignity of labor vocational education Teaching P.E. Teaching of Tagalog Philippine history Character education Singing Japanese songs

Nippongo

Full realization of the democratic ideals and way of life Characteristics are: Democracy is predicated upon the intrinsic worth of individual Individuals realize their capacities best in a social contract Society is not separated from the individual Democracy thrives on change, it is dynamic and flexible It fosters persuasion and consensus and rejects coercion and indoctrination

The Republic (1945-1972)

training for occupation

Social orientation Promotion of democratic nation building New thrust on community development

Provision for a broad education which will enhance selfactualization Manpower training in middle-level skill Development of the high-level professions and evaluation

New Society (1972-1986)

The fundamental aims of education in the 1973 Constitution To foster love of country Teach the duties of citizenship Develop moral character: selfdiscipline, scientific, technological and vocational efficiency

Curricular changes in elementary education Focused on education Curricular changes in secondary education Increased in time allotment

Integration of values in all learning areas Emphasis on mastery learning YDT and CAT introduced as new courses Elective offerings as part of the curriculum

Bilingual Education Policy: use of English and Filipino in specific learning areas

Promote national development and values education

Special training for vocational education

Formal and nonformal

Implementation of

NESC
Section 3, Art XIV of the 1987 Constitution (New Elementary School Curriculum)

Cory Aquino 1986-2008

Inculcate patriotism and nationalism Foster love of humanity Respect for human rights Appreciation of the role of the national heroes in historical development of the country Teach the rights and duties of citizenship Strengthen ethical and spiritual values

Fewer learning areas, emphasis on mastery learning Focused on the development of 3Rs Development of intellectual skills Development of humanism and Filipinism

Uses Bilingual Policy

Implementation of

Uni-disciplinary treatment of curriculum content

SEDP (Secondary Education

Development Program)

Development of values Specific competencies

Concept-based subject areas

Develop moral character and personal discipline Encourage critical creative thinking Broaden scientific and technological knowledge Promote vocational efficiency

Implementation of

NSEC (New Secondary Multi-disciplinary treatment of curriculum content Cognitive-affective manipulative based curriculum
Education Curriculum)

Values education offered as separate subject area Emphasis on Science & Technology

Studentcentered Critical thinking emphasized

Tulio, Doris D., (2008), Historical, Philosophical and Legal Foundations of Education 2

Prepared by:

Ms. Floricel H. Mallari Instructor