Philippine Educational System: Historical Perspective I The present educational system of the Philippines is the result of a long process of educational evolution. A. Pre-Spanish Period During the pre-Spanish period, education was informal. It means that there was no overruling agency that governs the educational system. C] The child is taught at home by the parents or by some tribal tutor. Гј The practice of apprenticeship, whereby a person usually learns some occupational skill from his parents or sent to somebody as an apprentice who knows a certain job ГјOrder now
Institutionalized education in the form of initiation rites and religious ceremonies. The priest called sonatas provided a specialized training for would-be priest. We can safely assume that subjects of instruction that is being taught inside the house deals with tribal rules/codes, instructions of faith , basic counting system were already exchanging trades with neighboring Asian countries], and basic literacy .
B. Spanish period During the Spanish period, education became organized. A major educational reform was affected that gives a complete educational system for Filipinos. The Early Part of the Spanish Schools were set up for the upper social classes founded by Spaniards Regime 0 for the Spanish youth,a Filipino boys and girls attended parochial schools. The curriculum was predominantly religious. The children learned Christian doctrine, sacred songs and music, and prayers required for the sacraments of confession and communion. The 3 Or’s were given to brighter dents.
Other subjects includes (after 1863), the 3 Or’s, history, Christian doctrine, the Spanish language, vocal music, and agriculture for boys and needlework for girls Educational Decree of 1863 RL A law that gave Filipinos a complete system of education from elementary to collegiate level. Provided for the establishment of elementary schools, one for boys and one for girls, in all municipalities of the Attendance In school were compulsory between the ages of seven country 0 and twelve Secondary education was given at College De San Juan De Lateran, Atone
Municipal De Manila and in seminaries. Collegiate instruction was provided by the university of Santos Atoms. C. AMERICAN REGIME Act No. 74 The Americans established for the Filipinos a system of free public education. Len line with this goals, the US sent a group of professionally trained American priest teachers, the Atomies. Act No. 372 required all provinces to maintain a provincial high school.
Schools established during this period 1901 Philippine Normal schoolgirl University of the Philippines Constitutional Convention in 1935, Article XIV Section 5 A mandate that overspent shall establish and maintain a complete and adequate system of public education and shall provide at least free public primary instructions and citizenship training to adult citizens. ” It was during tens pergola n t ten Halloos came to adopt ten American system AT coeducation as It was today.
The Philippine government established and maintained the elementary, secondary, and tertiary levels of education, the operations of which was either by the government, or private persons or corporations. ( Please refer to our discussion of the resent system of Philippine education above. ) Education aimed at training Filipinos in the democratic way of life, citizenship, moral character, fundamentals of vocational education and trained for self-government. The Educational Act of 1940 Grade VII was eliminated. D.
The Japanese Regime Military Order No. 2, 1942 embodies the Japanese educational policies. The teaching of Toggle, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity was emphasized. E. The Educational System under the Martial Law Period Presidential omission to Survey Philippine Education (PEEPS) It was created by the President (F. Marco’s) to study our educational system at that time which came up with policy and program recommendations based on their findings.
Proclamation 1081, September 21, 1972 It started an educational reform based on the findings of PEEPS. It was premised on the framework that education should be an integrated system as provided for in Section 8, Sub-section 1 of Article XSL acronym, PLEDGES, which meant, peace and order, land reform, economic development, development of moral values wrought educational reform, government reorganization, employment and manpower development and social services.
The ten (10) regular bureaus and institutes of the Ministry 1 . Higher Education 2. Secondary Education 3. Elementary Education 4. Continuing Education 5. Sports and Development 6. Institute of National 7. National Library 8. National Museum 9. Historical Institute 10. Technical Vocational Educational was a reorganization of the Department of Education and Culture, some offices were abolished or integrated with other offices, new ones were also created. I