SOCIAL DIMENSION & TEACHING PROFESSION HANDOUT

• Historical Foundation of Education

• Beginnings of Education
• Prehistoric cultures used oral language to educate children
• Written language developed from need for more complex means of passing on knowledge from one
generation to another
• Importance in the study of history
– It provides knowledge of the past
– The knowledge of the past yields a better understanding of the present
– An understanding of the present generates a means of predicting the future.
– In general, education developed from the informal to formal
– History of education covers three main periods: ancient, medieval and modern.
• Primitive Education
– Its general theme or goal is education for security, survival or self-preservation. It is highly
conservative and superstitious.
– There is definitely no formal education. It is informal. There is no system of reading and writing.
Cultural contacts are limited to the family and tribe. Tribes grow out of kinship
– Basic activities are confined to the necessities of life – food, clothing, shelter and protection.
– The simplest methods of teaching and learning exists observation of elder’s activities, simple
telling and demonstration, trial and error, and actual participation in survival activities.
• Ancient Education
China:
• Chinese are descendants from the rivers banks of Huang Ho (Yellow River) and Yangtze River
• Aimed at selecting and training people for public service (Civil Service Exam)
• Taken mostly from the teachings of philosophical masters like Confucius, Mencius, and Lao Tzu.
• Confucianism and Taoism teach the ethical life and love of nature respectively
CONFUCIANISM
• HAD ITS BEGINNING IN THE TEACHINGS OF Confucius but the following sages took the lead in
building its formulation: Mencius and Hzun-Tzu
• Confucius is the latinized name for Kung-Tzu or Kung-Fu-Tzu. ‘tze’ which means master,
• is a polite suffix added to the names of most of the philosophers during the Chou Dynasty.
• Analects – the most revered Chinese classical literature which contains the sayings of Confucius.
TAOISM
• Taoism is known to be one of the major religions in China
• This was a reaction against the chaotic violence and the arbitrary laws and strict social hierarchy
• It encouraged people to seek harmony with nature (spontaneity) and with other human beings
through a simple life and calm meditation.
• The oldest Taoist works were believed to be of Lao Tzu and Chuang Tzu
China
• Chinese have given us filial piety, close family ties, respect for elders, selfless and honest service in
the government (civil service), The Golden Rule, reverence for teachers, scholarship (earnest
learning), and the earliest form of education for all or democratic education.
• Chinese ethical education is the forerunner of our present day character education (GMRC and
Values Education) in our schools.
Japan:
• Educational activities were patterned mostly from the Chinese.
• Ethical teaching of Confucianism and the religious beliefs of Zen Buddhism were assimilated into
the Japanese way of life.
• It develop its own religion called
• Shintoism (worship of the “kami”), educational ideas are dominantly Chinese. The Japanese ideal
is the “warrior” with his “samurai” ethic of respect for authority, determination and hard work.
• Unlike the Chinese, the Japanese open themselves to foreign influences and made foreign ideas
into what are uniquely Japanese.
• The Samurai Warrior
• Ancient Education
India:
• Deep spiritual and rigid social stratification (Caste System).
• Hinduism is a spiritual way of life tied to the rigid caste system. The highest class (Brahmins
or priests) receive the highest or complete education while the “sudras” and the untouchable
receive the least education.
• Hinduism
• Hinduism is a religion that began in India.
• The religion dates back to 1500 B.C., making it the world’s oldest religion.
• There are 750 million Hindus in the world today.
• Most Hindus still live in India.
Hindu Beliefs
• Hindus believe in a single Divinity or supreme God that is present in everything called
Brahman.
• Hindus also believe in other gods who are aspects of that supreme God such as Shiva,
Shakti, and Ganesh.
 Karma and Reincarnation
• Reincarnation is the belief that the soul repeatedly goes through a cycle of being born into a
body, dying, and being reborn again in a new body.
• Karma, a force that determines the quality of each life, depending on how well one behaved
in a past life.
• Hinduism says we create karma by our actions on earth. If you live a good life, you create
good karma. If you live a bad life, you create bad karma.
• Moksha - Each time a Hindu soul is born into a better life, it has the opportunity to improve
itself further, and get closer to ultimate liberation.

Hindu Life Goals

• There are 4 legitimate goals in life:
• dharma (appropriate living)
• artha (the pursuit of material gain by lawful means)
• kama (delight of the senses)
• moksha (release from rebirth).
Buddhism
• Buddhism is a major world religion, or in a better sense, philosophy.
• It is the 4th largest religion of the world, and has about 300,000,000 people living by it.
• It explains the purpose of life, injustices and inequality around the world.
• It also helps people by providing a way of life that will lead to true happiness.
The History of Buddhism
• It was all started by Buddha, who was a prince in Lumbini, 2500 years ago.
• He was very unhappy in his royal life, so he set off on a 6 year journey, exploring other
religions.
• After his long journey and much meditation he was finally “enlightened”.
• He found the middle path, the key to human happiness. For the rest of his life he wandered
Asia, preaching his new religion.
What Did Buddha Teach?
• He taught the 4 Noble truths which sum up Buddhism religion
• He also taught the noble eight fold path
What are the Four Noble Truths?
• The first was that life is suffering
• You can’t live without death, frustration, etc.
• The second is that suffering is caused by craving and aversion
• Getting what you want doesn’t guarantee happiness, it deprives you of it
• The third is that suffering can be overcome, and true happiness attained
• If we stop craving useless things, and live each day at a time (not living in the
future) we will be happy and free.
• The fourth is that the Noble eight fold path leads to the end of all suffering
The Noble Eightfold Path
• It taught 8 simple rules:
• To have a right understanding
• To have right thoughts
• To use right speech
• To do right actions
• To deal with right livelihood
• To give a right effort
• To have a right mindfulness
• To use the right meditation
Egypt:
• Ancient Egypt as the oldest civilization in History.
• Egyptians already showed the evidence of skilled labor, craftsman, knowledge of practical arts and
sciences, and true apprenticeship programs.
• They already possessed a system of writing called “hieroglyphics” and originated the modern paper
from “papyrus” which grows abundantly along the Nile River.
The Egyptian practical education is perhaps the origin of present day vocational education in our
schools. They were very much ahead of their time;, knowledgeable in arithmetic, algebra, trigonometry,
astronomy, medicine, chemistry, and other practical sciences.

Ancient Greek Education

Spartan Education
• Sparta was a military socialistic state and it stressed military education. Its aim was to prepare
the boys for citizenship and military service, and the girls for family life as healthy wives and
mothers.
 • Spartan education was for the state and not for the individual. The “paidonomous” (school)
took care of the early military training and physical training of the young Spartan until he
becomes a military recruit and eventually a real soldier.
• Spartan military education is the forerunner of military training in our schools.
• Ancient Greek Education
Athenian Education
• Athens was a democratic state and it stressed liberal education – education for the gentleman, charming in
person and graceful in manners.
Ancient Greek Education
• Education was a family prerogative. For seven years, the home took care of the first child’s education. At
seven, the boy was entrusted to the “paidogogus,” a learned slave. (The term pedagogy was derived from
this name).
• At 14, his education was over. The boy could then go to the “palaestra” which was a public gymnasium for
his physical training. There were other schools and teachers: “kitharist” (teacher of music), the
“grammatist” (teacher of letters), and the “paedotribe” (teacher of gymnastics).
• Greeks’ Contributions to Civilization and Education
– Discovery of reason (philosophy)
– Arts and sciences
– Knowledge towards virtue
– Democracy
– Discovery of, which means many things – reason, science, idea or even God
– Olympics
– The Greek Triumvirate – Socrates, Plato, Aristotle
WESTERN EDUCATION in Rome
• Rome conquered Greece in 146 BCE & adopted many Greek ideas about education
• Latin Grammar Schools – taught Latin, literature, history, mathematics, music, & dialectics
• Education was still limited to wealthy boys
The Republic
• Mixture of oligarchy and democracy with two distinct classes of people – “patricians” and “plebians”;
the former were the aristocrats and the latter were soldiers, traders, farmers, artisans, and other
Romans
The Empire (Graeco-Roman)
• The Republic engaged in continuous conquests and eventually became powerful empire. In 146 B.C.,
Greece itself is conquered. However, the Roman poet, Horace, wrote, “captive Greece took captive her
capturer”. Thus the pure Roman became Graeco-Roman.
• The Empire (Graeco-Roman)
• Schools were established offering both Greek and Roman (Latin) languages. The “ludus” was for
elementary education where the child learned the 3 R’s. This lasted for six years.
• Secondary education was offered in the grammar school where the young Romans learned two languages –
Greek and Latin.
• Latin Grammar School
• Later the “quadrivium” was offered consisting of arithmetic, music, geometry, and astronomy. Earlier, the
“trivium” consisting of grammar, rhetorics, and dielectric was learned.
• After the secondary level, the young Roman proceeded to military service, a calling to rhetorical school
and become a statesman. Later, higher education was established and this was called “Athenaeum” which
first offered oratory and law.
• A public school system was also established (during the reign of Emperor Theodosius, 383-395 B.C.)
Roman Contributions to Education and Civilization
• Practical Education (utilitarian education)
• The Latin Language
• Bilingual Education
• Cross-cultural studies
• Socio-political organization and law
• Roman educators like Cato, Cicero, Plutarch and Quintillian
Jewish Education
• Patriarchal period, from the call of Abraham to Moses
• Tribal period, from Moses to the monarchy
• Royal period, from King Saul to the Babylonian Captivity
• Period of Restoration, from the Babylonian Captivity to the birth of Jesus Christ
Goal: Religious Conformity (Obedience to Torah)
Jewish Education under Jesus Christ
• Jesus Christ was born in 4 B.C. during the reign of Emperor Augustus with Jewish parents. Christianity
came from Christ, the Greek word for “Messiah,” Jesus taught new principles of human relationships
based on universal love. The most frequent title of Jesus in the Gospels is “teacher” (rabbi, master).
He taught practically anywhere.
• Among others, his more popular methods are:
– Gnomic method – from gnomes (proverbs)
– Use of parables – Parables used, comparison or analogy
– Conversional/dialectic method – use of dialogue
– Personal example (modeling)
Early Christian Education
• In the first two centuries after Christ, the Christians gained followers but they were still persecuted.
 • It was only in 313 A.D. through the Edict of Milan when Emperor Constantine recognized
Christianity and made in the official state religion. Thus, began the rise of Christianity.

THE MIDDLE AGES

Monasticism and the Dark Ages
• Monasticism arose during the Dark Ages (400 A.D. to 750 A.D.)
• The term “monasticism” came from the word “monos” meaning alone or one who lives a solitary life.
• vows of monastic : obedience, simplicity, and industry (chastity in others).
• The “Dark Ages” was so-called because invasions and destructions of barbarians spread
throughout the empire until it finally fell.
• Only the church was spared and remained the bastion of education. The monks established the
“monastic schools” in addition to the cathedral, parish, and other schools already existing.
Goal: Religious Discipline
Scholasticism and Intellectual Discipline
• The term scholasticism refers to the particular method of scholarly, intellectual, and philosophical pursuit
of universal truths. Its aim was to support the doctrines (truths) of the church by reason.
• St. Thomas. Aquinas (1224-1274).
• Scholastic education led to the rise of universities with University of Paris, a former cathedral school as the
first university founded. The word “university” then meant a number, a plurality, or aggregate or persons.
The entire student body was known as stadium generale. The term “universitas” meant a corporation of
teachers and students.
Education for Chivalry and Social Discipline
• This kind of education as a result of feudalism, a system of political, social, and economic relationship based
on landlord-vassal relation.
• Chivalric education was the response to the increasing educational needs of the sons of the nobility
• The boy goes through the following stages:
• Page -an attendant at the noble courts at age 7
• Squire -an attendant to a knight at age 14
• Knight -a full-pledge warrior whose duties are to protect the women and poor, defend the church and the
state, attack the wicked/evil elements, and shed blood for the sake of the country and his comrades.
The Dominicans
• The most notable educators of this order were the 13th century brilliant scholars St. Albert the Great
and his pupil St. Thomas Aquinas. St. Dominic (1170-1221), a well-educated Spaniard, founded the
order of the preachers (O.P.) in 1216. The “Summa Theologica” of St. Thomas Aquinas has contributed
much to theology and philosophy.
The Franciscans
• St. Francis of Assisi (1182-1226) is recognized as the founder of the Franciscan Order. This group initially
started as a movement for the moral regeneration of society.
The Jesuits
• The society of Jesus (S.J.) was founded by St. Ignatius of Loyola (1491-1556). The order played a
crucial role in the church’s counter reformation movement in the late Middle Ages.
• The Jesuit motto is “Ad Majorem Dei Gloriam (A.M.D.G) which means “to the glory of God.” The Jesuits’
education apostolate was well-planned.
Saracenic Education
• A religion continued by Mohammed was born in Arabia, came to exist six hundred years after the birth
of Jesus Christ.
• This came to be known as Islam among the Arabs. Roman and Greek writers called the wandering
Arabs as Saracens.
• The whole world owes them the scientific method of investigations and its application to the affairs of
daily life.
The Guild System of Education
• Toward the end of the medieval period, economic forces brought about considerable social and
cultural changes.
• Related to the growth of commerce was the strengthening of the guild, an organization of person
with common interests and mutual needs for security and welfare..
• There were two types: the merchant guild and the craft guild. These types of schools were
established to meet their educational needs:
– Chantry schools – established through foundation under the clergy
– Guild schools – served the children of the members of the craft guild.
– Burgher schools – served the children of the members of the merchant guild.
• The stages of development under these systems are: apprentice, journeyman, and master craftsman
• Subsequently governmental regulation and the licensing of polytechnics and vocational education
formalized and bureaucratized the details of apprenticeship.

MODERN EDUCATION
16th-17th Centuries: Education of this World
MODERN EDUCATION
The religious called it Reformation and the rise of Protestantism under Martin Luther. The outstanding educators
were:
– Francis Bacon (1561-1621) – introduced the inductive method of Teaching
– Wolfgang Ratke (1571-1635) – initiated repetition to ensure mastery
 – John Amos Comenius (1592-1670) – regarded as father of modern education; wrote “Orbis Pictus
Sensualism” or the World of Sensible Things Pictured, the first illustrated book that led to the use of
visual aids in the classroom.
– John Locke (1632-1704) – known as the father of English empiricism, foremost exponent of
“disciplinism” (education as based on discipline), and authored the “tabula rasa” theory (the mind of
the child at birth is a blank tablet).
– Richard Mulcaster (1531-1611) – suggested that teachers be required to obtain university
training and developed teacher training schools (normal schools).
– Francois Fenelon (1651-1715) – French theologian who pioneered in the education of women.
– St. John Baptiste De Lassalle – patron saint of teachers - founded the La Salle schools
18th-19th Centuries: Child Centered Education
The child becomes the center of the educative process. The main proponents are Rousseau, Pestalozzi,
Herbart, and Froebel
– Jean Jacques Rousseau (1712-1778) – best known for his work, “Emile,” which laid out his
naturalistic philosophy of education; also wrote “Social Contract” that advocated a democratic
government.
• Children are naturally good
– Johann Heinrich Pestalozzi (1746-1827) – advocated the following: object study with language,
education for societal regeneration, learning through observation and experience, avoidance of
bookish learning, discipline based on love, and education as contact of souls.
• Pestalozzi (1746-1827)
• Pestalozzi (1746-1827) Swiss educator who put Rousseau’s theories into practice…
educators from all over the world came to view his schools…unlike most teachers of his
time, he felt students should be treated with love and kindness
– Johann Friedrich Herbart (1779-1841) – advocated the theory of appreciation and the inductive
method of teaching which came to be known as “Herbatian Method.” This consists of the following
steps: (1) Preparation; (2) Presentation; (3) Comparison and Abstraction; (4) Generalization; and
(5) Application.
– Friedrich Wilhelm August Froebel (1782-1852) – known as the father of the kindergarten
(Garden of Children) and advocated the use of play or games in the school program.
• Modern Education

19th-20th Centuries: Democratization of Education

Democratization of education stood out among the manifold aims of education during this period. The
following were the best known educators:
– Herbert Spencer (1820-1903) – attempted to compile all knowledge in his “Synthetic
Philosophy.” He and Darwin popularized the evolution theory. He authored the ethical concept,
“survival of the fittest,” before Darwin. He defined education as “preparation for complete living.”
Survival of the fittest”
– Pedro Poveda (1878-1936) – modified the past Christian education with his own Christian
Humanism which commits Christianity to the upliftment of the poor and marginalized people. He
also pioneered on the establishment of Teacher Formation Centers.
– Maria Montessori (1869-1952) – an Italian doctor of medicine who turned to education of the
handicapped and underprivileged youth; later, she introduced a new pedagogy for young children
which has
• three main features:
• freedom (independence) and individuality,
• prepared environment,
• specific goals for each child.
– Paolo Freire – a Brazilian who criticized contemporary education as the education of the
oppressed. He wrote “The Pedagogy of the Oppressed” in 1968. He described conventional
education as the banking concept of education responsible for the culture of silence among the
masses.
– John Dewey and other American educators like Horace Mann, William James, J. Stanley Hall,
Francis Parker, and Edward Lee Thorndike, among others – also made great contributions to
education. John Dewey believes that education is life, a continuous process (i.e., never complete)
and it aims is social efficiency.
– Horace Mann – pioneer the “common school” (forerunner of the public school system) “education
is the great equalizer.”
– Edward Lee Thorndike – authored the laws of learning - father of the statistical movement in
education
Philosophical Foundation of Education
IDEALISM (Plato)
• Ideas are the only true reality.
• What exists is in the mind only.
• Existence of ideas independent from the material world
• Ideas are believed to be innate in the individual as these have been endowed by a perfect being.

REALISM (Aristotle)
• Reality exists independent on human mind.
• Reality is not in the mind but in the external world.
 • Ultimate reality is the world of physical objects,
• Concern with what is real, what is actual
• Truth is objective- what can be observed
• Some supporters: John Amos Comenius & John Locke

EMPIRICISM ((John Locke)

• Legitimate knowledge arises from what is provided to the mind by the senses.
• Experience through the use of senses is the source of knowledge.
• Only source of knowledge is the senses or sense-based experience.

EXISTENTIALISM (Soren Kierkegaard)

• Reality is subjective, lies within the individual
• Individual choice and standards are central
• Man’s freedom of in the accomplishment of his destiny.

ESSENTIALISM (William Bagley)

• Going back to the basics
• Focus on 3Rs ( reading, writing and arithmetic)
• Subject matter is the center of the educational process.
• The teacher is the authority, a master of his/her discipline.

Perennialism (Robert Hutchins)

• maintains that education involves confronting the problems and questions that have challenged
people over the centuries.
• Thus there is a need to study classical tradition of great books.
• Views education as a recurring process based on eternal truths.
• Good education involves a search for and understanding of truth which can all be found in the great
works of civilization.
• Need to study the classical tradition of great books.
• Its curriculum is fixed and subject-centered relying heavily on the disciplines of literature, math,
languages, and history.

PRAGMATISM
• It believes that the meaning of an idea can be determined by the consequence of its tests: if it works in
practice, it is true or good.
• Believes in change as the essence of reality.
• Experimental method is its method of thought.

Progressivism
(Francis W. Parker)
• Directly grew from pragmatic philosophy.
• Education should focus on the whole child.
• Learner is a problem solver who makes meanings through experience
• A learner learns well if through active interplay with others
• “Learning by doing principle”
• Involves participation of students and allows them to exercise freedom and moral powers
• Methods: Scientific method and problem solving.
Behaviorism
– A behavior can be best explained in terms of responses to external stimuli.
– Education can be achieved by modifying or changing student behaviors in socially acceptable
manner through the arrangements of conditions of learning
– Human beings are shaped entirely by their environment
Rationalism
(Rene Descartes)
• Knowledge can be derived from certain prior truths.
• Virtue and happiness can be obtained through the knowledge of God

Reconstructivism
(George Counts & Harold Rugg)
• Covers the underlying factors that constitute reality or society
• Students are encouraged to become involved in the problems whether political, social, or economical
that confront the society and be able to arrive at solutions in order to reconstruct society.
• Declares that the chief purpose of all educational efforts is to “reconstruct” society in order to meet the
cultural crisis of times.

Hedonism- Pleasure is the only good thing to the person.

Epicureanism- a form of ancient hedonism- the highest pleasure consists of simple and moderate life; pleasure is
attainable only by REASON.
Stoicism- if there are difficulties and adversities, you have to patiently accept them and endure them.
4 PILLARS OF LEARNING
• UNESCO-United Nations Educational, Scientific, and Cultural Organization
• Promotes international corporation and implementation of international agreements.
 • Proposed that the learning process should be based on four pillars of education:
– Learning to know
– Learning to do
– Learning to live together
– Learning to be
Learning to know
• ‘includes the development of the faculties of memory, imagination, reasoning, problem-solving
• Learning to learn skills
• It is ‘a process of discovery’, which takes time and involves going more deeply into the
information/knowledge delivered through subject teaching.
• Focuses on specialization required of every individual
Learning to do
• This pillar of learning implies in the first place for application of what learners have learned or known into
practices;
• it is closely linked to vocational-technical education and work skills training.
• Learning to do thus implies a shift from skill to competence, or a mix of higher-order skills specific to each
individual. ‘
• Thus ‘learning to do’ means, among other things,
– ability to communicate effectively with others;
– aptitude toward team work;
– social skills in building meaningful interpersonal relations;
– adaptability to change in the world of work and in social life;
– competency in transforming knowledge into innovations and job-creation;
– and a readiness to take risks and resolve or manage conflicts

Learning to live together

• It implies an education taking two complementary paths: on one level, discovery of others and on another,
experience of shared purposes throughout life.
• Specifically it implies the development of such qualities as:
– knowledge and understanding of self and others;
– appreciation of the diversity of the human race
– and an awareness of the similarities between, and the interdependence of, all humans;
– empathy and cooperative social behavior in caring and sharing;
– respect of other people and their cultures and value systems;
– capability of encountering others and resolving conflicts through dialogue; and
– competency in working towards common objectives
Learning to be
• ‘Learning to be’ may therefore be interpreted in one way as learning to be human, learn more about
themselves
• Aimed at wholistic development of individuals
• through acquisition of knowledge, skills and values conducive to personality development in its
intellectual, moral, cultural and physical dimensions.
• This implies a curriculum aiming at
– cultivating qualities of imagination and creativity;
– acquiring universally shared human values;
– developing aspects of a person’s potential:
– memory, reasoning, aesthetic sense, physical capacity and communication/social skills;
– developing critical thinking and
– exercising independent judgment;
– and developing personal commitment and responsibility.

Development of Philippine Education

 Spanish Period
– The Royal Decree of 1555 of King Carlos I mandated the three goals of Spanish education;
indoctrination of Christianity, promotion of the Spanish language, and imposition of Spanish culture.
– Education of the Filipino was mainly learning the Christian doctrine. It was simple catechism, not
the same as Christian education in Europe.
– The vernacular, not Spanish, was used as the medium of instruction in the parochial schools.
– The religious orders introduced the parochial school concept practiced in Europe during the Dark
Ages. The rise of parochial schools started in Cebu in 1565 by the Augustinian missionaries. Subjects other
than the Doctrina were soon offered and these were simple arithmetic, music and various arts and trades.
– The Royal Decree of 1863, penned by Minister Jose de la Concha, was the first attempt of the
Spaniards to establish an overall public school system and to provide for the training of teachers through a
normal school attached to “Escuela Pia,” now Ateneo de Manila University
 Revolutionary Republic
(1st Republic)
– The first republic was established on June 12, 1898 in Kawit, Cavite with General Emilio
Aguinaldo as President, June 12 is now the official independence day of the country.
– The first organized reaction against Spanish injustice happened from 1862 to 1872. Patriotic
Filipinos formed the “Comite de Reformadores” in 1862 to work for reforms for the assimilation of the
country as a province of Spain. This group was led by the priest Mariano Gomez, Jose Burgos, and Jacinto
 Zamora (GOMBURZA). The reform movement ended up at the Cavite mutiny and the execution of the three
priests in 1872.
 American Period
– The Treaty of Paris on December 10, 1898 put an end to the First Republic. President Mckinley
issued his “Benevolent Policy of Assimilation” by which America would assume full control and administration
of Philippine affairs.
– In 1899 he appointed a commission to study the newly acquired territory and this was the
Schurman Commission. In 1900 another commission was appointed and this was the Taft Commission. Its
task was to organize a civil government. In March 1900 the Office of Superintendent of Public Instruction was
created with Capt. Albert Todd as the general superintendent of schools.
– The education act of 1901, also known as Act. No. 74 of the Philippine Commission was
promulgated to establish a department of Public Instruction. Sections 1 to 13 were meant to establish a highly
centralized system. Sections 14 and 15 provided for the importation of teachers (the “Thomasites”). Section
16 provided for the separation of Church and State. Section 17 created the Philippine Normal School.
– The Department of Public Instruction set up a three-level instruction of schools. The first level
consisted of a four-year primary and three-year intermediate. The second level was a four-year high school.
The third level at first was a two-year junior college and later a four-year program.
– The name of Bureau of Public Instruction become Bureau of Education under Act. No. 477 which
was passed on November 1, 1902.
– The high school system supported by provincial governments, special educational institutions,
school arts and trades, an agricultural school, and commerce and marine institutes were established 1902 by
the Phil. Commission
– In 1908, the Philippine Legislature approved Act. No. 1870 which created the University of the
Philipppines
– The Reorganization Act of 1916 provided the Filipinization of all department secretaries except
the Secretary of Public Instruction.
– In 1925, the Monroe Survey Commission was created to evaluate the entire school system the
Americans set up. It was the first of its kind in the country and headed by Paul Monroe.
 Japanese Period
– Japanese educational policies were embodied in Military Order No. 2 in 1942.
– On Oct. 14, 1943, the Japanese sponsored Republic created the Ministry of Education.
– Under the Japanese regime:
 Teaching of Tagalog, Philippine History & Character Education was reserved for Filipinos
 Love for work and dignity of labor was emphasized.
On February 27, 1945, the Department of Instruction was made part of the Department of Public
Instruction
In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of
Education.
During the period, the regulation and supervision of public and private schools belonged to the Bureau of
Public and Private
In 1972, it became the Department of Education Culture by virtue of Proclamation 1081
In 1978 it became Ministry of Education and Culture by virtue of P.D. No. 1397
The Education Act of 1982 created the Ministry of Education Culture and Sports which later became
Department of Education Culture and Sports in 1987 by virtue of Executive Order No. 117.
The structure of DECS has remained unchanged until 1994 when the Commission on Higher Education
(CHED) and the Technical Education and Skills Development Authority (TESDA) were established to supervise
tertiary degree programs and non-degree technical-vocational programs, respectively.
The Congressional Commission on Education (EDCOM) report provided for Congress to pass RA 7722
and RA 7796 to create CHED and TESDA, respectively.
 Trifocalized system of Education
– Basic Education- RA 9155
– CHED- RA 7722
– TESDA – RA 7796
In August 2001, Republic Act 9155, otherwise known as Government of Basic Education Act, transformed DECS
to DepED
 RA 9155
– School head empowerment by strengthening their leadership roles
– School based management within the context of transparency and local accountability

ARTICLE XIV OF THE 1987 CONSTITUTION

Section 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.
Section 2. 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, elementary education is compulsory for all 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, 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.

Selected DepEd Programs

K to 12 Program (RA 10533) : Enhanced Basic Education Program. 
The enhanced basic education program encompasses at least one (1) year of kindergarten education, six (6)
years of elementary education, and six (6) years of secondary education, in that sequence. Secondary
education includes four (4) years of junior high school and two (2) years of senior high school education.
  RA 10157
 A law that institutionalized Kindergarten Education into the Basic Education system of the Philippines
 UNIVERSAL KINDERGARTEN
Section 1: Short Title - This Act shall be known as the "Kindergarten Education Act"
Section 2: Declaration of Policy - it is declared the policy of the State to provide equal opportunities for all
children to avail of accessible mandatory and compulsory kindergarten education that effectively promotes
physical, social, intellectual, emotional and skills stimulation and values formation to sufficiently prepare
them for formal elementary schooling.
Section 2: Declaration of Policy
In consonance with the Millennium Development Goals on Achieving Education For All (EFA) by the Year
2015, it is hereby declared the policy of the state to provide equal opportunities for all children to avail of
accessible mandatory and compulsory kindergarten education that effectively promotes physical, social,
intellectual, emotional and skills simulation and values formation to sufficiently prepare them for elementary
schooling.
Thus Kindergarten will now be integral part of the basic education system of the country.
Section 3: Definition of Terms
Kindergarten education shall be understood in this Act to mean one (1) year of preparatory education for
children at least five (5) years old as a prerequisite for Grade I
Mother tongue refers to the language first learned by a child.
Section 4: Institutionalization of Kindergarten Education. - Kindergarten education is hereby institutionalized
as part of basic education and for school year 2011-2012 shall be implemented partially, and thereafter,
it shall be made mandatory and compulsory for entrance to Grade 1.
Section 5. Medium of Instruction - The State shall hereby adopt the mother tongue-based multilingual education
(MTB-MLE) method.
However, exceptions in adopting mother tongue shall be made to the following cases:
1. When the pupils in the kindergarten classroom have different mother tongues or when some of them speak
another mother tongue
2. When the teacher does not speak the mother tongue;
3. When resources, in line with the use of the mother tongue, are not yet available
4. When teachers are not yet trained how to use the MTB MLE program
Note: In such exceptional cases, the primary medium of instruction shall be determined by the DepED aligned
with the framework being used in the elementary level including training and production of local resources
and materials
Section 6 Implementing Agency. -
(The authority to regulate the organization, operation and /or implementation of the kindergarten education
program of both public and private schools shall be vested upon the DepED through the creation of a new
Division under the Bureau of Elementary Education (BEE)
Section 7. Duties, Powers and Functions. -
(a) Oversee and supervise the organization, operation and implementation of the kindergarten education
program;
(b) Develop the curriculum for kindergarten education.
(c) Develop teaching strategies using the unique feature of the MTB-MLE which shall include, but not limited to,
the following:
(1) The two-track method
(2) Interactive strategies;
(3) Use of manipulative games; and
(4) Experiential, small group discussions and total physical response (TPR) among others.
Section 12: Effectivity Clause. - This Act shall take effect fifteen (15) days after its publication in the Official
Gazette or in two (2) newspapers of general circulation.
This Act which originated in the House of Representatives was finally passed by the House of Representatives
and the Senate on November 23, 2011 and November 21, 2011, respectively.
Child Friendly School System (CFSS)
• Is a project of the United Nations Children’s Fund (UNICEF) and the DepED
• Need of child friendly schools and desired outcomes for the children as follows:
• To be healthy, well nourished, free from exploitation and violence and from labor
• To be aware of their rights…
• To be able to protect themselves…
• To be able to participate in decisions which affect their lives in accordance with their evolving
capacities
• To respect diversity, practice equality and resolve differences…
Every Child A Reader Program (ECARP)
• To develop pupil’s reading and communication skills by Grade 3.
• Designed to improve the delivery of instruction of reading teachers in Grades I to III.
• And 8-week curriculum provides Grade I pupils adequate home-to-school transition and readiness
experience.
Brigada Eskwela
• Began in May 2003
• Is observed every May of each year
• Capitalizing on the spirit of bayanihan
• Encourages parents, barangay residents, local businessmen, community, etc, to volunteer resources
( financial, material, labor) and work collectively for the maintenance, and minor repair of schools during the
month of May to prepare the schools for the opening of classes in June.
Adopt-A-School
 Republic Act 8525 or the Adopt-A-School Act, enacted in 1988 for the very purpose of providing a venue
for the strong and dynamic private sector to participate in nation-building through investments in the
education of Filipino children.
 DepEd introduced interventions to reduce student dropouts and keep the youth off the streets.
 EDUCATION is the key to NATIONAL GROWTH.

What is ALS?
 Alternative Learning System
 A FREE education program implemented by the DepEd
 A laderized, modular non-formal education program by the Department of Education (DepEd)
 Benefits those who cannot afford formal schooling and follows whatever is their available schedule
 provides a viable alternative to the existing formal education instruction, encompassing both the non-
formal and informal sources of knowledge and skills.
 Teachers that are involved in this program are called “Mobile Teachers ” for reasons that they often go
about teaching in rural and depressed areas where a formal classroom is not available.
Who are the target learners of ALS?
 Elementary and secondary school dropouts
 Youth and Adults although in school but over-aged for Grade 6 and 4th Year
 Unemployed/underemployed OSY’s and adults
 Industry-based workers, housewives, maids, factory workers, driver
 Members of cultural minorities/Indigenous People (IPs)
 Persons With Disabilities (PWDs)/physically Challenged
 Inmates, rebel/soldier integrees
Republic Act No. 9155
AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC EDUCATION, ESTABLISHING
AUTHORITY AND ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND
SPORTS AS THE DEPARTMENT OF EDUCATION, AND FOR OTHER PURPOSES
SECTION 1. Short Title. “Governance of Basic Education Act of 2001.”
SEC. 2. Declaration of Policy.
 School - heart of the formal educational systems
 School Head’s Roles: instructional leader and administrative manager
 Sports is transferred to the Philippine Sports Commission

Presidential Decree 1006

• Professionalization of Teachers, Regulating Their Practice in the Philippines
Section 1: Title
This Decree shall be known as the Decree Professionalizing Teaching
Section 2: Declaration of Policy
Teacher education shall be given primary concern and attention by the government and shall be of the highest
quality…
Section 3: Definition of Terms
Teaching refers to the profession primarily concerned with classroom instruction, at the elementary and
secondary levels, in accordance with the curriculum prescribed by National Board of Education, whether on
full-time or part time basis in the public or private school.
Teacher refers to all persons engaged in teaching at the elementary and secondary levels, whether on full-
time or part-time basis, including guidance counselors, school librarians, industrial arts or vocational
teachers and all other persons performing supervisory and/or administrative functions…
Board- refers to the National Board for Teachers duly constituted under this decree.
Section 6: Qualification requirements for Examination Applicants
 Must be a citizen of the Philippines
 That he is of good moral character
 That he is free from any physical and/or mental defect which will incapacitate him to render efficient service;
 That he possesses the following minimum qualifications:
– For teachers in the Kindergarten and elementary grades, Bachelor’s degree in Elementary Education
(B.S.E.Ed.) or its equivalent;
– For teachers of the secondary schools, Bachelor’s degree in Education or its equivalent with a major and
minor or Bachelor’s degree in Arts and Sciences with at least 18 units in professional education.
– For teachers of secondary vocational and two-year technical courses, Bachelor's degree in the field of
specialization with at least eighteen units in professional education.
Section 8: Scope of the Exam
The examination shall consist of written tests, the scope of which shall be determined by the Board, taking into
consideration the teaching plan of the schools legally constituted in the Philippines.
Section 9: Ratings in the Examination
He must have obtained a general average of at least 70 percent in all subjects with no rating below 50 percent in
any subject.
Section 10.Report of the results of examination.
The examiners shall report the ratings obtained by each candidate to the Board within 150 days after the last day
of the examination, unless extended by the latter.
Section 11: Issuance of Certificate
He must have obtained a general average of at least 70 percent in all subjects with no rating below 50 percent in
any subject.
Section 11.Issuance of Certificates
Teachers who have passed examinations given by the Civil Service Commission or jointly by the Civil Service
Commission and the Department of Education and Culture shall be considered as having passed the board
examinations for teachers. The Board may consider their certificates of rating as certificates of eligibility or
issue an entirely new certificate upon registration of the teacher and payment of the corresponding fees.
This provision shall likewise apply to those teachers who have permanent appointment under the Magna
Carta For Public School Teachers and all others who may be qualified for registration as professional
teachers under this Decree.
Section 15.Prohibition.
Three years after the effectivity of this Decree, no person shall engage in teaching and/or act as a teacher as
defined in this Decree, whether in the public or private elementary or secondary school, unless he is
holder of a Professional Teacher Certificate or is considered a Professional Teacher under this Decree.
Section 16.Penal Provision.
Any person who shall practice the teaching without a valid Professional Teacher Certificate, or any person
presenting as his or her own the certificate of another, or any person giving any false or forged evidence in
order to obtain a Professional Teacher Certificate or admission to an examination, or any person assuming
himself as a registered professional teacher or any person violating any provision of this Decree shall be
penalized by a fine of not less than One Thousand Pesos nor more than Five Thousand Pesos with
subsidiary imprisonment or to suffer an imprisonment of not less than six months nor more than two
years, or both such fine and imprisonment at the discretion of the Court.
REPUBLIC ACT NO. 7836
• AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF TEACHING IN
THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR OTHER
PURPOSES
SECTION 1. Short Title
• This Act shall be known as the "Philippine Teachers Professionalization Act of 1994."
SECTION 2. Statement of Policy
• The State recognizes the vital role of teachers in nation-building and development through a
responsible and literate citizenry. Towards this end, the State shall ensure and promote quality education
by proper supervision and regulation of the licensure examination and professionalization of the
practice of the teaching profession.
SECTION 3. Objectives. — This Act has the herein objectives:
(a) The promotion, development and professionalization of teachers and the teaching profession; and
(b) The supervision and regulation of the licensure examination.
SECTION 4. Definition of Terms
 (a) "Teaching" — refers to the profession concerned primarily with classroom instruction, at the elementary
and secondary levels in accordance with the curriculum prescribed by the Department of Education, Culture
and Sports, whether on part-time or full-time basis in the private or public schools.
 (b) "Teachers" — refers to all persons engaged in teaching at the elementary and secondary levels,
whether on full-time or part-time basis, including industrial arts or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and
qualified to practice teaching under this Act.
 (c) "Board" — refers to the Board for Professional Teachers duly established and constituted under this Act.
 (d) "Commission" — refers to the Professional Regulation Commission.
SECTION 13. Examination, Registration and License Required.
Except as otherwise specifically allowed under the provisions of this Act, all applicants for registration as
professional teachers shall be required to undergo a written examination which shall be given at least once a
year in such places and dates as the Board may determine upon approval by the Commission.
A valid certificate of registration and a valid professional license from the Commission are required
before any person is allowed to practice as a professional teacher in the Philippines, except as otherwise
allowed under this Act.

SECTION 14. Scope of Examination

• .The examinations for the elementary and secondary school teachers shall be separate. The examination
for teachers in the elementary level shall consist of two (2) parts, namely: professional education and
general education. The examination for teachers in the secondary level shall consist of three (3) parts,
namely: professional education, general education, and field of specialization.
ECTION 15. Qualification Requirements of Applicants.
No applicant shall be admitted to take the examination unless, on the date of filing of the application, he shall
have complied with the following requirements:
 (a) A citizen of the Philippines or an alien whose country has reciprocity with the Philippines in the practice
of the teaching profession;
 (b) At least eighteen (18) years of age;
(c) In good health and of good reputation with high moral values;
 (d) Has not been convicted by final judgment by a court for an offense involving moral turpitude;
(e) A graduate of a school, college or university recognized by the government and possesses the minimum
educational qualifications, as follows:
(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its equivalent;
 (2) For teachers in the elementary grades, a bachelor's degree in elementary education (BSEED) or its
equivalent;
 (3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a major
and minor, or a bachelor's degree in arts and sciences with at least ten (10) units in professional
education; and
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education.
SECTION 16. Report of the Results of the Examination.
• The Board shall, within one hundred twenty (120) days after the examination, report the ratings
obtained by each candidate to the Professional Regulation Commission for approval and appropriate action.
SECTION 17. Issuance of Certificate of Registration and Professional License
• The registration of a professional teacher commences from the date his name is enrolled in the roster
of professional teachers.
• Every registrant who has satisfactorily met all the requirements specified in this Act shall, upon payment
of the registration fee, be issued a certificate of registration as a professional teacher bearing the full name
of the registrant with serial number and date of issuance signed by the chairman of the Commission and the
chairman
SECTION 18. Oath Before Practice
• Every registrant shall be required to take his professional oath before practicing as a professional
teacher.
SECTION 19. Periodic Merit Examination of Teachers.
To encourage continuing professional growth and development and to provide additional basis for merit
promotion, in addition to their performance rating, teachers may take an oral and written examination
at least once in five (5) years as basis for merit promotion. In taking this examination, no fee shall be
required.
SECTION 20. Failure to Pass the Merit Examination.
If a teacher fails to pass the merit examination, he or she shall be allowed to take the examination for a
second time. Should he or she fail to pass the merit examination for the second time, then he or she shall be
required to take a DECS accredited refresher course or program before being allowed to retake the
examination. 
Failure of any permanent teacher to pass the merit examination shall not, however, be used as a ground for
his/her dismissal or demotion.
SECTION 21. Incentives. — Teachers who pass the merit examination shall:
(a) Be awarded a diploma of merit by the Board;
 (b) Earn merit points for purposes of promotion in salary or to a higher position or grade level;
(c) Be placed in the priority list for government scholarship; and
 (d) Enjoy such other benefits as may be promulgated by the Board.
SECTION 22. Integration of the Teaching Profession
• The teaching profession shall be integrated into one national organization which shall be recognized
by the Board and the Commission as the one and only integrated and accredited association of professional
teachers.
• Upon registration with the Board, every professional teacher shall be encouraged to become a
member of the integrated national organization
SECTION 23. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching
Profession, and Cancellation of Temporary or Special Permit
The Board shall have the power, after due notice and hearing, to suspend or revoke the certificate of registration
of any registrant for any of the following causes:
(a) Conviction for any criminal offense by a court of competent jurisdiction; 
(b) Immoral, unprofessional or dishonorable conduct; 
(c) Declaration by a court of competent jurisdiction for being mentally unsound or insane;  
(d) Malpractice, gross incompetence, gross negligence or serious ignorance of the practice of the teaching
profession;
(e) The use of or perpetration of any fraud or deceit in obtaining a certificate of registration, professional
license or special/temporary permit;
 (f) Chronic inebriety or habitual use of drugs;
 (g) Violation of any of the provisions of this Act, the rules and regulations and other policies of the Board and
the Commission, and the code of ethical and professional standards for professional teachers; and
 (h) Unjustified or willful failure to attend seminars, workshops, conferences and the like or the continuing
education program prescribed by the Board and the Commission.
SECTION 25. Roster of Professional Teachers.
A roster of professional teachers containing the names and addresses of professional teachers, date of
registration or issuance of certificate, and other data which in the opinion of the Board may appear
pertinent shall be maintained. Copies of the roster shall be provided by the Commission to the Board, the
 Department of Education, Culture and Sports, and the integrated and accredited organization of professional
teachers

SECTION 26. Registration and Exception

• Upon approval of the application and payment of the prescribed fees, the certificate of registration and
professional license as a professional teacher shall be issued without examination as required in this Act to a
qualified applicant, who at the time of the approval of this Act, is:
  (a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the
Department of Education, Culture and Sports; or
  (b) A registered professional teacher with the National Board for Teachers under the Department of
Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006; or
(c) Not qualified under paragraphs one and two but with any of the following qualifications. To wit:
(1) An elementary or secondary teacher for five (5) years in good standing and a holder of Bachelor of Science
in Education or its equivalent; or
•  (2) An elementary or secondary teacher for three (3) years in good standing and a holder of a master's
degree in education or its equivalent.
• SECTION 28. Penal Provisions
• The following shall be punishable by a fine of not less than Five thousand pesos (P5,000.00) nor more
than Twenty thousand pesos (P20,000.00) or imprisonment of nor less than six (6) months nor more than five
(5) years, or both, at the discretion of the court
REPUBLIC ACT 9293
 What is Republic act 9293?
 An act amending certain sections of RA 7836 otherwise known as the “Philippine Teachers
Professionalization Act of1994”
Section 1. Section 15;(e) (3) of Republic Act No. 7836 is hereby amended as follows;

Section 15. Qualification Requirements of Applicants –

No applicant shall be admitted to take the examination unless, on the date of filing of the application, he shall
have complied with the following requirements:
(e) “A graduate of a school, college or university recognized by the government and possesses the minimum
educational qualifications as follows:
1. For teachers in preschool, a bachelor’s degree in early childhood education (BECED) or its equivalent;
2. For teachers in the elementary grades,a bachelor’s degree in elementary education (BECED) or its equivalent;
3. For teachers in the secondary grades, bachelor’s degree in education or its equivalent with a major or minor,
or a bachelor’s degree in arts and sciences with at least 18 units in professional education; and
4. For teachers of vocational and 2-year technical courses a bachelor’ degree in the field of specialization or its
equivalent, with at least 18 units in professional education.
Section 2. Section 26 of the same act is hereby recommended to read as follows:
Section 26. Registration and Exception.– No person shall engage in teaching and or act as a professional
teacher as defined in this Act, whether in the preschool, elementary or secondary level, unless a person is duly
registered professional teacher, and a holder of valid special or temporary permit.
Upon approval of the application and payment of the prescribed fees, the certificate of registration and
professional license as a professional teacher shall be issued without examination as required in this Act to a
qualified applicant who is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the DECS; or
(b) A registered professional teacher with the National Board for Teachers under the DECS pursuant to P.D.
No. 1006.
Professional teachers who have not practiced their profession for the past 5 years shall take at least units of
pedagogy and 6 units of content courses or the equivalent training and number of hours; to be chosen from a
list of courses to be provided by the Board and the Department of Education, before they can be allowed to
practice their profession in the country.

Those who have failed the licensure examination for the professional teachers, with a rating of not lower than
five percentage points from the passing general average rating shall be eligible as para-teachers upon issuance
by the Board of a two-year special permit, renewable for a non-extendible period of 2 years.
The para-teachers shall be assigned to areas where there is a shortage or absence of a professional teacher, as
identified or provided by the Department of Education and the ARMM EDUCATION DEPARTMENT to the
Board for Professional Teachers and to the Commission. The special permit shall indicate the area of
assignment of the para-teacher.
A special permit may also be issued by the Board to a person who has excelled and gained international
recognition and is a widely acknowledged expert in his or her respective field of specialization.
Section 31 of the same Act is hereby amended to read as follows:
Section 31. Transitory Provision.--- Special Permits, with a validity of 3 and 5 years, issued to para-teachers by
the Board for Professional Teachers before the effectivity of this Act shall be allowed to expire based on the
period granted therein: Provided, That only special permit with a validity of 3 years may be renewed upon
expiration for a non-extendible period of 2 years.