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Historical Foundation of Education

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Gheff Corpuz
Gheff Corpuz

Historical Foundation of Education (if you want the MS Powerpoint file of this presentation, just email me at gepfelaire@gmail.com)

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HISTORICAL FOUNDATION OF EDUCATION Gheff Corpuz Khail Bryan Berbano CHAPTER 2 Jimmerson Rebultan Mel Cristian Rabara THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
ABSTRACTION • Education or school is an institution created by society. It is a function of society and as such arises from the nature and the character of society itself. • Society seeks to preserve itself and to do this it maintains its functions and institutions, one of which is education, to assure its survival, stability and convenience.
SOCIALIZATION • It is the process of “learning the roles, statuses and values necessary for participation in social institutions. (Brinkerhoff, 1989) • Anticipatory Socialization – role learning that prepares us for future role like spouse, parent, or such professional.
EDUCATION IN PRIMITIVE SOCIETY • Brinkerhoff explains further; o Life skills were important during those times as they are facing the problem of survival in an environment. By developing this skills, it eventually became cultural patterns. o These Life Skills included 1. Tool or Instrument Making 2. Adherence to the moral behavior code of group life 3. Language
EDUCATION IN PRIMITIVE SOCIETY The Early humankind; • Found security in group life • Children observed and learned from the elders This is socialization – a function of education in society, the process by which individuals internalize the norms and values of society. This is also informal education in action.
Historical Foundation of Education
7000 – 5000 B.C PRIMITIVE SOCIETIES EDUCATIONAL GOAL • To teach group survival skills; to cultivate group cohesiveness CURRICULUM • Practical skills of hunting, fishing, food gathering, stories, myths, songs, poems and dances. AGENTS • Parents, tribals, elders and priests. INFLUENCES ON WESTERN EDUCATION • Emphasis on the role of informal education in transmission of skills and values
1600 B.C – 300 BC GREEK EDUCATIONAL GOAL • To cultivate civic responsibility and identity with city-state • ATHENIAN – to develop well rounded person • SPARTAN –to develop soldiers and military leaders CURRICULUM • ATHENIAN – reading writing, arithmetic, drama, music, physical education, literature, poetry • SPARTAN – military songs, drills and tactics AGENTS • ATHENS – private teachers and schools; Sophist philosophers • SPARTA – military teachers, drill sergeants . INFLUENCES ON WESTERN EDUCATION • ATHENS – the concept of well rounded, liberally educated person • SPARTA – the concept of military state
750 BC – AD 450 ROMAN EDUCATIONAL GOAL • To develop sense of civic responsibility for republic and then empire; to develop administrative and military skills CURRICULUM • Reading, writing, arithmetic, laws of twelve tables, law, philosophy. AGENTS • Private schools and teachers; schools of rhetoric. INFLUENCES ON WESTERN EDUCATION • Emphasis on ability to use education for practical administrative skills, relating to civic responsibility.
AD 700 – AD 1350 ARABIC EDUCATIONAL GOAL • To cultivate religious commitment to Islamic beliefs, to develop expertise in math, medicine and science. CURRICULUM • Reading, writing, math, religious literature, scientific studies. AGENTS • Mosques, court schools. INFLUENCES ON WESTERN EDUCATION • Arabic numerals and computation; re- entry of classical materials on science and medicine
AD 500 – AD 1500 MEDIEVAL EDUCATIONAL GOAL • To develop religious commitment, knowledge, and ritual; to re-establish social order; to prepare persons for appropriate roles. CURRICULUM • Reading,writing, arithmetic, liberal arts, philosophy, thelogy; crafts; military tactics and chivalry. AGENTS • Parish, chantry and cathedral schools; universities, apprenticeship; knighthood INFLUENCES ON WESTERN EDUCATION • Establishing the structure, content and organization of the university as a major institution of higher education; the institutionalization and
AD 1350 – AD 1500 RENAISSANCE EDUCATIONAL GOAL • To cultivate a humanist who was expert in the classics – Greek and Latin; to prepare counters for service to dynasty leaders. CURRICULUM • Latin, Greek, Classical literature, poetry, art AGENTS • Classical humanist educators and schools such as lycee, gymnasium, Latin grammar school. INFLUENCES ON WESTERN EDUCATION • An emphasis on literary knowledge, excellence, and style as expressed in classical literature; a two-track system of schools.
AD 1500 – AD 1600 REFORMATION EDUCATIONAL GOAL • To cultivate a sense of commitment to a particular religious denomination, to cultivate general literacy. CURRICULUM • Reading, writing, arithmetic, catechism, religious concepts and ritual, Latin and Greek; theology. AGENTS • Vernacular elementary schools for the masses; classical schools for the upper class. INFLUENCES ON WESTERN EDUCATION • A commitment to universal education to provide literacy to the masses; the origins of school systems with supervision to ensure doctrinal
TO SUM IT UP… • In primitive societies, survival against natural forces was the need and so what were taught were survival skills and values to cultivate group cohesiveness. • For the Athenian, what mattered the most was the rounded development of every individual while the Spartan, it was the development of soldiers and military leaders. • For the early Romans, schools needed to develop a sense of civic responsibility responsibility and to develop administrative and military skills. • For the ancient Arabic world where Islam rose, the most important concern of education was to cultivate religious commitment to Islamic Beliefs.
• During the Medieval period, schools were concerned with the development of religious commitment, knowledge and ritual to establish order. • Renaissance period was a fervent period of European cultural, artistic, political and economic “rebirth” following the Middle ages. Education was focused on the rediscovery of classical philosophy, literature and art. • The Reformation period had as for its educational goals the cultivation of a sense of commitment to a particular religious denomination and general literacy.
Historical Foundation of Education
EDUCATION DURING THE PRE-COLONIAL PERIOD • Informal and unstructured, decentralized. • Fathers taught their sons on how to look for food and livelihood. • Mothers taught their daughters on household chores. • Children were provided with vocational trainings. • Babaylan were the tribal tutors/teachers.
EDUCATION DURING THE SPANISH ERA • Education was formal and organized. • Spanish missionaries as the teachers. • Students attend formal schooling in parochial schools and was religion oriented. • There was a separate school for boys and girls. • Wealthy Filipinos or the illustrados were accommodated in the school.
EDUCATION DURING THE SPANISH ERA EDUCATIONAL DECREE OF 1863 - This law gave Filipinos a complete system of education from elementary to collegiate level. - Establishment of elementary schools in all municipalities in the country. - Subjects included aside from the religion curriculum are reading, writing, arithmetic, Spanish language, vocal music, agriculture for boys and needlework for girls. - Attendance in school was compulsory between the ages of 7 and 12.
EDUCATION DURING THE AMERICAN REGIME 1898 - 1946 • Americans promoted democratic ideals and democratic way of life. • A system of free and compulsory elementary education was established by the Malolos Constitution. • Schools maintained by the Spaniards during their occupation were closed, but were reopened on August 29, 1898 by the Secretary of the Interior.
EDUCATION DURING THE AMERICAN REGIME 1898 - 1946 • May 1898 – first American school was established in Corregidor, and shortly after the capture of Manila in 1899, 7 schools were opened in the city. • Training was done by the through the schools both public and secular manned by the Chaplains and Military of the US Army. • August 23, 1901 – Thomasites arrived in the country. The University of the Philippines was founded on 1908. It was the first state school of university status.
EDUCATION DURING THE AMERICAN REGIME 1898 - 1946 • The Department of Public Instruction set up three level school system; • First Level – a 4-year primary and 3-year intermediate elementary curriculum. (7-year elementary curriculum) • Second Level – a 4-year junior college • Third Level – a 4-year program.
COMMONWEALTH PERIOD 1935 - 1942 • Free education in public schools was provided all over the country, in accordance with the 1935 Const. • Vocational Education and some household activities be like sewing, cooking and farming were given importance. • Education also emphasized nationalism. • Good manners and discipline were taught to students. • The institute of private education was established in order to observe private schools. • Formal adult education was also given.
COMMONWEALTH PERIOD 1935 - 1942 EXECUTIVE ORDER NO. 134 (1936) – was signed by Pres. Manuel L. Quezon designating TAGALOG as our National Language. EXECUTIVE ORDER NO. 217 – known as the Quezon Code of Ethics was taught in schools. EXECUTIVE ORDER NO. 263 (1940) – required the teaching of the Filipino, national language in the senior year of all high schools and in all years in the normal schools.
COMMONWEALTH PERIOD 1935 - 1942 EDUCATION ACT OF 1940 (C.A 586) – approved by the Philippine Assembly which provides; • Reduction of the 7 year elementary course to 6 years. • Fixing the school entrance age at 7 • National support for elementary education
JAPANESE OCCUPATION Aims of education during Japanese occupation; • Make the people understand the position of the Phils. as a member of the East Asia Co-Prosperity Sphere. • Eradication of the idea of reliance upon Western States particularly the US and Great Britain. • Fostering a new Filipino culture based on the consciousness of the people as Orientals. • Elevating the moral of the people giving up over-emphasis on materialism. • Diffusion of elementary education and promotion of vocation education.
JAPANESE OCCUPATION Aims of education during Japanese occupation; • Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English in schools. • Developing in people the love of labor.
POST – COLONIAL PHILIPPINES • Education aimed at full realization of the democratic ideals and way of life. • The Civil Service Eligibility of teachers was made permanent pursuant to RA 1079 in June 15, 1954. • A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem pursuant to RA 1265 approved on June 11, 1955. • Curricular offerings in all schools, the life and works of Rizal shall be included in all levels. • Elementary education was nationalized and matriculation fees were abolished. • Magna Carta for Teachers was passed into law.
POST – COLONIAL PHILIPPINES Other Developments; • Integration of values to all learning areas. • Emphasis on mastery learning • YDT and CAT introduced as new courses Media of Instruction. • Bilingual Education Policy • Education Act of 1982 – created the Ministry of Education, Culture and Sports. • NCCE – National College Entrance Examination was introduced • Executive Order No. 117 – Pres. Cory Aquino renamed the Ministry of Education, Culture and Sports (DECS) in 1987. • Creation of the Board for Professional Teachers.
POST – COLONIAL PHILIPPINES • Replacement of PBET by LET. • Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC. • Trifocalization of Educational System - DECS mandates basic education, TESDA (TESD ACT OF 1994) mandates manpower training and CHED (Higher Ecuation Act of 1944) who is responsible for higher education. • RA 9155 – Basic Education Act of 2001. • Values Education is offered as separate subject in New Secondary Elementary Curriculum. • RA 10157 – Kindergarten Act • RA 10533 – K to 12 Program.
VARIED GOALS OF EDUCATION IN DIFFERENT PHILIPPINE HISTORICAL PERIODS • During the pre-colonial period, students were given vocational training but lesser academics for them to become good parents. • During the Spanish period, schools focused on religious formation to help them live the Christian faith. • During the American regime, we are educated to become good citizens of a democratic country • During the Japanese occupation, love of labor was taught to us. • The post-colonial period educational system was devoted to the following goals; 1) foster love of country 2) teach the duties of citizenship 3) develop moral character and self – discipline 4) scientific, technological and vocational efficiency.
The Present Goals of Philippine Education (CHED, DepEd) Commission on Higher Education To produce thoughtful graduates imbued with 1) values reflective of a humanist orientation (e.g. fundamental respect for others as human beings with intrinsic rights, cultural rootedness, avocation to serve) 2) analytical and problem solving skills 3) the ability to think things through the ethical and social implication of a given source of action and 4) the competency to learn continuously throughout life --- that will enable them to live meaningfully in a complex, rapidly changing and globalized world while engaging in their community and nation’s development issues and concern.
The Present Goals of Philippine Education (CHED, DepEd) DepEd Vision We dream Filipinos Who passionately love their country And whose values and competencies enables them to realize their full potential and contribute meaningfully to building the nation…
The Present Goals of Philippine Education (CHED, DepEd) DepEd Mission To protect and promote the right of every Filipino to quality,equitable,culture-based and complete basic education where: Students learn in a child-friendly, gender sensitive, safe and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as stewards of the institution,ensure an enabling and supportive environment for effective learning to happen. Family, Community and Other Stakeholders, are actively engaged and share responsibility for developing life –long learners.
The Present Goals of Philippine Education (CHED, DepEd) Core Values MAKA-DIYOS MAKA-TAO MAKAKALIKASAN MAKABANSA

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Historical Foundation of Education

  • 1. HISTORICAL FOUNDATION OF EDUCATION Gheff Corpuz Khail Bryan Berbano CHAPTER 2 Jimmerson Rebultan Mel Cristian Rabara THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND ORGANIZATIONAL LEADERSHIP
  • 2. ABSTRACTION • Education or school is an institution created by society. It is a function of society and as such arises from the nature and the character of society itself. • Society seeks to preserve itself and to do this it maintains its functions and institutions, one of which is education, to assure its survival, stability and convenience.
  • 3. SOCIALIZATION • It is the process of “learning the roles, statuses and values necessary for participation in social institutions. (Brinkerhoff, 1989) • Anticipatory Socialization – role learning that prepares us for future role like spouse, parent, or such professional.
  • 4. EDUCATION IN PRIMITIVE SOCIETY • Brinkerhoff explains further; o Life skills were important during those times as they are facing the problem of survival in an environment. By developing this skills, it eventually became cultural patterns. o These Life Skills included 1. Tool or Instrument Making 2. Adherence to the moral behavior code of group life 3. Language
  • 5. EDUCATION IN PRIMITIVE SOCIETY The Early humankind; • Found security in group life • Children observed and learned from the elders This is socialization – a function of education in society, the process by which individuals internalize the norms and values of society. This is also informal education in action.
  • 7. 7000 – 5000 B.C PRIMITIVE SOCIETIES EDUCATIONAL GOAL • To teach group survival skills; to cultivate group cohesiveness CURRICULUM • Practical skills of hunting, fishing, food gathering, stories, myths, songs, poems and dances. AGENTS • Parents, tribals, elders and priests. INFLUENCES ON WESTERN EDUCATION • Emphasis on the role of informal education in transmission of skills and values
  • 8. 1600 B.C – 300 BC GREEK EDUCATIONAL GOAL • To cultivate civic responsibility and identity with city-state • ATHENIAN – to develop well rounded person • SPARTAN –to develop soldiers and military leaders CURRICULUM • ATHENIAN – reading writing, arithmetic, drama, music, physical education, literature, poetry • SPARTAN – military songs, drills and tactics AGENTS • ATHENS – private teachers and schools; Sophist philosophers • SPARTA – military teachers, drill sergeants . INFLUENCES ON WESTERN EDUCATION • ATHENS – the concept of well rounded, liberally educated person • SPARTA – the concept of military state
  • 9. 750 BC – AD 450 ROMAN EDUCATIONAL GOAL • To develop sense of civic responsibility for republic and then empire; to develop administrative and military skills CURRICULUM • Reading, writing, arithmetic, laws of twelve tables, law, philosophy. AGENTS • Private schools and teachers; schools of rhetoric. INFLUENCES ON WESTERN EDUCATION • Emphasis on ability to use education for practical administrative skills, relating to civic responsibility.
  • 10. AD 700 – AD 1350 ARABIC EDUCATIONAL GOAL • To cultivate religious commitment to Islamic beliefs, to develop expertise in math, medicine and science. CURRICULUM • Reading, writing, math, religious literature, scientific studies. AGENTS • Mosques, court schools. INFLUENCES ON WESTERN EDUCATION • Arabic numerals and computation; re- entry of classical materials on science and medicine
  • 11. AD 500 – AD 1500 MEDIEVAL EDUCATIONAL GOAL • To develop religious commitment, knowledge, and ritual; to re-establish social order; to prepare persons for appropriate roles. CURRICULUM • Reading,writing, arithmetic, liberal arts, philosophy, thelogy; crafts; military tactics and chivalry. AGENTS • Parish, chantry and cathedral schools; universities, apprenticeship; knighthood INFLUENCES ON WESTERN EDUCATION • Establishing the structure, content and organization of the university as a major institution of higher education; the institutionalization and
  • 12. AD 1350 – AD 1500 RENAISSANCE EDUCATIONAL GOAL • To cultivate a humanist who was expert in the classics – Greek and Latin; to prepare counters for service to dynasty leaders. CURRICULUM • Latin, Greek, Classical literature, poetry, art AGENTS • Classical humanist educators and schools such as lycee, gymnasium, Latin grammar school. INFLUENCES ON WESTERN EDUCATION • An emphasis on literary knowledge, excellence, and style as expressed in classical literature; a two-track system of schools.
  • 13. AD 1500 – AD 1600 REFORMATION EDUCATIONAL GOAL • To cultivate a sense of commitment to a particular religious denomination, to cultivate general literacy. CURRICULUM • Reading, writing, arithmetic, catechism, religious concepts and ritual, Latin and Greek; theology. AGENTS • Vernacular elementary schools for the masses; classical schools for the upper class. INFLUENCES ON WESTERN EDUCATION • A commitment to universal education to provide literacy to the masses; the origins of school systems with supervision to ensure doctrinal
  • 14. TO SUM IT UP… • In primitive societies, survival against natural forces was the need and so what were taught were survival skills and values to cultivate group cohesiveness. • For the Athenian, what mattered the most was the rounded development of every individual while the Spartan, it was the development of soldiers and military leaders. • For the early Romans, schools needed to develop a sense of civic responsibility responsibility and to develop administrative and military skills. • For the ancient Arabic world where Islam rose, the most important concern of education was to cultivate religious commitment to Islamic Beliefs.
  • 15. • During the Medieval period, schools were concerned with the development of religious commitment, knowledge and ritual to establish order. • Renaissance period was a fervent period of European cultural, artistic, political and economic “rebirth” following the Middle ages. Education was focused on the rediscovery of classical philosophy, literature and art. • The Reformation period had as for its educational goals the cultivation of a sense of commitment to a particular religious denomination and general literacy.
  • 17. EDUCATION DURING THE PRE-COLONIAL PERIOD • Informal and unstructured, decentralized. • Fathers taught their sons on how to look for food and livelihood. • Mothers taught their daughters on household chores. • Children were provided with vocational trainings. • Babaylan were the tribal tutors/teachers.
  • 18. EDUCATION DURING THE SPANISH ERA • Education was formal and organized. • Spanish missionaries as the teachers. • Students attend formal schooling in parochial schools and was religion oriented. • There was a separate school for boys and girls. • Wealthy Filipinos or the illustrados were accommodated in the school.
  • 19. EDUCATION DURING THE SPANISH ERA EDUCATIONAL DECREE OF 1863 - This law gave Filipinos a complete system of education from elementary to collegiate level. - Establishment of elementary schools in all municipalities in the country. - Subjects included aside from the religion curriculum are reading, writing, arithmetic, Spanish language, vocal music, agriculture for boys and needlework for girls. - Attendance in school was compulsory between the ages of 7 and 12.
  • 20. EDUCATION DURING THE AMERICAN REGIME 1898 - 1946 • Americans promoted democratic ideals and democratic way of life. • A system of free and compulsory elementary education was established by the Malolos Constitution. • Schools maintained by the Spaniards during their occupation were closed, but were reopened on August 29, 1898 by the Secretary of the Interior.
  • 21. EDUCATION DURING THE AMERICAN REGIME 1898 - 1946 • May 1898 – first American school was established in Corregidor, and shortly after the capture of Manila in 1899, 7 schools were opened in the city. • Training was done by the through the schools both public and secular manned by the Chaplains and Military of the US Army. • August 23, 1901 – Thomasites arrived in the country. The University of the Philippines was founded on 1908. It was the first state school of university status.
  • 22. EDUCATION DURING THE AMERICAN REGIME 1898 - 1946 • The Department of Public Instruction set up three level school system; • First Level – a 4-year primary and 3-year intermediate elementary curriculum. (7-year elementary curriculum) • Second Level – a 4-year junior college • Third Level – a 4-year program.
  • 23. COMMONWEALTH PERIOD 1935 - 1942 • Free education in public schools was provided all over the country, in accordance with the 1935 Const. • Vocational Education and some household activities be like sewing, cooking and farming were given importance. • Education also emphasized nationalism. • Good manners and discipline were taught to students. • The institute of private education was established in order to observe private schools. • Formal adult education was also given.
  • 24. COMMONWEALTH PERIOD 1935 - 1942 EXECUTIVE ORDER NO. 134 (1936) – was signed by Pres. Manuel L. Quezon designating TAGALOG as our National Language. EXECUTIVE ORDER NO. 217 – known as the Quezon Code of Ethics was taught in schools. EXECUTIVE ORDER NO. 263 (1940) – required the teaching of the Filipino, national language in the senior year of all high schools and in all years in the normal schools.
  • 25. COMMONWEALTH PERIOD 1935 - 1942 EDUCATION ACT OF 1940 (C.A 586) – approved by the Philippine Assembly which provides; • Reduction of the 7 year elementary course to 6 years. • Fixing the school entrance age at 7 • National support for elementary education
  • 26. JAPANESE OCCUPATION Aims of education during Japanese occupation; • Make the people understand the position of the Phils. as a member of the East Asia Co-Prosperity Sphere. • Eradication of the idea of reliance upon Western States particularly the US and Great Britain. • Fostering a new Filipino culture based on the consciousness of the people as Orientals. • Elevating the moral of the people giving up over-emphasis on materialism. • Diffusion of elementary education and promotion of vocation education.
  • 27. JAPANESE OCCUPATION Aims of education during Japanese occupation; • Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English in schools. • Developing in people the love of labor.
  • 28. POST – COLONIAL PHILIPPINES • Education aimed at full realization of the democratic ideals and way of life. • The Civil Service Eligibility of teachers was made permanent pursuant to RA 1079 in June 15, 1954. • A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem pursuant to RA 1265 approved on June 11, 1955. • Curricular offerings in all schools, the life and works of Rizal shall be included in all levels. • Elementary education was nationalized and matriculation fees were abolished. • Magna Carta for Teachers was passed into law.
  • 29. POST – COLONIAL PHILIPPINES Other Developments; • Integration of values to all learning areas. • Emphasis on mastery learning • YDT and CAT introduced as new courses Media of Instruction. • Bilingual Education Policy • Education Act of 1982 – created the Ministry of Education, Culture and Sports. • NCCE – National College Entrance Examination was introduced • Executive Order No. 117 – Pres. Cory Aquino renamed the Ministry of Education, Culture and Sports (DECS) in 1987. • Creation of the Board for Professional Teachers.
  • 30. POST – COLONIAL PHILIPPINES • Replacement of PBET by LET. • Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC. • Trifocalization of Educational System - DECS mandates basic education, TESDA (TESD ACT OF 1994) mandates manpower training and CHED (Higher Ecuation Act of 1944) who is responsible for higher education. • RA 9155 – Basic Education Act of 2001. • Values Education is offered as separate subject in New Secondary Elementary Curriculum. • RA 10157 – Kindergarten Act • RA 10533 – K to 12 Program.
  • 31. VARIED GOALS OF EDUCATION IN DIFFERENT PHILIPPINE HISTORICAL PERIODS • During the pre-colonial period, students were given vocational training but lesser academics for them to become good parents. • During the Spanish period, schools focused on religious formation to help them live the Christian faith. • During the American regime, we are educated to become good citizens of a democratic country • During the Japanese occupation, love of labor was taught to us. • The post-colonial period educational system was devoted to the following goals; 1) foster love of country 2) teach the duties of citizenship 3) develop moral character and self – discipline 4) scientific, technological and vocational efficiency.
  • 32. The Present Goals of Philippine Education (CHED, DepEd) Commission on Higher Education To produce thoughtful graduates imbued with 1) values reflective of a humanist orientation (e.g. fundamental respect for others as human beings with intrinsic rights, cultural rootedness, avocation to serve) 2) analytical and problem solving skills 3) the ability to think things through the ethical and social implication of a given source of action and 4) the competency to learn continuously throughout life --- that will enable them to live meaningfully in a complex, rapidly changing and globalized world while engaging in their community and nation’s development issues and concern.
  • 33. The Present Goals of Philippine Education (CHED, DepEd) DepEd Vision We dream Filipinos Who passionately love their country And whose values and competencies enables them to realize their full potential and contribute meaningfully to building the nation…
  • 34. The Present Goals of Philippine Education (CHED, DepEd) DepEd Mission To protect and promote the right of every Filipino to quality,equitable,culture-based and complete basic education where: Students learn in a child-friendly, gender sensitive, safe and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as stewards of the institution,ensure an enabling and supportive environment for effective learning to happen. Family, Community and Other Stakeholders, are actively engaged and share responsibility for developing life –long learners.
  • 35. The Present Goals of Philippine Education (CHED, DepEd) Core Values MAKA-DIYOS MAKA-TAO MAKAKALIKASAN MAKABANSA