Historical foundation of philippine education

The document summarizes the development of the educational system in the Philippines from pre-colonial times to the present. It describes how education evolved from informal oral teachings to structured schooling introduced by the Spanish and Americans. It discusses the establishment of schools during each ruling period and how the curriculum changed, with religion and the vernacular originally emphasized and English and vocational subjects later incorporated. Challenges faced included lack of funding and teachers. The document traces how education has aimed to develop moral, civic-minded citizens and support national identity and economic progress.

This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.

The document discusses the education system established by Americans in the Philippines during their colonial regime. It outlines the objectives of the American education system, which included educating Filipinos in self-governance and democracy. Laws like the 1901 Education Act established a centralized public school system with English as the medium of instruction. The education hierarchy consisted of primary, secondary, and tertiary levels. Both pensionados (students sent abroad for further study) and Sakadas (laborers who migrated to work in US farms) experienced the American system and its effects on the development of the country. Universities established during this time include Philippine Normal School and University of Manila.

This document outlines the key provisions of the Education Act of 1982 in the Philippines. It establishes the national policy of developing a complete and integrated education system to achieve economic and social progress. The objectives of the education system are to provide broad general education, train manpower, develop professions, and respond to changing national needs. It also defines the educational community, which includes parents, students, school personnel, and schools. It aims to foster cooperation within this community and participation in school governance.

The document provides a historical overview of the foundation and development of education in the Philippines from pre-Spanish times to the present. It discusses the aims, types, and methods of education during different periods of Philippine history including pre-Spanish, Spanish, American, Japanese, post-WWII eras. It also outlines key laws and policies that shaped the Philippine education system such as the Education Act of 1901, Magna Carta for Teachers, and the 1987 Constitution.

This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.

The American period in the Philippine educational system began in 1898 when American forces took control of the country from Spain. They sought to establish a universal public education system to promote democratic values and English was implemented as the medium of instruction. Key developments included establishing public primary and intermediate schools in 1901 and 1904, requiring provincial high schools in 1907, and founding the Philippine Normal School and University of the Philippines to train teachers. The focus was on citizenship, morality, and vocational skills through an American-influenced curriculum.

This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.

The document provides a historical overview of the Philippine educational system from the pre-Spanish era through the Spanish era. In the pre-Spanish era, education was informal and focused on vocational training through observation and imitation. There was no organized system of education. During the Spanish era, a formal education system was established with a focus on religion, Spanish language, and control by friars. Several schools and colleges were established but education remained limited. The 1863 decree expanded access but issues remained around resources, control, and attendance. The First Republic briefly established self-governance after the Spanish-American war.

1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education. 2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes. 3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management. 4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.

This document summarizes several laws related to teachers and schools in the Philippines. It outlines laws providing rights and protections for teachers, such as consent for transfers, leave privileges, and freedom of organization. It also discusses laws around child protection, sexual harassment, campus journalism funding, apprehending drug offenders on school premises, and the role of schools in juvenile justice. The document defines what constitutes child abuse and sexual harassment. It requires school heads to form teams to deliver education programs. Overall, it concisely summarizes many important Philippine laws impacting the rights and responsibilities of teachers.

This document summarizes key portions of Republic Act No. 10533, also known as the Enhanced Basic Education Act of 2013. It outlines the Philippine government's policy to establish a complete and integrated education system to develop productive citizens. It declares a functional basic education system will include one year of kindergarten, six years of elementary school, and six years of secondary education comprising four years of junior high school and two years of senior high school. It also discusses provisions for curriculum development, teacher education programs, hiring qualifications, and funding to support the enhanced basic education program.

This document outlines the Enhanced Basic Education Act of 2013, which aims to develop productive citizens equipped with essential competencies through a reformed basic education system. Key points include: - The basic education system will be restructured to include kindergarten, 6 years of elementary, 4 years of junior high and 2 years of senior high school. - The DepED will formulate a new curriculum in coordination with stakeholders to ensure it is globally competitive, learner-centered, and responsive to diversity. - Teachers will receive improved training, and non-education graduates will be allowed to teach subjects with shortages. - Career guidance will be strengthened to help students choose career paths. - Strateg

DepEd National Competency-Based Standards for School Heads Uploaded by the National Educators Academy of the Philippines

This document discusses the history and development of curriculum in the Philippines. It covers the influences of Spanish colonial rule, American rule, and the Japanese occupation on the Philippine curriculum. It also describes the essentialist and progressive schools of thought on curriculum development. Additionally, it discusses the modernization and reforms of the Philippine curriculum after independence, including an emphasis on moral values, relevance, vocational education, and national consciousness. The document provides context on how political, economic, social, and religious factors have shaped curriculum development in the Philippines over time.

The document discusses several key problems with the Philippine educational system: 1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams. 2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates. 3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms. 4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.

The government has not revised the curriculum for public elementary and high schools in over 13 and 20 years respectively, much longer than the recommended revision period of 10 years. Education officials argue a revised basic education curriculum (RBEC) is needed to better prepare students for an ever-changing world. The RBEC emphasizes competency-based learning and mastery of core subjects like Filipino, English, science, and math. It also integrates values and life skills training across subjects and adds a new "laboratory of life" area focusing on practical skills, cultural values, and civic engagement. After 7 years of implementation, the RBEC continues with modifications like a focus on student performance-based grading.

This presentation was made for the subject "THE TEACHING PROFESSION". Philippines was the country assigned to us and we need to compare it with the other country's education system.

This document provides a historical overview of education from pre-literate societies in 7000 BC to the 20th century. It discusses the educational goals, students, instructional methods, curriculum, and influences of different time periods and societies including: pre-literate societies, ancient China, India, Egypt, Greece, Rome, Arabic empires, medieval Europe, the Renaissance, Reformation, and the rise of modern education in Europe and America in the 18th-20th centuries. It also profiles important educational theorists and philosophers from Confucius to John Dewey and their views on human nature and educational philosophy.

This document provides a historical overview of the foundations of education from pre-literate societies around 5000 BC to recent developments. It summarizes the educational goals, students, instructional methods, curriculum, and influences for different time periods and civilizations including China, India, Egypt, Greece, Rome, the Arabic world, and medieval Europe. It also profiles important educational theorists like Confucius, Socrates, and Dewey. In recent times, developments have included updates to teacher education, recognizing multiple intelligences, banning corporal punishment, and establishing mandatory and minimum ages for education.

Helps viewer to identify easily the Educ. System in the Phil., Quality Education and Access to Education