Philosophy of philiippine education

This document discusses different philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides descriptions of each philosophy's view on why we teach, what we teach, and how we teach. Key aspects include essentialism focusing on basic skills, progressivism emphasizing experiential learning, perennialism using the great books approach, existentialism allowing student choice, and behaviorism modifying behavior through environmental stimuli. The document then matches statements and educational practices to the philosophies they are associated with.

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.

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The document discusses the New Elementary School Curriculum (NESC) established by the Ministry of Education, Culture, and Sports in 1982. It overviews the key features and goals of the NESC, which include a focus on civic, intellectual and character development. The curriculum aims to provide a general education for students as human persons, citizens, and productive members of society. It also emphasizes mastery learning and allocates more time to developing basic skills like reading, writing, and arithmetic. The curriculum consolidated subject areas and focused on developing nationalistic values and health. It aimed to make learning more outcome-oriented rather than subject-oriented.

This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.

The document discusses the curriculum during the Philippine Republic, which was formed after the 1898 Philippine Declaration of Independence. Different experiments were used in the curriculum during this time period. There was a focus on using the vernacular as the medium of instruction, as well as increasingly using instructional materials that were Philippine-oriented to promote appreciation of Philippine culture and industry. The curriculum also saw revisions to subjects like social studies, sciences, language arts, and arithmetic. Vocational education and schools were introduced. Teaching methods emphasized teaching students how to learn and think independently, and could be subject-matter centered, student-centered, or community-life centered.

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 provides an overview of the development and current state of education in the Philippines. It discusses: 1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula. 2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios. 3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.

Report in 1987 Philippine Constitution Article XIV Education, Science & Technology, Arts, Culture, and Sports (with cases) for CTP ICCT

This document discusses different philosophies of education including idealism, realism, pragmatism, existentialism, postmodernism, perennialism, essentialism, progressivism, and critical theory. For each philosophy, implications for today's classroom teachers are provided. The philosophies provide guidance on curriculum, teaching methods, the role of the teacher, and the purpose of education. The implications suggest how teachers can apply each philosophy in their classroom, such as encouraging critical thinking, problem solving, or empowering students.

The document discusses several problems with the Philippine educational system, including a decline in education quality, poor performance on national and international assessments, lack of affordability resulting in high dropout rates among disadvantaged students, low budget allocation to education relative to other ASEAN countries, and a mismatch between the skills taught and actual job requirements. Specific issues covered include outdated textbooks, lack of research in higher education, high pupil-teacher ratios, difficulties disciplining and engaging male students, and over-reliance on rote memorization teaching methods.

The document summarizes the key reasons for implementing the K to 12 basic education program in the Philippines. It discusses that the previous 10-year basic education system was inadequate and did not properly prepare students for employment or further education. It also notes that the Philippines was out of step with international standards of having 12 years of basic education. The K to 12 program aims to develop students' skills and competencies based on global benchmarks over 12 years of education to better prepare them for the future.

Education in the Philippines has evolved from early settlers to the present. The Philippine Educational system has a very deep history in which it has undergone several stage of development going to the present system of education.

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.