Background Education of the Philippines Before

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Transcript of "Historical foundation of philippine education "

1. 1. HistoricalFoundationsof Philippine Education Prepared by: Labog, Michael John R. II-21 BSE Social Science

2. 2. Development of Education inthe Philippines fromPre-Spanish to Present times3. 3. TimelineBefore 1521 Education before the coming of Spaniards 1521-1896 Education

during the Spanish Regime 1896-1899 Education during the Philippine Revolution 1898-1935 Education during the American Occupation 1935-1941 Education during the Philippine Commonwealth 1941-1944 Education during the Japanese Occupation1944-1946 Education after the World War II1946-present Education under the Philippine Republic

4. 4. Pre- Hispanic Education• Pre- Hispanic education in thePhilippines was not formal•Education was oral, practical, andhands-on•The objective was basically to promotereverence for, and adoration of Bathala,respect for laws, customs, andauthorities represented by parents andelders•When the Spaniards arrived in thePhilippines they encountered islanderswho knew how to read and write.

5. 5. Education during the Spanish Regime•The Friars established parochialschools linked with churches to teachcatechism to the natives•Instruction was in the dialect•Education was managed, supervised,and controlled and the friars•Education in the country was notuniform•The system of schooling was nothierarchical nor structured, thus therewere no grade levels

6. 6. Major Problems•Lack of trained teachers•Lack of teachers(150 teacher-missionaries to instruct over half amillion inhabitants)• Lack of funds, instructional materials, and in manyinstances school houses

7. 7. Because of need, higher levelschools were established much later by virtue of royal decrees. •Colegios •Beaterios

8. 8. Subjects: Based on the Royal Decree of 1863 •Languages(Latin, Spanish grammar and literature, elementary Greek, French and English) •History( Universal, Spanish) •Mathematics(Arithmetic, Algebra, Trigonometry, Geometry) •Philosophy(Rhethoric, Logic, Ethics) •Geography •Pshychology

9. 9. Philippine Revolution•Illustrados spearheaded thePropaganda Movemnent•Curricular reforms1. Secularization of education2. Instruction of Spanish3. Greater attention to natural science4. The design of a relevant curriculum5. Improvement of higher centers of learning6. Improvement of educational system

10. 10. • Jose Rizal criticized unequivocally the friars’ method of instruction in his two novels Noli Me Tangere and El filibusterismo1. Disproportionate focus on religion2. Discourage the attempt of Filipino students to speak in Spanish3. Lack of pedagogical skills4. Irrelevant courses in the curriculum

11. 11. Curriculum To improve the existing curriculum, Rizal considered the ff. Subjects as required courses in secondary schools•Science•Math•History•Philosophy•Law•Language•P.E•Religion•Music•Social Sciences

12. 12. Graciano- Lopez Jaena“The outstanding cause of the distressed situation ofFilipinos today is the anomalous education receivedby the youth in schools. They learn to read correctlyand write gracefully, but they do not learn anythinguseful because they are not taught any. They aretaught how to pray and never go to work”

13. 13. American Occupation•The Americans used education as a vehiclefor its program benevolent asimilation•American soldiers were the first teachers•Restore damaged school houses, buildnew ones and conduct classes•Trained teachers replaced soldiers•Filipinos warmly received their newteachers, Thomasites•American teachers infused their studentsthe spirit of democracy and progress aswell as fair play

14. 14. TAKE NOTE!• It is not surprising that the democratic values espoused by the Americans, whether SINCERE or NOT, touched a receptive nerve un the Filipino psyche.

15. 15. •Americans discarded the religious bias•Educational Act of 1901- Separation of Church andState in education•Encourage filipino in the field of teaching•Outstanding filipino scholars were sent to US to trainas teachers

16. 16. CurriculumPrimary Education•GMRC•Civics•Hygiene and Sanitation•GeographyIntermediate Curriculum•Grammar and composition•Reading, spelling•Science courses•Physiology•Hygiene and sanitation•Intensive teaching of geography

17. 17. •Government established NORMAL SCHOOL for futureteachers•Courses includeMethods of teaching, practice teaching, psychology,mathematics, language, science, history andgovernment, social sciences, P.E•White collar-job bias

18. 18. Philippine Commonwealth•All schools should develop moral character, personaldiscipline, civic conscience and vocational efficiency•Promote effective participation of the citizens in theprocesses of a democratic society•Educational Act of 1940“meet the increasing demand for public instructionand at the same time comply with the constitutionalmandate on public education”

19. 19. Japanese Regime•6 basic principles of japanese Education1. Realization of NEW ORDER and promote friendly relations between Japan and the Philippines to the farthest extent2. Foster a new Filipino culture based3. Endeavor to elevate the morals of people, giving up over emphasis of materialism4. Diffusion of the Japanese language in the philippines5. Promotion of VOCATIONAL course6. To inspire people with the spirit to love neighbor

20. 20. Curriculum•School calendar became longer•No summer vacation for students•Class size increased to 60•Deleted anti-asian opinions, banned the singing ofamerican songs, deleted american symbols, poemsand pictures•Nihongo as a means of introducing and cultivvatinglove for Japanese culture•Social Studies

21. 21. Take Note!Spanish- Reign for 300 yearsAmerican- 50 yearsJapanese- about four years•It is thus not surprising that despite the measurethey had instituted, the Japanese failed to succeed intransforming the values and attitudes of the people inline with their vision of the NEW ORDER.•A contributory factor was widely reported brutalitiesthat ushered in the Japanese occupation that thefilipinos did not experience with the same degreeduring the American period

22. 22. After World War IIIn 1947, by the virtue of Executive Order No. 94, theDepartment of Instruction was changed to"Department of Education." During this period, theregulation and supervision of public and privateschools belonged to the Bureau of Public and PrivateSchools.

23. 23. Education after 1940• The objective of the Philippine Education was to established “integrated, nationalistic, and democracy- inspired educational system” included the ff.1. Inculcate moral and spiritual values inspired by an abiding faith in God2. To develop an

enlighten, patriotic, useful and upright citizenry in a democratic society3. Conservation of the national resources4. Perpetuation of our desirable values5. Promote the science, arts and letters

24. 24. •Great experiments in the community school and the useof vernacular in the first two grades of the primaryschools as the medium of instruction were some ofthem.•An experiment worth mentioning that led to a change inthe Philippine Educational Philosophy was that of schooland community collaboration pioneered by Jose V.Aguilar.Schools are increasingly using instructional materials thatare Philippine-oriented.Memorandum No. 30, 1966 sets the order of priority inthe purchase of books for use in the schools were asfollows:Books which are contributions to Phil. LiteratureBooks on character education and other library materialsLibrary equipment and permanent features

25. 25. Martial Law period• The Department of Education became the Department of Education and Culture in 1972, the Ministry of Education and Culture in 1978, and with the Education Act of 1982, the Ministry of Education, Culture, and Sports.• A bilingual education scheme was established in 1974, requiring Filipino and English to be used in schools.• Science and math subjects as well as English language and literature classes were taught in English while the rest were taught in Filipino.

26. 26. From 1986 to the present• The bilingual policy in education was reiterated in the 1987 Constitution of the Philippines.• (EDCOM), Congress passed Republic Act 7722 and Republic Act 7796 in 1994, creating theCommission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). The institute governing basic education was thus renamed in 2001 as the Department of Education (DepEd).

27. 27. • The quality of public school education is generally considered to have declined since the post-war years, mainly due to insufficient funds. The Department of Education aims to address the major problems affecting public education by 2010.• Private schools are able to offer better facilities and education, but are also much more expensive. There is a wide variety of private schools, including all-boys’ and all-girls’ schools, religious schools, non-sectarian schools, Chinese schools, special schools, and international schools. Due to economic difficulties, there has been a recent increase in the popularity of home schooling and open universities in the Philippines.

28. 28. Reference•http://en.wikipilipinas.org/index.php?title=Education_in_the_Philippines•http://en.wikipedia.org/wiki/Education_in_the_Philippines•THE NATURE AND SCOPE OFCURRICULUM DEVELOPMENT(PHILIPPINE CONTEXT) by PROF. RONNIEESPERGAL PASIGUI

29. 29. Thank You forListening!

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 Transcript of "the history of the Philippines education (teaching profession)"

1. 1. THE HISTORY OF THE PHILIPPINES EDUCATION2. 2. CAN ANYONE GIVE ME A LITTLE KNOWLEDGE ABOUT THE HISTORY OF

PHILIPPINES EDUCATION ? QUESTION3. 3. PRE-HISPANIC The education of Pre-Hispanic Filipinos was fit for the needs of their

times. There was no formal schooling. Parents trained their children informally . Mothers educated their female children in housekeeping, weaving, basket-making and other agriculture-related activities. Fathers trained their male children in hunting, carpentry, agriculture, shipbuilding and mining. Skills taught would vary on their industries and locations, i.e., whether highland, lowlands or along seashores. Education was oral, practical and hands-on

4. 4. ALIBATA Alibata is an ancient writing system that was used in what is now the Philippines. Although it was all but extinguished by Western colonization,variants of it are still used in parts of Mindoro and Palawan, and it is also increasingly used by Filipino youth as a way to express their identity.

5. 5. • While controlled by colonial rule for several years, once the Philippines gained their independence they took over control of the educational system and began to move it in their own direction. • Children in the Philippines are educated in the primary and secondary school systems for about thirteen to fourteen years, depending on when they start, after which they complete the College Entrance Examinations, that allow them to qualify for one of the many institutions of higher learning. • There are both private and public schools in the Philippines, and on the whole the education provided by the private schools is much more comprehensive than that provided by the public school system. • In fact, the Philippines was home to the first modern public schooling system in Asia. It is also home to the oldest universities, colleges, and vocational schools. • Education has been a priority in the Philippines for decades, and this is evidenced in the fact that many of the advancements in education in Asia have been pioneered in the Philippines.

6. 6. During the Pre-Spanish period, education was still decentralized. Children were provided more vocational training but lesser academics, which were headed by their parents or by their tribal tutors. They used a unique system of writing known as the baybayin. Pre-Spanish Period BAYBAYIN The term Baybay literally means "to spell“ in Tagalog. It also known as the alibata, were in it is the ancient writing system that was used before by the Filipinos.

7. 7. The pre-Spanish system of education underwent major changes during the Spanish colonization The tribal tutors were replaced by the Spanish Missionaries TRIBAL TUTORSTRIBAL TUTORS Education was informal and unstructured . Children were provided with vocational training and less academics by parents and houses of tribal tutors SPANISH MISSIONARIESSPANISH MISSIONARIES education was “religion-centered” education for the elite only Spanish is compulsory Boys and girls school are separated Inadequate, suppressed and controlled

8. 8. SPANISH When the Spanish first arrived in the Philippines, education of the indigenous people was mainly viewed as the duty of religious organizations. Parish friars put forth great effort to teach the indigenous people to read believing that literacy was the key to better lifestyles. EDUCATION DURING THE SPANISH REGIME

9. 9. EDUCATION DURING THE SPANISH REGIME The Friars establish parochial schools linked with Churches to teach catechism to the natives. Education was manage, supervised, and controlled By the friars. Spanish education played a major role in that transformation. The oldest universities, colleges, vocational schools and the first modern public education system in Asia were created during the colonial period The focus of education during the Spanish Colonization of the Philippines was mainly religious education. The Catholic doctrine schools that were set up initially became parochial schools which taught reading and writing along with catechism

10. 10. The Spanish missionaries established schools immediately after reaching the islands. • The Augustinians opened a school in Cebu in 1565. •The Franciscans, in 1577, immediately took to the task of teaching improving literacy, aside from the teaching of new industrial and

agricultural techniques.• Jesuits followed in 1581 •The Dominicans in 1587, which they started a school in their first mission at Bataan.

11. 11. In 1863, an educational decree mandated the establishment of free primary schools in each town, one for boys and one for girls, with the precise number of schools depending on the size of the population. There were 3 grades: entrada, acenso, and termino. The curriculum required the study of Christian doctrine, values and history as well as reading and writing in Spanish, mathematics, agriculture, etiquette, singing, world geography, and Spanish history. Girls were also taught sewing. The decree also provided for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for women teachers were not established until 1875, in Nueva Caceres. Despite the Decree of 1863, basic education in the Philippines remained inadequate for the rest of the Spanish period. Often, there were not enough schools built. Teachers tended to use corporal punishment.

12. 12. After the Spanish colonial government was overthrown, the schools established during the Spanish era were closed down for a time by Emilio Aguinaldo’s government. The Malolos Constitution made elementary education compulsory and provided for free schooling. The Universidad Literaria de Filipinas, which provided courses in law, medicine, surgery, pharmacy, and notarianship, was established by Aguinaldo on 19 October 1898. He also set up the Military Academy of Malolos and decreed that all diplomas awarded by UST after 1898 be considered null and void. The curricula of schools were not much different from those under Spanish domination. While Tagalogwas established as the national language by the Constitution of Biak-na-Bato, reading, writing and literary studies in Spanish were still given emphasis.

13. 13. QUESTION WHY IS IT IMPORTANT FOR US TO GO BACK AND RECALL AND THE PAST EDUCATION OF THE PHILIPPINES ? It give us not only a glimpse of the past but also what we could learn from it. History of Education will help you to understand how the past events shaped the present education systems, theories and related phenomenon in the area of teacher education in particular and education in general. Secondly, it will enable you to appreciate the importance of education to mankind since time immemorial across the generations.

14. 14. WHAT COULD BE THE BENEFITS THAT US FUTURE TEACHER THAT MAY HAVE AFTER STUDYING THE HISTORY OF THE PHILIPPINES ? QUESTION

15. 15. 1. The study of history of education helps teachers in training to appreciate the various aspects of their past educational process so as to link them to the present; 2. It enables teachers in training to know what type of education we had and the purpose it served in the past; 3. It gives teachers in training the opportunity of knowing our past mistakes in our education with the view to making necessary amends; 4. History of education gives teachers in training the opportunity of studying other people’s educational ideas and programmes with the aim of developing ours; 5. It also gives teachers in training a solid foundation to plan for our present and future educational development; 6. History of education guides teachers in training to proffer some positive solution to our present day educational problems 7. It helps teachers in training to understand some major trends and developments in our educational system; 8. It helps teachers in training to formulate and implement better philosophies of education; 9. History of education is a good academic exercise to improve teachers in training knowledge; 10.It widens the scope and knowledge of the teacher and makes him more comfortable and competent in his class

16. 16. PREPARED BY: LOREIN MAY F. PABILONA BTTE-ADT IV-D

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Education in the Philippines is managed and regulated by the Department of Education,

commonly referred to as the DepEd in the country. The Department of Education controls the

Philippine education system, including the curriculum used in schools and the allocation of funds. It

also regulates the construction of schools and other educational facilities and the recruitment of

teachers and staff.

Before Philippine Independence in 1946, the country's education system was patterned on the

system of its colonial powers, Spainand the United States. However, after Philippine independence,

its educational system changed radically.

Until 2011, the basic education system was composed of six years of elementary education starting

at the age of 6, and four years ofhigh school education starting at the age of 12. Further education

was provided by technical or vocational schools, or in higher education institutions such as

universities. Although the 1987 Constitution stated that elementary education was compulsory, this

was never enforced.[citation needed]

In 2011, the country started to transition from its old 10-year basic educational system to a K–12

educational system, as mandated by the Department of Education.[3] The new 12-year system is now

compulsory, along with the adoption of new curriculum for all schools (see 2010s and the K–12

program). The transition period will end with the 2017–2018 school year, which is the graduation

date for the first group of students who entered the new educational system.

All public schools in the Philippines must start classes on the date mandated by the Department of

Education (usually the first Monday for public, second Monday for private and third Monday for some

colleges for the month of June) since Estrada administration in 1999, and must end after each

school completes the mandated 200-day school calendar organized by the Department of Education

(usually around the third week of March to the second week of April). Private schools are not obliged

to abide by a specific date, but must open classes no later than the last week of August.

History[edit]

Pre-colonial period[edit]

Further information: Ancient Philippine scripts and Baybayin

During the pre-colonial period, children were provided with vocational training but there was no

schooling or traditional academics. Training was headed by parents or by tribal tutors or leaders.

Stories, songs, poetry and dances were passed from generation to generation mostly through oral

tradition. There was a writing system known as Baybayin but its use or knowledge was very limited.

Spanish period[edit]

Main article: Education in the Philippines during Spanish rule

According to some accounts, when the Spanish first arrived in Manila, they were surprised to find a

population with a high literacy rate, "higher than that of Madrid".[4]

Formal education in the Philippines was introduced during the Spanish period. During the early

period, this was conducted mostly by religious orders.[5] Friars opened the first schools and

universities as early as the 16th century. They also introduced printing presses to produce books in

Spanish and Tagalog, sometimes using baybayin.[4] Missionaries studied the local languages and

the baybayin writing system to better communicate with the local populations and teach Christianity.

The church and the school cooperated to ensure that Christian villages had schools for students to

attend.[6]

Spanish missionaries established schools immediately after reaching the islands.

The Augustinians opened a school in Cebu in 1565. The Franciscans, immediately took to the task

of improving literacy in 1577, aside from the teaching of new industrial and agricultural techniques.

The Jesuits followed in 1581, as well as the Dominicans in 1587, and they started a school in their

first mission at Bataan.[7]

In 1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, and was incorporated

into the University of Santo Tomas, College of Medicine and Pharmacyfollowing the suppression of

the Jesuits.

Cover of Doctrina Christiana

The first book printed in the Philippines dates back to 1590. It was a Chinese language version

of Doctrina Christiana. A Spanish andTagalog version, in both Latin script and the locally

used baybayin script, was later printed in 1593.

In 1610, Tomas Pinpin, a Filipino printer, writer and publisher, who is sometimes referred as the

"Patriarch of Filipino Printing", wrote his famous "Librong Pagaaralan nang manga Tagalog nang

Uicang Castilla", which was meant to help Filipinos learn the Spanish language. The prologue read:

“ Let us therefore study, my countrymen, for although the art of learning is somewhat

difficult, yet if we are persevering, we shall soon improve our knowledge.

Other Tagalogs like us did not take a year to learn the Spanish language when using my

book. This good result has given me satisfaction and encouraged me to print my work,

so that all may derive some profit from it.[8] ”In 1640, the Universidad de San Felipe de Austria was established in Manila. It was the first public

university in the Philippines. On April 28, 1611, the University of Santo Tomas was founded

in Manila as the Colegio de Nuestra Señora del Santisimo Rosario.

By the end of the 16th century, several religious orders had established charity hospitals all over the

archipelago and provided the bulk of public services. These hospitals also became the setting for

rudimentary scientific research work on pharmacy and medicine.

The Jesuits also founded the Colegio de San Jose in 1601 and took over the management in what

later became Escuela Municipal in 1859. Escuela Municipal was later renamed to Ateneo Municipal

de Manila in 1865, and is known today as Ateneo de Manila University). The Dominicans founded

the Colegio de San Juan de Letran in 1620 in Manila.

The Educational Decree of 1863 created a free public education system in the Philippines that was

run by the government. It was the first such education system in Asia. The decree mandated the

establishment of at least one primary school for boys and one for girls in each town under the

responsibility of the municipal government, as well as the establishment of a normal school for male

teachers under the supervision of the Jesuits. Primary education was free and available to every

Filipino, regardless of race or social class. Contrary to what the propaganda of the Spanish–

American War tried to depict, they were not religious schools, but schools that were established,

supported, and maintained by the Spanish Government.[9]

In 1866, the total population of the Philippines was 4,411,261. The total number of public schools for

boys was 841, and the number of public schools for girls was 833. The total number of children

attending those schools was 135,098 for boys, and 95,260 for girls. In 1892, the number of schools

had increased to 2,137, of which 1,087 were for boys, and 1,050 for girls.[9] By 1898, enrollment in

schools at all levels exceeded 200,000 students.[10][11]

Because of the implementation of public education, a new social class of educated Filipinos arose,

the Ilustrados ('enlightened ones'). This new, well-educated middle class of Filipinos would later lead

the Philippine independence movement, using Spanish as their common language. Among

the Ilustrados who had also studied in Spain were José Rizal,Graciano López Jaena, Marcelo H. del

Pilar, Mariano Ponce, and Antonio Luna, who were later to lead the cause of Filipino self-

government and independence.[12]

First Republic[edit]

The defeat of Spain following the Spanish–American War led to the short-lived independence

movement, which established the insurgent First Philippine Republic. The schools maintained by

Spain for more than three centuries were closed briefly, but were reopened on August 29, 1898 by

the Secretary of Interior. The Burgos Institute (the country's firstlaw school), the Academia Militar

(the country's first military academy), and the Literary University of the Philippines were established.

Article 23 of the Malolos Constitutionmandated that public education would be free and obligatory in

all schools of the nation under the First Philippine Republic. However, the Philippine–American

War hindered its progress.

American period[edit]

Main article: Education in the Philippines during the American rule

Further information: Thomasites

An improved public school system was established during the first decade of American rule upon the

recommendation of the Schurman Commission. Free primary instruction that trained people for the

duties of citizenship and avocation was enforced by the Taft Commission per instructions of

President William McKinley. Chaplains and non-commissioned officers were assigned to teach using

English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine Commission and

legislated by Act No. 74. Act No. 74 exposed a severe shortage of qualified teachers. As a result, the

Philippine Commission authorized the Secretary of Public Instruction to bring more than 1,000

teachers from the United States, who were called theThomasites, to the Philippines between 1901 to

1902. These teachers were scattered throughout the islands to establish barangay schools.[11] The

same law established the Philippine Normal School (now the Philippine Normal University) to train

aspiring Filipino teachers.

The high school system was supported by provincial governments and included special educational

institutions, school of arts and trades, an agricultural school, and commerce and marine institutes,

which were established in 1902 by the Philippine Commission.

In 1908, the Philippine Legislature approved Act No. 1870, which created the University of the

Philippines. The Reorganization Act of 1916 provided the Filipinization of all department secretaries

except the Secretary of Public Instruction.[13]

The emergence of high school education in the Philippines, however, did not happen until 1910. It

was borne out of the rise in big businesses and technological advances in factories and the

emergence of electrification, which required skilled workers. In order to meet this new job demand,

high schools were created and the curriculum focused on practical job skills that would better

prepare students for professional white collar or skilled blue collar work. This proved to be beneficial

for both the employer and the employee; the investment in human capital caused employees to

become more efficient, which lowered costs for the employer, and skilled employees received a

higher wage than employees with just primary educational attainment.

Two decades later, enrollment in elementary schools was about one million (up from about 150,000

in 1901), and about 100,000 in high school (up from less than 20,000 in 1901).[11]

Third Republic[edit]

In 1947, under Executive Order No. 94, the Department of Instruction was changed to

the Department of Education. During this period, the regulation and supervision of public and private

schools belonged to the Bureau of Public and Private Schools.

Fourth Republic[edit]

In 1972, the Department of Education became the Department of Education and Culture

under Proclamation 1081, which was signed by President Ferdinand Marcos.

Following a referendum of all barangays in the Philippines from January 10–15, 1973, President

Marcos ratified the 1973 Constitution by Proclamation 1102 on January 17, 1973. The 1973

Constitution set out the three fundamental aims of education in the Philippines:

To foster love of country;

Teach the duties of citizenship; and

Develop moral character, self-discipline, and scientific, technological and vocational efficiency.[14]

On September 24, 1972, by Presidential Decree No. 1, the Department of Education, Culture and

Sports was decentralized with decision-making shared among thirteen regional offices.[15]

In 1978, by the Presidential Decree No. 1397, the Department of Education and Culture became the

Ministry of Education and Culture.

The Education Act of 1982 provided for an integrated system of education covering both formal and

non-formal education at all levels. Section 29 of the act sought to upgrade education institutions'

standards to achieve "quality education", through voluntary accreditation for schools, colleges, and

universities. Section 16 and Section 17 upgraded the obligations and qualifications required for

teachers and administrators. Section 41 provided for government financial assistance to private

schools.[16] This act also created the Ministry of Education, Culture and Sports.

Fifth Republic[edit]

A new Constitution for the Philippines was ratified on February 2, 1987, and proclaimed in force of

February 11.[17] Section 3, Article XIV of the 1987 Constitution contains the ten fundamental aims of

education in the Philippines.[18] It is also seen that under the 1987 Constitution (under Section 2 (2),

Article XIV), only elementary school was made compulsory.

In 1987, the Ministry of Education, Culture and Sports became the Department of Education, Culture

and Sports under Executive Order No. 117. The structure of DECS as embodied in the order

remained practically unchanged until 1994.

On May 26, 1988, the Congress of the Philippines enacted the Republic Act 6655 and the Free

Public Secondary Education Act of 1988, which mandated free public secondary education

commencing in the school year 1988–1989.[19][19][20]

On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students aged

15 to 25 may be employed during Christmas and summer vacation with a salary not lower than the

minimum wage—with 60% of the wage paid by the employer and 40% by the government.[19][21]

The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of

DECS into three parts. On May 18, 1994, the Congress passed Republic Act 7722, the Higher

Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the

functions of the Bureau of Higher Education and supervised tertiary degree programs.[22] On August

25, 1994, the Congress passed Republic Act 7796, the Technical Education and Skills Development

Act of 1994, creating the Technical Education and Skills Development Authority (TESDA), which

absorbed the Bureau of Technical-Vocational Education as well as the National Manpower and

Youth Council, and began to supervise non-degree technical-vocational programs.[23] DECS retained

responsibility for all elementary and secondary education.[19] This threefold division became known as

the "trifocal system of education in the Philippines".

2000s[edit]

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was

passed. This act changed the name of the Department of Education, Culture and Sports (DECS) to

the Department of Education and redefined the role of field offices (regional offices, division offices,

district offices and schools). The act provided the overall framework for school empowerment by

strengthening the leadership roles of headmasters and fostering transparency and local

accountability for school administrations. The goal of basic education was to provide the school age

population and young adults with skills, knowledge, and values to become caring, self-reliant,

productive, and patriotic citizens.[13]

In 2005, the Philippines spent about US$138 per pupil compared to US$3,728 in Japan, US$1,582

in Singapore and US$852 in Thailand.[24]

In January 2009, the Department of Education signed a memorandum of agreement with the United

States Agency for International Development to seal $86 million assistance to Philippine education,

particularly the access to quality education in the Autonomous Region in Muslim Mindanao (ARMM),

and the Western and Central Mindanao regions.[25]

2010s and the K–12 program[edit]

The start of the twenty-first century's second decade saw a major improvement in the Philippine

education system.

In 2011, the Department of Education started to implement the new K-12 educational system, which

also included a new curriculum for all schools nationwide. The K-12 program[26][27] has a so-called

"phased implementation", which started in S.Y 2011-2012.

There are four "phases" during the implementation of the new system. These are:

Phase I: Laying the Foundations. Its goal is to finally implement the universal kindergarten, and

the "development of the (entire) program".

Phase II: Modeling and Migration. Its goal is to promote the enactment of the basic education

law, to finally start of the phased implementation of the new curriculum for Grades 1 to 4 and 7

to 10, and for the modeling of the senior high school.

Phase III: Complete Migration. Its goal is to finally implement the Grades 11 and 12 or the senior

high school, and to signal the end of migration to the new educational system.

Phase IV: Completion of the Reform. Its goal is to complete the implementation of the K–12

education system.

Outline of the new system[edit]

In kindergarten, the pupils are mandated to learn the alphabet, numbers, shapes, and colors

through games, songs, and dances, but in their mother tongue; thus after Grade 1, every

student can read on his/her mother tongue.

The 12 original mother tongue languages that have been introduced for the 2012–2013

school year are Bahasa

Sug, Bikolano, Cebuano, Chabacano, Hiligaynon, Iloko,Kapampangan, Maguindanaoan, Me

ranao, Pangasinense, Tagalog, and Waray.

7 more mother tongue languages have been introduced for the 2013–2014 school year.

These are Ibanag, Ivatan, Sambal, Akeanon, Kinaray-a, Yakan and Surigaonon.

In Grade 1, the subject areas of English and Filipino are taught, with a focus on "oral fluency".

In Grade 4, the subject areas of English and Filipino are gradually introduced, but now, as

"languages of instruction".

The Science and Mathematics subjects are now modified to use the spiral progression approach

starting as early as Grade 1 which means that every lesson will be taught in every grade level

starting with the basic concepts to the more complex concepts of that same lesson until Grade

10.

The high school from the former system will now be called junior high school, while senior high

school will be the 11th and 12th year of the new educational system. It will serve as a

specialized upper secondary education. In the senior high school, students may choose a

specialization based on aptitude, interests, and school capacity. The choice of career track will

define the content of the subjects a student will take in Grades 11 and 12. Senior high

school subjects fall under either the core curriculum or specific tracks.

Core curriculum learning areas

include languages, literature, communication, mathematics, philosophy, natural sciences,

and social sciences.

There are three choices that are available to be chosen by the students — or the so-called

"specific tracks". These are:

Academics, which includes three strands which are:

1. Business, accountancy, and management

2. Humanities, education, and social sciences

3. Science, technology, engineering, and mathematics

Technical-vocational-livelihood, which specializes in vocational learning. A student

can obtain a National Certificate Level II (NC II), provided he/she passes the

competency-based assessment of the Technical Education and Skills Development

Authority. This certificate improves employability of graduates in fields

like agriculture,electronics, and trade.

Sports and arts, which is responsible for educating senior high school students in the

fields of sports and arts.

Enrollment figures[edit]

School

yearKindergarten Elementary High school

2012-2013 1,773,505 ( ) 13,259,489 ( ) 5,641,898 ( )

2013-2014 2,213,973 ( 24.84%) 14,523,353 ( 9.53%) 7,127,475 ( 26.33%)

Educational system[edit]

Table[edit]

Compulsory education[edit]

Former educational system

(used from 1945 until June 5, 2011)

School Grade Other names Age

Kindergarten is not

compulsory

Elementary school

Grade 1

Primary

6–7

Grade 2 7–8

Grade 3 8–9

Grade 4

Intermediate

9–10

Grade 510–

11

Grade 611–

12

High school First Year Freshman 12–

13

Second Year Sophomore13–

14

Third Year Junior14–

15

Fourth Year Senior15–

16

Current educational system (used since June 6, 2011)

School Grades Age

What are the changes?

Implementation

statusIs it a

new

grade?

Did it now

become

compulsory?

Did the

curriculum

change?

Did it

have a

new

name?

Elementary

school

Kindergarten 5–6 No Yes Yes No Since 2011

Grade 1 6–7 No

Retained

compulsory

status

Yes No Since 2012

Grade 2 7–8 No Retained

compulsory

status

Yes No Since 2013

Grade 3 8–9 No

Retained

compulsory

status

Yes No Since 2014

Grade 49–

10No

Retained

compulsory

status

Yes No Since 2015

Grade 510–

11No

Retained

compulsory

status

Yes No Starting 2016

Grade 611–

12No

Retained

compulsory

status

Yes No Starting 2017

Junior high

school

Grade 712–

13No

Retained

compulsory

status

Yes Yes Since 2012

Grade 813–

14No

Retained

compulsory

status

Yes Yes Since 2013

Grade 914–

15No

Retained

compulsory

status

Yes Yes Since 2014

Grade 1015–

16No

Retained

compulsory

status

Yes Yes Since 2015

Senior high

school

Grade 1116–

17Yes Yes Yes Yes Starting 2016

Grade 1217–

18Yes Yes Yes Yes Starting 2017

Voluntary education[edit]

Higher education

Adult education

Curriculum[edit]

Disciplines Subjects Grade

# Name # Name

Elementary

School

Junior High

SchoolSenior High School

1

s

t

2n

d

3r

d

4t

h

5t

h

6t

h

7t

h

8t

h

9t

h

10t

h

11t

h

12t

h

1Educati

on

1 Sibika

2Kompyut

er

2 Langua

ge (and

Literatur

1 Filipino

2 Ingles

Disciplines Subjects Grade

# Name # NameElementary

School

Junior High

SchoolSenior High School

e)

3Banyaga

ng wika

3

Natural

science

s

1Matemati

ka

2 Pisika

3Biyolohiy

a

4 Kimika

4

Social

science

s

1Kasaysa

yan

2Ekonomi

ka

3Heograpi

ya

5 Humanit 1 Pisikal

Disciplines Subjects Grade

# Name # NameElementary

School

Junior High

SchoolSenior High School

ies

2Kalusuga

n

3

Tahanan

g

ekonomi

ka

4Kabuhay

an

6 Arts

1 Tugtog

2 Sining

Further information[edit]

Elementary school[edit]

Signage showing the different shifts for students attending the H. Bautista Elementary School in Marikina, Metro

Manila. Starting in the 2010–11 school year, different year levels are given different class hours and are

scheduled to go to school in different shifts to compensate for the lack of school buildings, teachers, and

materials.

Upper Uma Elementary School, Pasil Valley, Upper Kalinga, viewed from Ag-gama track, July 2008. Note

distance from road (centre left).

Only access from roadside (mid centre) to Upper Uma Elementary School Kalinga (behind) is via this one hour

mud climb. Viewed December 2008.

Elementary school, sometimes called primary school or grade school (Filipino: paaralang

elementarya, sometimes mababang paaralan), is the first part of the educational system, and it

includes Kindergarten and the first six years of compulsory education (Grades 1–6).

Elementary school level education covers a shallower but wider range of information than the

junior and senior high schools because of the spiral approach educational technique.

In public schools, the core/major subjects that are introduced starting in Kindergarten and Grade

1 include mathematics, Filipino, andAraling Panlipunan (this subject is synonymous to social

studies). English is only introduced after the second semester of Grade 1.Science is only

introduced starting Grade 3. Other major subjects then include music, arts, physical education,

and health(abbreviated as MAPEH), TLE (Technology and Livelihood Education) for Grade 6,

EPP (Edukasyong Pantahanan at Pangkabuhayan) for Grades 4 and 5, Mother Tongue (until

Grade 3) and Values Education. In private schools, subjects in public schools are also included

with the additional subjects including: computer education. In Christian and Catholic

schools, religious education is also part of the curriculum. International schools also have their

own subjects in their own language and culture.

From Kindergarten-Grade 3, students will be taught using their mother tongue, meaning the

regional languages of the Philippines will be used in some subjects (except Filipino and English)

as a medium of instruction. It may be incorporated as a separate subject. But from Grade 4,

Filipino and English as a medium of instruction will then be used.

On December 2007, the Philippine president Gloria Macapagal Arroyo announced that Spanish

is to make a return as a mandatory subject in all Filipino schools starting in 2008, but this didn't

come into effect.[28][29]

DECS Bilingual Policy is for the medium of instruction to be Filipino for: Filipino, Araling

Panlipunan, Edukasyong Pangkatawan, Kalusugan at Musika; and English for: English, Science

and Technology, Home Economics and Livelihood Education.[30] Article XIV, Section 7 of the

1987 Philippine constitution mandates that regional languages are the auxiliary official

languages in the regions and shall serve as auxiliary media of instruction therein.[31] As a result,

the language actually used in teaching is often a polyglot of Filipino and English with the regional

language as the foundation, or rarely the local language. Filipino is based on Tagalog, so in

Tagalog areas (including Manila), Filipino is the foundational language used. International

English language schools use English as the foundational language. Chinese schools add two

language subjects, such as Min Nan Chinese and Mandarin Chinese and may use English or

Chinese as the foundational language. The constitution mandates that Spanish and Arabic shall

be promoted on a voluntary and optional basis. Following on this, a few private schools mainly

catering to the elite include Spanish in their curriculum. Arabic is taught in Islamic schools.[31]

Until 2004, primary students traditionally took the National Elementary Achievement Test

(NEAT) administered by the Department of Education, Culture and Sports (DECS). It was

intended as a measure of a school's competence, and not as a predictor of student aptitude or

success in secondary school. Hence, the scores obtained by students in the NEAT were not

used as a basis for their admission into secondary school. During 2004, when DECS was

officially converted into the Department of Education, the NEAT was changed to theNational

Achievement Test (NAT) by the Department of Education. Both the public and private

elementary schools take this exam to measure a school's competency. As of 2006, only private

schools have entrance examinations for secondary schools.

The Department of Education expects over 13.1 million elementary students to be enrolled in

public elementary schools for school year 2009–2010.[32]

Though elementary schooling is compulsory, as of 2010 it was reported that 27.82% of Filipino

elementary-aged children either never attend or never complete elementary schooling,[33] usually

due to the absence of any school in their area, education being offered in a language that is

foreign to them, or financial distress. In July 2009, the Department of Education moved to

overcome the foreign language issue by ordering all elementary schools to move towards initial

mother-tongue based instruction (grades 1–3). The order allows two alternative three-year

bridging plans. Depending on the bridging plan adopted, the Filipino and English languages are

to be phased in as the language of instruction for other subjects beginning in the third and fourth

grades.[34]

Secondary education[edit]

PSHS Main Campus. There is a disparity between rural and urban education facilities in the Philippines.

Secondary school in the Philippines, more commonly known as "high school"

(Filipino: paaralang sekundarya, sometimes mataas na paaralan), consists of four levels largely

based on the US school system as it existed until the advent of the comprehensive high

schools in the US in the middle of the 20th century. The Philippine high school system has not

significantly evolved from where it was when the Philippines achieved independence from the

United States in 1946. It then consists of only four levels with each level partially

compartmentalized, focusing on a particular theme or content. The former high school system is

now called "Junior High School".

The Department of Education specifies a compulsory curriculum for all high schooling, public

and private. Grade 7 has five core subjects: Mathematics 7, Science 7, English 7, Filipino 7, and

Asian Studies as part of Araling Panlipunan 7. The Grade 8 curriculum has Mathematics 8,

Science 8,English 8, Filipino 8, and World History as part of Araling Panlipunan 8. Grade 9 has

Mathematics 9, Science 9, Filipino 9, English 9, and Economics as part of Araling Panlipunan 9.

The Grade 10 curriculum has Mathematics 10, Science 10, English 10, Filipino 10, and

Contemporary Issues as part of Araling Panlipunan 10. Other subjects in all levels of junior high

school include MAPEH (Music, Art,Physical Education and Health), Values Education and TLE

(Technology and Livelihood Education).

In selective schools, various languages may be offered as electives, as well as other subjects

such as computer programming and literary writing. Chinese schools have language and cultural

electives. Preparatory schools usually add some business and accountancy courses, while

science high schools have biology, chemistry, and physics at every level.

Secondary students used to sit for the National Secondary Achievement Test (NSAT), which

was based on the American SAT, and was administered by the Department of Education. Like

its primary school counterpart, NSAT was phased out after major reorganizations in the

education department. Its successors, the National Career Assessment Examination

and National Achievement Test are administered to third- and fourth-year students respectively.

Neither the NSAT nor NAT have been used as a basis for being offered admission to higher

education institutions, partly because pupils sit them at almost the end of their secondary

education. Instead, higher education institutions, both public and private, administer their

own College Entrance Examinations (CEE) (subjects covered will depend on the institutions).

Vocational colleges usually do not have entrance examinations, simply accepting the Form 138

record of studies from high school, and enrolment payment.

Technical and vocational education[edit]

Formal technical and vocational education starts at secondary education, with a two-year

curriculum, which grants access to vocational tertiary education.[35] Non-formal technical and

vocational education is assumed by institutions usually accredited and approved by TESDA:

center-based programs, community-based programs and enterprise-based training, or the

Alternative Learning System (ALS).[35] The Institutions may be government operated, often by

provincial government, or private. They may offer programs ranging in duration from a couple of

weeks to two-year diploma courses. Programs can be technology courses like automotive

technology, computer technology, and electronic technology; service courses such as caregiver,

nursing aide, hotel and restaurant management; and trades courses such as electrician,

plumber, welder, automotive mechanic, diesel mechanic, heavy vehicle operator & practical

nursing. Upon graduating from most of these courses, students may take an examination

from TESDA to obtain the relevant certificate or diploma.

Tertiary education[edit]

Main article: Higher education in the Philippines

According to the last CHED published statistics on its website, there were 7,766 foreign

nationals studying in various higher education institutions in the Philippines as of 2011-2012.

Koreans were the top foreign nationals studying in the country with 1,572. The rest were Iranian,

Chinese, American and Indian. [36]

Other schools[edit]

There are other types of schools such as private schools, preparatory schools, international

schools, laboratory high schools, and science high schools. Several foreign ethnic groups,

including Chinese, British, Americans, Koreans, and Japanese operate their own schools.

Chinese schools[edit]

Main article: List of Chinese schools in the Philippines

Chinese schools add two additional subjects to the core curriculum, Chinese communication arts

and literature. Some also add Chinese history, philosophy and culture, and Chinese

mathematics. Still, other Chinese schools called cultural schools, offer Confucian classics and

Chinese art as part of their curriculum. Religion also plays an important part in the curriculum.

American evangelists founded some Chinese schools. Some Chinese schools have Catholic

roots.

Islamic schools[edit]

In 2004, the Department of Education adopted DO 51, putting in place the teaching of Arabic

Language and Islamic Values for (mainly) Muslim children in the public schools. The same order

authorized the implementation of the Standard Madrasa Curriculum (SMC) in the

private madaris (Arabic for schools, the singular form is Madrasa).

While there has been recognized Islamic schools—i.e., Ibn Siena Integrated School (Marawi),

Sarang Bangun LC (Zamboanga), and Southwestern Mindanao Islamic Institute (Jolo)—their

Islamic studies curriculum varies. With the Department of Education-authorized SMC, the

subject offering is uniform across these private madaris.

Since 2005, the AusAID-funded Department of Education project Basic Education Assistance for

Mindanao[37] (BEAM) has assisted a group of private madaris seeking government permit to

operate (PTO) and implement the SMC. To date, there are 30 of these private madaris scattered

throughout Regions XI, XII and the ARMM.

The SMC is a combination of the RBEC subjects (English, Filipino, Science, Math,

and Makabayan) and the teaching of Arabic and Islamic studies subjects.

For school year 2010–2011, there are forty-seven (47) madaris in the ARMM alone.