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MARCOS’S VIEW ON EDUCATION
“I wish most solemnly”, President Marcos would be remembered for having said, “that I
can only attain my lifetime dream; upliftment of the Filipino to a new level of dignity and
greatness, discovering the ancient dreams of his Asian identity and living in an
atmosphere of freedom with a government that is selfless, dedicated and a society
devoted only to one objective”…the fulfillment of the vision of a man.”1
Undeniably, Ferdinand Edralin Marcos was a man of vision. He knew where he stood. He knew
what he wanted to achieve. He had carefully laid out plans to carry out his dreams. He was
willing to do everything to pull it off. He has vision for himself. He has vision for Filipinos. He
has vision for education. He has vision for the nation.
But how did Marcos really view education? What was the importance of education for him?
What were his dreams and plans for Philippine education system? How did he expect an
educated Filipino to be? Were his plans noble and beneficial to all or just part of his selfish
ambition? Did he only use education as an avenue to advance his personal agenda?
Selected speeches of Ferdinand Marcos from interviews, conferences, invitations, etc. were
gathered to check on his perception towards the meaning, importance, purposes of education and
Philippine educational system. In 1975, Dr. Pedro A. Gagelonia, a professor in Philippine
College of Commerce, compiled and edited some of the speeches of Marcos as an expression of
his gratitude for the opportunity afforded to project with His Excellency and His First Lady. We
cannot expect this compilation to be free of biases knowing that Gagelonia was commissioned to
showcase Marcos as an unparalleled and most medalled intellectual and leader, conceal Marcos’s
intentions with his plans and dreams in educating the Filipinos and negate the controversies
Marcos and his administration were facing.
1Gagelonia, Pedro A. The Marcos Mind: A Vision for Greatness. Selected Quotations from FM Speeches. Navotas
Press, Navotas. 1975. vi
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What’s education?
“…I think it is sufficiently understood everywhere that education holds the key that well-
being whose attainment is the object of every society. In the Philippines, this fundamental
fact has a special relevance at the present time. This is because more than a process of
development is underway, and we can assure its success only through the sound
education of our people. The requisites of this process of development which we are
trying to accelerate are a high degree of public order and high level of competence for
economic progress.”2
The following are the speeches of Ferdinand Marcos about education in the Gagelonia’s
book.
1. Your future is shaped by today’s education. (Philippine College of Commerce, June 3, 1967 )
2. The future of a nation is shaped by the mind. (Philippine College of Commerce, June 3, 1967 )
3. What people can achieve is determined by the level of their skill and knowledge. ( University
of Mindanao, May 7 1967 )
4. There is no need to education and there is no end to knowledge. ( International School, May
11, 1973)
5. Education quickens the impulse for change; it sets the course that change must take; and
finally, it also teaches hope when the fulfillment of man’s need for change is imperiled.
(University of Mindanao, May 7, 1967 )
6. I still maintain that intellectualism, scholarship, education maybe the answer to all perplexing
problems that agitate the world. ( Michigan State University, September 19, 1966 )
7. Education is internationalization; it militates against the narrowness of perspective that leads
to parochialism. In fact, it has been called the enemy of nationalism. In the modern world,
where men face the dilemma of nationalism and internationalism., certainly education
perhaps points out the solution. ( Michigan State University, September 19, 1966 )
2Marcos, Ferdinand E. On Education. Presidential Policy Statement Series 1968.p.1
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What Philippine educational system needs to be?
1. Our educational system must be relevant and responsive to the changing times. Every
Filipino must be given the opportunity to acquire basic skills, qualities, and attitudes that
would enable him to contribute to the improvement of our society. (State of the Nation,
January 5, 1971)
2. The school, like home, should impart discipline that will eventually benefit not only the
growing mind but the emerging personality as well. (Philippine College of Commerce, June
3, 1967 )
3. A rationalized educational system should be able to match the man with the profession, the
mind with the discipline, in order to minimize the tragedies of wasted and misapplied talent.
(Philippine College of Commerce, June 3, 1967 )
4. Education should reinforce individual and collective power for meaningful action in our
depressed and less developed areas. It should teach a man to think for himself, to be self-
reliant, and thus make himself a more useful member of the society. In other words, it should
increase man’s confidence in himself, in the ability of his hands and mind to fashion new
conditions of living which would realize for himself and society at a large better life in
dignity and freedom. Instead of awaiting the advent of prosperity, education should hasten
progress and change. (University of Mindanao, May 7, 1967 )
5. Education enlightens and enriches the life of men and society. (University of San Carlos,
April 23, 1967 )
6. The cultivation of the mind and the sublimation of the passions are the permanent tasks of
continuing education. (University of Visayas, April 23, 1967 )
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Personal and Social Importance of Education
1. If there is anything on which all Filipinos agree, it is on the personal and social importance of
education. Every parent in a Filipino barrio will sacrifice his comfort even his stability, to
send his sons and daughters to school. (Philippine College of Commerce, June 3, 1967 )
2. A commencement exercise is a form of initiation rite, a ceremony whereby society grants the
young man or woman to participate in the larger life of the community. With this ceremony,
we increased not only the capability but also the maturity of the nation. For education
matures the person, it gives him the theoretic foundation of his existence, lays out the
possibility of his individual life, and defines his relationship to the community and the nation.
(University of the East, May 14, 1967 )
3. We value education as an accomplishment, as a process of realizing the best in every man.
(Private Schools Teachers’ Association of the Philippines, November 26, 1966 )
4. Education should bring out the best in every man. ( Private Schools Teachers’ Association of
the Philippines, November 26, 1966 )
5. The aim of education is to make a man fully the equal of another. (Private Schools
Teachers’ Association of the Philippines, November 26, 1966 )
Who is an educated Filipino?
1. The educated man and woman raise certain expectations about themselves. To the community
of humble folk, they are a source of knowledge and understanding of the world around them;
they are a frequent source of leadership. Naturally, much is expected of them. (Central
Philippine University, April 21, 1967 )
2. The educated man and woman are: by definition, persons who have learned to make demands
on themselves. (Central Philippine University, April 21, 1967 )
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3. The educated Filipino finds his fulfillment in articulating the aspirations of the masses, in
giving shape and form of our national destiny.
4. Much is expected to the educated Filipino simply because he has much to give to his country.
(Central Philippine University, April 21, 1967 )
5. The educated Filipino, by virtue of his intellectual and moral excellence, accepts the crises of
his country and people as his own… We have need of his knowledge in the midst of
ignorance, his healing hands in the midst of disease, his labor in the midst of poverty. In the
face of injustice, we need his ringing protest; confronted with corruption, we need his
integrity. (Central Philippine University, April 21, 1967 )
Analysis:
It is clear how Ferdinand E. Marcos overemphasized the significance of education. For him, the
key solution to peace and order and growth and development is still education. As expected,
various views on the causes and solutions of the problems of criminality, lawlessness,
delinquencies, poverty and the like have been offered. But to his mind, the whole question of
public order and national development cannot be disassociated from education – or more
accurately the effective of education.
In a theoretical standpoint, education has been a functional structure for Marcos to indoctrinate
the Filipinos of his seemingly dignified vision for the country. Marcos believed that in the
context of the Philippines, the educational system is regarded as an agent that can maximally
contribute to the realization of certain national development goals, such as economic
development and social progress, maximum participation in the attainment and equal-enjoyment
of socio-economic growth, strengthening of national consciousness, and the promotion of
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cultural values. Most of all, Marcos utilized education is a powerful tool to attain his grand
personal agenda.
THE PHILIPPINE EDUCATIONAL SYSTEM DURING MARCOS ADMINISTRATION
(1965-1986)
It was during Marcos education that national educational system underwent dramatic changes.
Under New Society, restructuring, reforms, new educational projects and plans were launched
and implemented.
Nearly two decades are long and therefore necessitates periodization – 1) Philippine education in
the late sixties, a period of comprehensive educational planning to combat massive school
population, inadequacies of financing, low quality of education and inefficiency of management
– indicative of what should be done about in the seventies; 2) Philippine Education in the
seventies which is characterized by national reordering and redirection; 3) Philippine Education
in the early eighties wherein priority areas like national situation, increasing costs of
commodities and services, the need for increasing equity and national reunification were
accentuated especially in policy making.
Philippine Education in Late 1960s
In 1966, Carlos P. Romulo, published an article about Philippine Educational System3.
According to him, the Philippines lags behind with its Asian neighbors because of the problems
it faces. The Philippines has semi-advanced or advanced in terms of quantitative educational
standards – high in quantity but low in quality. The school buildings are limited and substandard.
The students are ill-prepared to cope with further study or for the vast number to face life. The
3Romulo, Carlos P. Our Educational System. Fookien Times Yearbook. 1966. pp. 210-215
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teachers are not well trained, overloaded with heavy loads, inadequate with instructional
materials and are low paid. There is also a problem in the use of language as a medium of
instruction. The administration has no vigor and vision that should characterize a great calling.
They just attend to their work in a day to day basis. There is also inadequate number of clerical,
supervisory and special services personnel in the division office. The educational programs and
plans are not carefully studied and well laid out. The system is characterized by mediocre
character of products and faulty state of public education. To resolve this, he said that we should
redefine our objectives, give ourselves a new direction and not be satisfied with the present
condition of Philippine education.
What does Marcos say about this? The article was intentional to answer the questions against
Marcos
In 1968, Onofre D. Corpuz, the Acting Secretary of Education, released an article entitled
“Education Report:1968”4, said that the 1968 school population, including enrollment in the
lower schools as well as students in colleges and universities, both public and private, is an
estimated 8.8 million. This does not include the total teaching force of about 275,000 nor the
non-academic office workers and other employees in the schools. In fact, the figure indicates that
approximately one of every four Filipino is enrolled in this school year. A fair idea of school
population of the Philippines shown by the fact that the number of our pupils and students is
larger than the total populations of any of the following European countries: Sweden, Bulgaria,
Austria, Finland, Denmark and Switzerland. There are two main reasons for our large school
population. The basic one is the fact that the Philippines in population terms, is one of the large
countries in the world. The other leading reason is the strong desire of our people for schooling
4Corpuz, Onofre D. Education Report: 1968. Fookien Times Yearbook. 1968. pp. 266-268
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or education. Historically, education has been the most effective force for upward mobility
among the masses of population, and the prospect of socio-economic improvement through
schooling leads almost every Filipino family to send the children to school. The massive size of
the Philippine educational system is all at once the source of its most significant contributions to
our national development, as well as the cause of its most serious problems.
He further explained that the problems related to Philippine education are more widely known.
The first, owing to the large size of the educational system, is that of accommodation and
financing. We have been adding 12, 000 new classes in the elementary grades each year, with a
corresponding annual requirement of 12, 000 new classrooms. Each prefabricated “Marcos type”
school building, with three rooms, cost P8,500 exclusive of delivery costs. There are also
shortages in books, machinery, laboratory and technical equipment for vocational and general
high schools, teaching or instructional materials and supplies. I have estimated the principal
terms of shortages to require added appropriations of P100 million a year for the Bureau of
Public Schools and Bureau of Vocational Education, for five years for standards to be realized.
We should remember that not only must we spend what the educational system requires now, but
we will probably have to spend more in the future. The only relevant consideration is that we
must try to bring about internal economies, improve quality and orient the educational system to
national development programs.
We must turn to the improvement of the quality of education. This means improvement of the
quality of education. This means improvement in the quality of teaching and learning. Quality as
an issue in Philippine education is often misunderstood, even by well meaning observers. It is
usually regarded in itself, and equaled in “high standards”. When quality is regarded in this
manner, it would seem that all that would be necessary to achieve it is the prescription of high
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standards and a fairly rigorous procedure for eliminating students, teachers and institutions that
do not comply with those standards.
The education is very much complicated. Education in the Philippines is mass or popular
education, which is contrary to those traditions of social class structure that have been the basis
of the so-called high-standard educational systems like Western Europe. In some western
European countries, for example, only 15 to 20 percent of elementary school pupils are allowed
to go to a high school that will prepare them for college or university. But what would we do in
the Philippines with 80 to 85 percent who would be denied admission to general high school? In
Europe, these children must stop their formal schooling at age fourteen. Here in the Philippines,
almost 70 percent of our elementary graduates go to high school, and there would be no restrict
the number to the levels allowed in Europe.
The proper view of quality in the Philippine situation is to look at it in connection with the
numbers of quantity, because of egalitarian traditions. This is in effect, the approach which is
presently adopted by the Board of National Education. This board is presently reviewing the
curricula of the schools, in line with a conviction that proliferation of subjects be avoided and
class instruction be limited to basic subjects. In addition, the curricula for teacher education are
undergoing study, in order that the competencies of prospective teachers can be improved.
One of the most controversial issues in Philippine education is related to be inefficiency of
learning and is also under intensive consideration. This is the “language problem” which boils
down to the use of language. A study committee of the Board has recommended Pilipino for the
primary grades.
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Since 1966, the Department of Education has deliberately geared the schools to closely support
national programs. Perhaps the most outstanding example here was the participation of
elementary and secondary schools, pupils and teachers in the rice program. This year the schools
are taking the leading role in tree-planting and reforestation program.
Looking ahead, there are two developments in 1968 that will have important future effects on
education. First, after many delays, the Philippines and United States governments signed an
agreement for a permanent trust fund to assist private education in the country. The fund is
initially, P24 million, from the balance of Philippine war damage claims. The earnings of the
fund are to be available for grants on almost any project beneficial to education through the
private sectors. The management of the fund will be in a private education committee, which will
receive and process applications for assistance. The other new development of significance to
Philippine education is the passage in the Congress of the bill creating a fund for education. The
special fund, originally a recommendation of President Marcos, taps the real estate tax and part
of tobacco subsidy fund. The most novel feature of the bill however is the creation of provincial,
city and municipal school boards to budget the government shares in the real estate tax
collections for educational purposes in their jurisdiction. The chairman of each board is the
division superintendent or district school supervisor.
Philippine Education in 1970s
The social demand for education and the changing aspirations of the people places upon the
existing educational system is a task which requires restructuring and reform (Manuel, 1971).
The educational goals and objectives, the educational system, the teaching force and teacher
education, textbook production, adult, community and special education, cultural activities,
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educational research and educational problems were discussed by Juan L. Manuel, Secretary of
Education by this times, in his article entitled “Philippine Education in the 1970s: A Chance for
Reordering and Redirection” in Fookien Times Yearbook, 1971.
Educational Goals and Objectives:
Educational Goals and policies of in the Philippines are based on: 1) The Philippine
Constitution, 2) laws passed by the Philippine Congress, 3) decisions of the Board of
National Education.
The Philippine Constitution, promulgated in 1935, expresses the National goal of Philippine
Education as follows: “All schools shall aim to develop moral character, personal discipline,
civic conscience and vocational efficiency, and to teach the duties of citizenship.” The same
Constitution has mandated the Philippine Government to establish and maintain a complete
and adequate system of public education with provision of at least free public primary
instruction and citizenship training for adult citizens. (Section 5, Article XIV, Constitution of
the Philippines)
In 1956, the Board of National Education was established by Republic Act No. 1124 which
vested upon this new body the responsibility of formulating long-term goals and objectives
for Philippine Education. Accordingly, the Board formulated the following basic objectives:
- Inculcation of moral and spiritual values;
- Development of an enlightened, patriotic, useful and upright citizenry;
- Acquisition of habits of industry and thrift so as to enable the individuals to contribute to
the economic development;
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- Maintenance of family solidarity; improvement of community life, perpetuation of
desirable national heritage and promotion of the cause of world peace; and
- Promotion of the sciences, arts and letters for the enrichment of family life and the
recognition of dignity ( Department Order No. 1, s. 1957, The Revised Educational
Program)
Early in the 1970, the President created an Inter-Departmental Committee for formulate a
Four-Year Plan for National Development. One of the area Task Forces was in Education.
(The Task Force fir Education was composed of Dr. Aurelio O. Elevazo, Task Force Leader,
Dr. Felix P. Santos and Mr. Horacio Morales, Jr., members)
The education chapter of the Four-Year Plan Development Plan (1971-1974) of the National
Government prepared by the Task Force for Education contained educational objectives
formulated for the plan period in operational terms as follows:
- Development of human resources with particular reference to manpower needs amd
effective social participation.
- Restructuring of the pre-college preparatory period with a view to bringing about
responsiveness to national and individual needs.
- Coordination of higher education with respect to curriculum, financing and distribution of
facilities for regional and national development.
-
Enhancement of the quality of educational facilities along with the improvement of the
quality of students admitted at the third level of special concern upon the strengthening of
teacher education
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- Management of scholarship so as to maximize the reach and usefulness of available funds
and to provide incentives for entrance into the critical occupations.
- Improvement of educational planning and management.
The Educational System: Formal and Non-formal
The formal education system has two sets of schools: the government and non-government
schools. The government schools, often referred to as public schools, are of three kinds,
namely, 1) those under the Bureau of Public Schools, 2) those under the Bureau of
Vocational Education and, 3) the chartered colleges and universities. The non-government
schools, also called private schools, are either sectarian or non-sectarian and are supervised
by the Bureau of Public Schools. They are registered as stock, non-stock or foundation
corporations.
The three bureaus, the Bureau of Public Schools, the Bureau of Vocational Education and the
Bureau of Private Schools, are the main agencies of the Department of Education responsible
for the implementation of educational policies, rules and regulations. The Department has
four cultural agencies, namely, the Institute of National Language, the National Museum, the
National Historical Commission and the National Library.
There are schools and educational activities administered by agencies other than the
Department of Education. The following are the prominent ones:
- The National Defense College and the Philippine Military Academy of the Department of
National Defense
- Agricultural extension programs, home economics extension programs, rural clubs and
cooperatives extension under the Agricultural Productivity Commission.
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- Training and information program for community development workers under the
Presidential Arm for Community Development
- Training Programs in fishing and fish culture under the Philippine Fisheries Commission
of the Department of Agriculture and Natural Resources
- Manpower development programs under the National Manpower and Youth Council
- Philippine Science High School under the National Science Development Board
- Training Programs in social welfare under the Department of Social Welfare
- Pamantasan ng Maynila under the City of Manila
Extension of Educational Opportunities
The right to education is recognized and respected. This is the compelling reason for the
expansive scope of Philippine Education, especially at the first level. This is also a reason for
the fast-increasing school population at all levels. The average rate of increase at the first
alone is over half-a-million annually. The increase in enrolment particularly since 1962 may
be attributed partly to the establishment of over a thousand barrio high schools and a small
but increasing number of community colleges in various parts of the country as a result of
which educational aspirations of more people correspondingly increased.
To provide for the increasing school population and the Government embarked on a massive
school-building program. There are now approximately 32, 635 educational institutions,
public and private, throughout the Philippines. (Statistical Bulletin, Bureau of Public
Schools, Statistical Bulletin, Bureau of Private Schools; Unesco Questionnaire on Statistics
of Education, 1968-1969 (STE /Q/691) accomplished by the Bureau of Vocational
Education; and statistical reports of the state of colleges and universities.)
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A school building program for the public elementary schools was started in 1966 for the
purpose of augmenting existing schools at the time. Part of the national effort to equalize
educational opportunities is the establishment of state scholarships for poor but deserving
students who possess aptitudes for study in the sciences, the arts, the letters.
The Teaching Force and Teacher Education
For an aggregate enrollment of 7,713,799 in 1970-1971, there were 246,262 teachers in all
schools at the first level of education. The overall teacher-student ratio is 1:31. Qualitatively,
there has been a consistent effort to continually upgrade the competencies of teachers in the
field. Teachers are encouraged to undertake researches particularly of the action research
type for the purpose of improving instruction. The teacher education program has been
revised so as to enable teachers to make classroom instruction relevant to the situations and
problems in the community and in the country at large. The revision is the result of the work
of Teacher Education Committee of the Board of National Education and was implemented
starting in 1970.
Textbook Production
One of the continuing concerns in Philippine Education has to do with the production of
curricular materials such as textbooks. The textbook requirements of a fast-increasing school
population, however, constitute a hopelessly huge number – approximately 60,000,000 (This
includes backlogs from previous years). Moreover, there is a need for other materials such
as reference books, teachers guides, curriculum guides and collated materials the production
of which multiplies the requirement for adequate quantity (not to mention quality) of
instructional facilities. If the government decides to change the language of instruction at the
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first level from English to Pilipino, the national language requirements of textbooks
production and the provision for related instructions materials will increase further.
Adult and Community Education
The education of adults and out-of-school youth continues to be promoted through the work-
oriented approach. This involves the development of functional literacy so as to equip
individuals with the basic skills of reading and writing, a basic knowledge of arithmetic and
computation, health, sanitation and citizenship; and a program of continuing education which
provides courses in vocational, cultural, recreational and social education.
Special Education
While strengthening the educational program to meet the needs of normal children, the
Department of Education gives ample attention to the needs of exceptional children such as
the mentally gifted, mentally retarded, and the physically handicapped such as blind, the
deaf, and those with speech defects. In 1969-70, the Special Education Section of the Bureau
of Public Schools printed in Braille a total of 1,003 volumes of books in 31 titles of
elementary and secondary textbooks for the blind.
Auxiliary Services
There are various auxiliary services provided primarily for the welfare of the children or to
enrich the educational program. Among there are guidance and counseling, health program,
school feeding, and applied nutrition. There is also a national network of educational
broadcasts which provides radio lessons for approximately 47,800 listening classes with
21,407 radio sets. A program of instructional television has been organized in the Greater
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Manila Area with programming and telecasting at the Center for Educational Television,
Ateneo de Manila University. (Annual Report of the Director of Public Schools, 1968-69
(Manila: Bureau of Public Schools, 1969), pp.22-23)
Educational films and other audio-visual facilities have been made available at the Bureau of
Public Schools, the Philippine Universities Audio-Visual Center, and the AV Centers in
various schools colleges and universities. Opportunity classes have been organized in many
public elementary and secondary schools for out-of-school youth interested in vocational
training. Evening classes for high school students have, also been organized in some cities to
give a chance for working students to pursue their schooling.
Cultural Activities
Aside from the regular educational activities carried on in the formal school system, there are
other programs with cultural and educational value undertaken by other offices under the
Department. Fir example, city and municipal libraries, barrio libraries, and reading stations
have been established under the National Library. There are 425 libraries at the present in
various parts of the country. The National Library’s program of book acquisition has also
been intensified.
The National Historical Commission has started to undertake the production of documentary
films aside from its continuing sponsorship of lectures and symposia on various topics. The
Commission has also embarked on a comprehensive research on the economic history of the
Philippines.
The National Museum, despite its problem of space and concomitant difficulties, has
continued to promote awareness of the national heritage through exhibitions, acquisition of
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cultural properties, cultural lectures, publications on Philippine culture, and the preservation
of scientific and cultural projects. Several scientific studies are being conducted by the
Archaeological Division of the Museum.
With the respect to the development and enrichment of Pilipino, the Institute of National
Language has intensified its activities in linguistic research, translation work, publication and
distribution of Pilipino materials, examination of the linguistics aspects of textbooks, courses
of study, instructional materials and manuals written in Pilipino, and promotion of the use of
Pilipino in the mass media.
Educational Research
There are the present two major studies on Philippine education, namely, (1) the National
Survey of Education under the Presidential Commission to Survey Philippine Education, and
(2) the Higher Education Study under the joint auspices of the Board of National Education
and the Higher Education Research Counsel of the Senate Committee on Education. The
former was completed in December 1970; the latter is expected to be completed in
September 1971. Both studies are assessment to determine the relevance of the educational
system to national development. The results will be used as basis for developing a long-term
development plan doe education and specific measures foe educational reform.
Educational Goals for the 70’s
The President of the Philippines created in early 1970 the Presidential Commission to Survey
Philippine Education for the purpose of determining how the best to restructure the
educational system so as to increase its effectiveness to the changing demands of social and
economic progress. The Commission has completed its study, and its report which has been
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submitted to the President, contains a statement of development, goals and educational aims
as follows:
1. National development foals, to further the aims of the Philippine Constitution for the
development of the country as well as the nation, and within the context of a free and
democratic society, the national development goals of the Philippines should be:
- To achieve and maintain an accelerating rate of economic development and social
growth;
- To assure the maximum participant of all the people in their attainment; and
- To strengthen national consciousness and promote cultural values in changing world.
2. National educational aims, as a major contributor towards the attainment of stated
development goals, the educational institutions should:
- Provide a broad general education that will assist each individual, in the peculiar
ecology of his own society, to: (1) attain his potential as a human being; (2) enhance
the range and quality of his participation in the basic functions of society; and (3)
acquire the essential educational foundations for his development into a productive
and versatile citizen;
- Train the nation’s manpower in the middle-level skills required for national
development;
- Develop the high-level professions that will provide leadership for the nation,
advance knowledge through research, and apply new knowledge for improving the
quality of human life; and
- Respond effectively to changing conditions of the nation through a system of
educational planning and evaluation, (Education for Development: New Patterns.
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New Directions (Manila: Presidential Commission to Survey Philippine Education,
1971. pp. 61-53.)
In 1977, another article was published in Fookien Times Philippines Yearbook entitled
“Education Challenges for National Progress” by Juan L. Manuel, the Secretary of the
Department of Education at that time which narrated the educational achievements and goals,
new educational innovations, orientations, curriculum enrichment for social relevance, methods
of teachings, programs for manpower development and many others in the late seventies.
Educational Goals and Achievements
Presidential Decree 6-A was issued for education to give its fullest share in achieving
national development targets The decree provides a framework of the reforms needed to
make education contributive to the achievement of a faster pace of economic and social
progress. The educational objectives defined in PD 6-A include (a) provision for a broad
general education, (b) middle-level manpower development, (c) development of professional
manpower for national leadership, and (d) educational planning and evaluation responsive to
changing national needs and conditions, thus, PD 6-A has erected a monumental landmark in
the educational landscape of the country and given rise to a series of educational reforms of
diverse areas, directions, dimensions and processes. These innovations which are depicted
below reflect on the flexibility, versatility and spontaneity of the entire system of the call for
relevance to the development needs and problems of the nation.
A. Educational Innovations for Development
A noteworthy feature of the dynamism and responsiveness of the educational system is
the large number of innovation educational projects now going on in the country. A total
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of 435 of such projects undertaken at various educational levels of concerns as:
curriculum research and development (263), new structures and methods in teacher
education (97), educational management (28), Educational Technology (14) and Science
Education (13). These innovative projects many of which are institutionally based and
supported have won for the country the highest rank among the Unesco member states in
the Asian region in terms of the number, as revealed by a Unesco/ ACEID-supported
survey.
B. New Educational Structures and Orientations
Projects Impact and IS-OSA. Rising educational costs provision for free, universal
education persistently baffle educational planners in the face of limited resources; hence,
alternative structures had to be evolved to help the nation’s economy. In its experimental
stage now are Projects IMPACT (Instructional Management by Parents, Community and
Teachers) and IS-OSA (In-School Off-School Approach). Both instructional models
envisage the maximum utilization of existing facilities and resources through larger
enrolments of as many as 200 in the former and 80 in the latter.
CPS. The Continuous Progression Scheme is a promotion plan that endeavors to reduce
educational wastage from failures and useless repetition through emphasis on
individualized instructional procedures that emphasize individual child development
rather than the achievement of set minimum standard requirements.
Work Education. The work-oriented curriculum was implemented to enable the school
system to contribute more effectively to the demands of economic development.
Revisions of the elementary curriculum ware made so that the contents, objective, scope,
sequence and units of study in various Work Education subjects are tied up with practical
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learning experiences. In the secondary level; the curriculum has been revised to develop
trainability through occupational orientation, good work habits, and ways of harmonious
working with people in the occupation. The curriculum has been structured and enriched
to provide practicum experiences to all students in various practical arts courses that are
viable in relation to the employable skills needed in the locality.
Distance Study System. Started only February 1977 this system provides a learning
situation at a distance using the radio, the TV and a correspondence package consisting of
a primer, a manual and learning modules. In its initial stage, nutrition is the focal concern
but lessons on the other subject areas will soon be introduced as soon as the instructional
materials are produced. Study centers will also be set up in all school divisions to carry
out more effectively the system’s programs and to take care of face-to-face instruction.
Consultation meeting with students who will take a final examination at the end of the
course will be held at this center.
Consortia. To maximize utilization of existing faculty, libraries, laboratories and other
instructional facilities in colleges and universities, the establishment of corsortia has been
encouraged. Already, a number of this inter-instructional arrangement are in operation
like the PNC-La Salle-Ateneo linguistics consortium, the Mendiola consortium od CEU-
San Beda0La Consolacion-Holy Spirit.
C. Curriculum Enrichment for Socio-Economic Relevance
Educational imperatives. The program thrusts and targets of other government agencies
find support in the DEC efforts to help solve the various socio-economic ills of the
nation. Integrated in different but pertinent subjects at all levels through appropriate
revisions and infusions are such imperatives as taxation education, population education,
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green revolution, drug education, sports development, nutrition education, Philippine
Constitution, Cooperatives and consumer education, tourism., typhoon and disaster
education, and cultural renewal. The major trend in curriculum structuring is geared to
these development imperatives that are promotive not only of the economic target but
also the socio-cultural well-being of the people. Furthermore, curriculum development is
implemented not only through instructional content but more so in relevant practical
activities in which faculty and studentry are actively involve in projects like reforestation
and tree planting, applied nutrition and school feeding, food production, “Operation
Timbang”, international travel exchange, athletic competitions, YCAP activities,
community beautification and sanitation, cultural programs and many others.
DEC-RAD Program. The DEC’s Reconstruction and Development Program for Muslim
Mindanao has recently been intensified with the completion of needed instructional
materials oriented to rehabilitation and development and prepared in four major Muslim
area dialects – Maranao, Tausog, Maguindanao and Sinama – by Muslim teachers and
writers.
Textbook Development. Through the EDPITAF, with the help of the national, regional
and institutional curriculum development centers, the DEC has embarked massive
textbook development and production project to attain a target pupil-textbook ratio of 2:1
for each book title. One unique feature in the content of these new books is the
integration of curricular imperatives for development.
D. Institutional Outreach Programs for Rural Transformation
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Education ton be of direct benefit to its clientele, must be felt and observed in the life of
the rural populace which constitute 75 percent of the national community. In order to
help the rural dwellers from the lingering pangs of poverty, disease and despair, school
divisions and educational institutions have launched community outreach programs
which cover such concerns as health improvement, agricultural productivity, cultural
renewal, social uplift, self-government capability, religious-moral rejuvenation, civic
action awakening, and youth involvement through a strategy of self-energization, self-
help and self-reliance.
Samples of these institutionalized projects which are actively participated in by faculty
and students are the Siliman University-Wide Extension Programs in which all
departments have their own community extension service projects; the Manila Central
University’s “Lingap sa Nayon”, the U.P.’s “Comprehensive Community Health
Program” at Bay Laguna, the “Bayanihan School Program of Palawan National College”,
and the “Cotabato Rural Uplift Movement (CORUM) of Southern Christian College.
E. New Structures and Methods of Teacher Training
A development-oriented education requires reorientation in teacher education.
- MATEA (Masters of Arts in Teaching Elementary Agriculture). With Iloilo
National College of Agriculture as its main accrediting institution, and the
agricultural schools in various regions as its teaching centers, it is designed as a crash
program to give teachers basic agricultural skills so that they can effectively carry out
the Green Revolution Program in the school and community.
- Teacher Education Program for Rural Development. This is educational program
has similar management and operation model with the MATEA. The Cagayan Valley
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Institute of Technology is its base but its concern is within the vocational and
technical areas and the teaching centers are vocational-technical and arts-trade
schools.
- Barrio Service Program. The University of Nueva Caceres provides prospective
teachers several weeks and pre-service in the rural areas, thus, establishing a closer
link between classroom instruction and the actualities of rural life to which the
would-be teachers are attuned and in which they will prospectively find themselves
upon employment.
-
Practicum-based and Extension-reinforced Teacher Education Curriculum. This
program, now in its experimental stage at the Central Luzon Teachers College,
combines practicum work with academic instruction beginning with the first year,
unlike the traditional course-programming in which off-campus work is done only in
the senior year.
- University of the Air. This is special graduate program of the University of Mindanao
is a form of distance teaching through, multi-media utilization – radio and a teaching
package by correspondence, designed for teachers interested in pursuing graduates
studies but are prevented from so doing by distance to the university from their place
of employment.
- Staff Development. Selected and ranking school administrators and teachers are
extended yearly scholarship programs and training grants as part of the on-going staff
development program of the DEC with the assistance of state colleges and
universities, principally the UP, PNC, PCAT, and MSU.
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- Study-Now-Pay-Later Plan. Under this educational, assistance scheme 5, 100 poor
but deserving students who belong to the upper 25 percent of their graduating classes
and who meet other requirements have been granted educational plans.
- State Scholarships. Since the start of the state scholarship program in SY 1969-1970,
a total of 1,721 national and local scholars have been benefitted, which include 208
scholars during the present SY 1977-1978.
- National Integration Study Grant Program. The study grant program for ethnic
communities was formerly administered by the Commission of National Integration.
-
Teijin Scholarships. Sponsored by Teijin Limited of Osaka, Japan, this program
offers scholarships at the graduate and undergraduate levels in the fields of
Chemistry, Mechanical Engineering, Industrial Engineering, Chemical Engineering,
and Textile Chemistry.
- DEC-SIL Scholarship for Teachers of Ethnic Communities. This masteral course in
Functional Literacy offered at the Baguio Vacation Normal School and sponsored by
the DEC and the Summer Institute of Linguistics (SIL). Upon the completion of the
course, the scholar-grantees will live and serve in ethnic villages to help eradicate
illiteracy and ignorance among adults and out-of-school youth of this disadvantaged
segment of the national population.
- Creating Trained Gained Outside the Formal School System. The DEC has
implemented a plan for crediting knowledge and skills acquired outside formal
schooling as a measure to democratize education and maintain lifelong education.
Under this scheme, a school leaver who gains training in certain skills through self-
study, employment or any informal way can be credited should he return to formal
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school system. He shall however be required, to take an accrediting examination for
the higher grade to which he could be possibly promoted. In effect this plan gives due
recognition to the value of informal or non-formal education of a pupil who leaves
school for economic and other valid reasons.
F. Programs for Manpower Development
- NCEE Program. An educational strategy to rechannel student flow to college and
help reduce the big imbalance between educational output and manpower demands,
as well as provide a viable stock of professional and middle-level manpower for the
nation’s developing industries, PD 146 was issued.
G. Involvement in International Programs
- In pursuance of the country’s commitments to the UNESCO, UNDP, UNICEF,
ASEAN, and Seameo, the DEC has actively participated in international cooperative
programs in education, particularly in: hosting regional and subregional training
seminars, workshops and consultation meetings; conducting research and
development on innovative educational programs; undertaking experimental and pilot
studies on alternative structures; information dissemination and monitoring of
education in the Asian region, and hosting visiting educators from other Asian
countries who come to observe educational innovations now going.
Philippine Education in Early 1980s
The educational policy concepts which are considered significant in the 1980s, deal mainly with
the national situation, increasing costs of commodities and services, the need for increasing
equity, and national reunification. A delineation of these topics is found in the article of Onofre
Corpuz in Fookien Times Philippines Yearbook (1981-1982) narrated below.
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First. At the level of national education system, the issue of educational priorities for the decade
requires that we have an idea of national situation. The schooling experience of these Grade I
children, in addition to their other socialization experiences, will open up their minds; their
perspective will grow and expand, and they will develop new needs and aspirations and
ambitions. Society must meet or accommodate these needs.
Second. Costs will continue an upward or increasing trend over the decade. Energy, and almost
every other commodity or service, will go up in cost. Now all commodities and all services are
the result of output of production.
Third. A third feature of our national situation in the 1980s is the push for increasing equity.
Development will always tend to be uneven because of differences among the regions in what
we call factor “factor and endowments”. These are the elements critical to production and
commerce, or economic development in general. The basic factor endowments are things like
finances, a literate and skilled labor force, transport and communications systems (including
those for overseas use), technology and of course, natural resources. It is obvious that the
National Capital Region has a great advantage over other regions in these factor endowments,
except natural resources, but Metro Manila enjoys transport services which bring over materials
from the other regions. National policy aims to spread out development so that the other areas or
regions can attain a level of growth and development adequate for decent and comfortable life,
reducing the gap between the most and least developed regions or communities.
Fourth. The 1980s will be the decade of reunification or more positive nation-building. We will
bind the wounds of rebellion and separation. The historical, economic, social and political causes
of the separation and rebellion of the beginning of the 1970s will have to be addressed by
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concrete development and nation-building measures or programs. In addition, we will have to
stress nationalism and the unity and must generate, in order that the resources which we expend
in military peace keeping and in the restoration of order can be used for growth and development
programs under the conditions of peace and social stability.
Fifth. I have to mention one of the features in the Education Act now in the Batasan, about
which so much misinformation is circulating. The bill does not diminish the academic freedom
of state institutions. On the contrary, it spells out the institutional academic freedom for all
institutions, and in this way, operationalize academic freedom to private tertiary institutions. As a
natural consequence, the supervisory and regulatory of Ministry of Education and Culture on
academic matters will be significantly reduced. I am pushing this feature so that we can utilize
our time in the MEC on more significant educational policy matters.
Analysis:
Evidently, huge and substantial efforts were undertaken by Ferdinand Marcos to meet the needs,
problems and aspirations of Philippine education. Marcos was able to leave an indelible mark in
this sector having earned a title of Marcosian style of education. However, questions still popped
in my mind. How effective was Marcosian style of education? Did they really address the needs,
problems and aspirations of the Philippines in the field of education or were these just a part of
his grand design of egocentric ambition?
It is said that educational system in the Philippines is geared towards development and character
formation. The educational policies, plans, contents, methods and the like are aligned to
nationwide socio-economic goals. Seemingly, there was a misalignment. First, the evaluating
body of the Philippine educational system like PCSPE and SOUTELLE are from the west. I do
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not say that they are not credible but most probably, they are consumed by their western
educational orientation and might have it used as lens in assessing ours. That’s exactly the
problem, Philippine educational system is highly westernized, therefore, how can we achieve the
spirit of solidarity and unity as Filipinos and develop sense of national identity, the love for
country and our own cultural heritage if the institution that teaches us how to be real Filipinos is
of different orientation. There was another misalignment. There was a mismatch of educational
output and manpower needs. There was an oversupply of unemployed and unemployable
educated manpower during Marcos term especially in the 70s. The National and Economic
Development Authority reported in its Four-Year Development Plan, FY 1974-1977, that about
45 percent of the school population has had no secondary schooling and that the school system
does not produce enough middle level manpower.5 Why is this so? Given the comprehensive
educational programs both formal and non-formal with great emphasis on science and
technology and vocational courses, graduates still remained to be unwaged. Second, according to
Albarracin (1976), the educational system has not succeeded in developing among the youth the
love for work, particularly manual work. The craze for academic education continues to haunt
perceptive educators. The passion for diplomas and degrees still guides parents in choosing
careers for their children. Fourth, the system failed to develop and internalize more values
favorable to social and economic development despite the implementation of Department Order
No. 6. s.1973 of Department Education and Culture that stressed the development of moral
values particularly discipline, honesty, social responsibility, thrift, hard work and obedience.
Finally, all these educational restructuring, reordering, innovations need a deep and wide
reflection and evaluation. Before these changes were introduced, did Marcos ask if the country is
5Perfecto, S. Waldo. Future Directions in Philippine Education. Fookien Times Philippines Yearbook. 1977. p.302-
304
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ready for these? How mature is the country for these changes? How effective and beneficial will
they be for the Filipinos? If not, all these changes were shallow superficial. They only sought to
advance Marcos’s selfish ambition for himself and cronies.
STATISTICAL REPORTS BY MINISTRY OF EDUCATION AND CULTURE (1965-
1983)
It could be seen in the figures below that the Department of Education had the lion’s share in the
national budget, almost 30 percent, during Marcos administration. This is to meet the demands of
increasing number of enrollment in both public and private education across levels.
Figure 1
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Figure 2
Literacy in the Philippines
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Below is the projection of MECS of the literacy of population in the Philippines 10 Years and
above.
Year Literacy Rate1939 -50.00
1960 72.05
1970 83.40
1975 89.27
1983 92.00
Figure 3
As we can see in Figure 3, the literacy rate in the Philippines is increasing. This is due to several
factors – increasing number of students who are unable to read and write, conducive school
buildings and classrooms, efficient teaching and non-teaching personnel, textbook production
and effective teaching and learning process.
INTERVIEWS
I have interviewed selected teachers from Fortune Elementary School in Marikina City. I have
interviewed their principal and a number of their teaching personnel. The principal started
teaching way back 1977 and his field of expertise is Social Studies. In his youth days, he became
a member of Kabataang Makabayan. He joined because he loved to take risks and explore life
and he has heard of Marcos cruelty against the young. When he started teaching, one of Marcos’s
educational programs was Continuous Progressive Scheme which he didn’t like. According to
him, it didn’t increase the quality of learners. I was able to talk also to some of their teachers.
Majority was students during Marcos administration. They shared good and bad memories about
Marcos. What they like about Marcos was that he’s a certified intellectual with his photographic
memory and people especially the youth then were more disciplined and courteous compared
today because of strict implementation of rules. In school, they were looking forward to the
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bread and milk being distributed to them during break time. Some said that it tasted good but for
others it wasn’t. They can still picture out how the classroom looked like and they said
classrooms didn’t have divisions, their teachers were having difficult time teaching them. Some
also said that the Green Revolution of Imelda Marcos was not that successful especially in
Antipolo area. What they hate most about Marcos was when he implemented Martial Law and
because of this, human rights violation and militarization became widespread.
Analysis:
One of the things so noticeable during the interview was that, most of the subjects, consciously
and unconsciously, associate martial law and dictatorship to Marcos. It was fresh in their minds,
it changed their mood, and couldn’t help to give their personal opinion on it. These people were
aware of Marcos’ brilliance, political will and educational programs and innovations, however,
sentimental of the abuses during Marcos administration. Instead of expressing gratitude of his
Marcos’s remarkable legacies in general, the interviewees were deeply saddened and dismayed
of Marcos’s leadership immaterial of their condition during his administration.
References:
A Glimpse on the Educational System of the Philippines. Planning and Programming Division, MECS.
Manila. February , 1983
Fookien Times Philippines Yearbook. Education Section.Year 1965-1986
Gagelonia, Pedro A. The Marcos Mind: A Vision for Greatness. Selected Quotations from FM
Speeches.Navotas Press, Navotas. 1975. vi Ministry of Education, Culture and Sports 1965-1985
On Education Pakinggan ang Pangulo Radio Television Chat of Ferdinand E. Marcos, President of the
Philippines (Presidential Policy Statement Series 1968