Foundation of Education

Foundation of Education

Philosophical Foundation

Ms. Rizza M. Valeriano

Philippine Philosophical Orientation

• The country’s educational system

adhered to certain philosophies at

different period of its history.

The present Educational System of

the Philippines in one way

or another influenced by the pre

Spanish period during the Spanish

regime. It was also affected and

influenced by the American era,

during the Japanese Occupation and

in 1940’s termed as the Post

War Philippines

Pre- Hispanic Education

Education was INFORMAL.

―Malay‖ basic education began at

home

Datu or Chief headed the tribal

community

Periods of Philippine Education

• Pre- Hispanic Education

• The child absorbs the lifestyle of his

family and later assimilated in the

tribe as he undergoes the different

rites of passage in order to grow and

develop as a man/woman.

• These rites of passage are:

circumcision, marriage, fatherhood,

going to war, caring for children,

death and reunion with one’s

ancestors (afterlife).


Pre- Hispanic Education

To promote reverence and adoration

for the Bathala (Supreme Being) is

the primary objective of education.

The students learned through:

o listening to elders or storytellers

o actual participation in rituals

o imitating their elders and role models


Pre-Hispanic Education

The natives of the Philippine Islands

were described as able to excellently

write an alphabet of 16 characters of

their language.

The native possessed high

literacy and spirituality, a system of

governance and an advanced socio

cultural environment.


Spanish Period

The primary objective of Philippine

Educational System under the

conquest of Spain was to spread

Christianity.

Building the Parochial Schools

enabled the Friars to teach catechism

to the natives.


Spanish Period

The teachers were missionary-friars

who learned the local dialects and

taught in these dialects contrary to

the policy of the Civil government to

use Spanish as a medium of

instruction.


Spanish Period

Natives were trained to learn reading

and writing the Castilian Alphabet at

the same time doing simple arithmetic

using the natives dialect.

Religion was taught in Spanish.

Education was based on the

philosophy of idealism.


Spanish Period

Knowledge came about as a result of

mental activity, specially

memorization.

Schools were authoritarian in nature.

Classrooms were teacher-dominated.

Subject-centered.

Discipline was severe.


Characteristics of Philippine Education

during Spanish Regime

• System of schooling is not hierarchal and

structured

• Lack of trained teachers

• Lack of Advancement for advance learners

• Lack of school houses, instructional

materials and funds for Parochial Schools


Characteristics of Philippine Education during

Spanish Regime

• Friars were the convenient target of

criticism for the lapses in educational

system

• Higher level schools were established to

answer the need. Colegios for Boys and

Beaterios for Girls were set up. Promotion

for secondary level was based on

proficiency and not in the number of years

in school.

• A tertiary level with Bachelor of Arts degree

was opened to qualified students only.


During the Philippine Revolution

Propaganda Movement demanded for

curricular reforms.

Illustrados

- Jose Rizal, Juan Luna, and Graceano

Lopez- Jaena, etc.


Reforms in Education sought by

Propaganda Movement

• The secularization of education

• The instruction of Spanish

• Greater attention to natural science for both

male and female

• The design of a relevant curriculum

• The improvement of higher centers of

learning

• The establishment of an education system

comparable to those in progressive

countries

American Period

Brought about changes in the

lifestyles and more in education.

Orientation was pragmatic.

Pragmatism stressed the functional

and the practical.


American Period

In 1903, David Barrow, General

Superintendent of the Bureau of Education,

stated philosophy upon which the American

system of public education in the Phil.

would operate:

1. The school would be public and secular;

2. They should not give religious instruction;

3. They should not depend upon the church

for assistance;


4. The schools shall be open for all;

5. The schools were to serve society by

developing the intelligence, right attitudes

and habits of the children who were to

become citizens of the future;

6. The democratic ideal as a philosophy was

greatly emphasized and;

7. Supervision of the schools would take the

role of guidance and consultancy.

The 1935 Commonwealth Constitution mandates the Educational objectives under Article XIV:

― All schools shall aim to develop moral

character, personal discipline, civic

conscience, and vocational efficiency

and to teach the duties of

citizenship‖.

During the Philippine Commonwealth

• OBJECTIVES

1. Education for character development.

-To cultivate qualities of character that

was contributive to social welfare.

-To learn to appreciate the value of

ethical conduct.



OBJECTIVES

2. Education for personal discipline and

self realization.

3. Education for civic conscience and

citizenship.

4. Education for vocational efficiency.

The Educational Act of 1940,

Commonwealth Acts 586

-Aim to ensure that all elementary

school children will become literate,

useful, and upright patriotic citizens.

-Embody the objectives of the

Philippine Constitution

-Emphasis on Character Education and

citizenship training


On January 2 1942, the Japanese

occupied the Philippines. The

Commander in Chief of the Imperial

Japanese Forces issued Proclamation

no.1 that the sovereignty of the

United States to the Philippines was

over and that Martial Law was to

reign.


Japanese Period

Philippines became a member of the Greater

East Asia Co-Prosperity Sphere.

Values rooted in Asian Love of Labor.

Vocational Education

Use of Nippongo

Physical Education and singing Japanese

songs


From 1946 onwards

Philosophy of education was democratic.

The characteristics of the democratic way of

life are:

o Democracy is predicated upon the

intrinsic worth of the individual.

o Individuals realize their capacities

best in a social context.


The characteristics of the democratic

way of life are:

o Democracy thrives on change; its

dynamic and flexible.

o The society is not separated from the

individual.

o It foster persuasion and consensus

and rejects coercion and

indoctrination.

From 1946 onwards

Pres. Roxas – rehabilition of school system

Pres. Quirino – social orientation, training for

occupation, promoting democratic nation-

building and new thrust on community

development.

Pres. Magsaysay – attainment of social and

economic development.


From 1946 onwards

Pres. Garcia – focused on the promotion of

Filipino ideals.

Pres. Macapagal – development of the

society’s cultural identity.

Pres. Marcos – “revolutionized” many facets of

life. Policies and strategies for educational

development were formulated to bridge the gap

between manpower development and the

needs of the industries.


First National Conference on

Education in 1964

Philosophy of Philippine Education

1. What kind of Filipino are we trying to

produce?

2. Should education be designed to

change society or to sustain it?


First National Conference on

Education in 1964

Philosophy of Philippine Education

3. Should the educational mandates of

the Constitution be sufficient bases of

our philosophy?

4. What is Philippine education for?

• The ff. discussion is culled from

Philippine sources to clarify the

questions:

1. The Philippine Constitution has

determined the aim of education.

2. A philosophy of education is a

philosophy of life and has for its basis

the biological and social processed of a

people.

3. The political philosophy of a nation

determines its educational philosophy.

• The ff. discussion is culled from

Philippine sources to clarify the

questions:

4. The philosophy of education must take into

account the nature of man and the kind of

society in which he lives.

5. The Philippine philosophy of education

must be distinctly Filipino and stress

nationalism tempered with internationalism.

6. The Philippine educational philosophy

stresses conservatism and the enrichment

of Filipino desirable values and tradition.

Education during the New Society

• P.D. no. 1 or Integrated

Reorganization Plan – called for the

decentralization of the Department of

Education and Culture.



• Educational Decree of 1972 or P.D. 6A

provided for National Development

goals:

1. An accelerating rate of economic

development and social progress;

2. Attainment and enjoyment of the

benefits of such growth;

3. Provision for desirable cultural

values in a changing world.


The National Development goals for

education:

1. Broad general education

productivity;

2. Manpower skills for national

development.

Education during the Present Period

Aim:

- To promote national development and values

education

Educational System and Curricular Reforms

- Implementation of NESC


NESC – New Elementary School

Curriculum

Features are:

• Fewer learning areas, emphasis on mastery

learning

• Focused on the development of 3R’s and

intellectual skills

• Focused on the development of Humanism and

Filipinism in all learning areas.

- Implementation of SEDP or the

Secondary Education Development

Program

Features are:

• Subjects generally oriented to the development

of values

• Specific competencies

• Concept-based subject areas

• Uni-disciplinary treatment of the curriculum

content

- Implementation of NESC or the New

Elementary Secondary Curriculum

Features are:

• Multidisciplinary treatment of the curriculum

content

• Student-centered

• Cognitive-affective manipulative based curriculum

• Values education offered as a separate subject

area and integrated in all subject areas.

• Uses bilingual policy

Mother Tongue Based – Multilingual Education

Includes the four languages:

1. Mother tongue or the first language

2. The National language

3. English

4. Optional another international language

Progression plan for teaching and using 3 Languages

K1 K2 Gr.1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6

Build

fluency

in Oral

L1

L1 for

teaching

Continu

e Oral

L1 &

written

L1

Intro

Oral L2

L1 for

teaching

Continu

e Oral&

written

L1

Fluency

Oral L2

Intro

Written

L2

L1 for

teaching

Continu

e Oral&

written

L1 & L2

L1 for

teaching

Mastery

of Oral &

written

L1 and

L2

Intro

Oral L3

L1 &L2

for

teaching

Continu

e Oral&

written

L1,L2 &

Oral L3

Intro

Written

L3

L1 &L2

for

teaching

Continu

e Oral&

written

L1,L2 &

L3

L1 &L2

for

teaching

Mastery

of L1,

L2,& L3

L1, L2 &

L3 for

teaching

Benefits of MTBMLE

• Reduced drop out

• Reduced repetition

• Children are attending school

• Children are learning

• Parents and community are involved

• It is more cost – effective to implement

mother tongue programs

What is the proposed K-12 Curriculum?

K-12 Curriculum

Nature of the Learner

• Has a body and spirit, intellect, free

will, emotions, MI, learning styles,

and culture

• Constructor of knowledge and active

maker of meaning and not a passive

recipient of information.

Needs of the Learner

o Life Skills

o Self-actualization

o Preparation of the world of work,

entrepreneurship, and higher

education

K-12 Curriculum

K-12 Curriculum

Philosophical and Legal Bases

The 1987 Phil. Constitution

B.P. 232, Education Act of 1982

R.A. 9155, Phil. Governance Act

The 4 Pillars of Education

The Mission-Vision Statement of the

DepEd

The EDCOM Report of 1991

BESRA

K-12 Curriculum is..

• Enhancing the vocational skills of the

learners

• Lengthening the years of schooling

• Going back to the basics

• Preparing the learners to a global

market

Global Education

• Key Theme

1. Human Value Centered

World order values:

Peace, economic

equity, social justice,

ecological balance,

democratic

participation

• Global Education

1. Help people find

ways to:

-analyze human

centered values

-fuller development of

each individuals

-survival

-welfare of the whole

human species

• Key Theme

2. World oriented

Global Society

Sharing world’s

common problem

-nuclear proliferation

-problems of wars

-ecological balance

-preservation of human

rights


2. Views the earth and

its inhabitant as

interdependent.

-recognizes the need

for international

cooperation to

promote

humankind’s welfare

Global Education

• Key Theme

3. Future-oriented

creation of a better

future


3. Explores preferred

feature by giving

priority to the search

for world order

alternatives.

Global Education

Expectations of Global Education from Teachers

1. Help children develop:

Social sense

Political sense

Ecological sense

2. Help students develop a sense of the

world as a set of interconnected and

interdependent economic environment,

social and political system.

3. Help students understand the direction

of global trends.

4. Explore solutions for global problems.

5. Plan for alternatives future.

6. Develop a personal value and behavior

system.

Expectations of Global Education from Teachers

Education for ALL

(mandated by Presidential Proclamation 480 as The

Decade of Education for All for the Year 2000)

Vision/Philosophy

The education of the Filipino is anchored on

humanitarianism and equalitarianism.

Concept

A plan of action to achieve the goals of basic

education from 1990=2000.

Objectives

1. To institutionalize early childhood

development as a basic service for all

children.

2. To improve the quality and efficiency of

primary education.

3. To eradicate illiteracy.

4. To provide basic knowledge, skills, and

values to improve the quality of life and

participate in the development process.

Education for ALL

Legal Basis of Philippine Educational System

Legal Basis of Philippine Educational System

Major Legal Basis

• The Philippine Constitution

1. 1935 Constitution Article XIV Sec. 5

2. 1973 Constitution Article XV Sec. 8

(1-8)

3. 1987 Constitution Article XIV

Sections 1-5

The 1987 ConstitutionArticle XIV Sections 1-5

• Section 1

The State shall protect and promote

the right of all citizens to quality

education at all levels and shall take

appropriate steps to make such

education accessible to all.

• Section 2

• The state shall establish, maintain;

A complete, adequate and integrated

system of education.

Free public education in the

elementary and high school level

Scholarship grants, student loan

programs, subsidies and other

incentives.


• Section 2

Encourage non-formal informal and

indigenous learning system, as well

as self learning, independent and out-

of-school study programs.


• Section 3

All educational institution shall;

include the study of the Constitution

as part of the curricula

inculcate patriotism and nationalism

foster love of humanity, respect for

human rights


• Section 3

All educational institution shall;

teach the rights and the duties of

citizenship

strengthen ethical and spiritual

values

develop moral character and personal

discipline


• Section 3

encourage critical and creative

thinking

broaden scientific and technological

knowledge and promote vocational

efficiency


• Section 3

Religion shall be allowed to be taught

to their children or wards in the public

elementary and high school within the

regular class hours by instructors

designated by the religious authorities

of the religion to which the children

belong.


• Section 4

The state recognizes the

complementary roles of the private

and public institution.

Educational institutions shall be

allowed solely by citizens of the Phil.

or corporation or associations at least

sixty per centum of the capital of

which is owned by citizens.


• Section 4

All revenues and assets of non-stock,

non-profit educational institutions

needs actually, directly and

exclusively for educational purposes

shall be exempt from taxes and

duties.


• Section 4

Subject to condition prescribed by

law, all grants endowments,

donations, or contributions used shall

be exempt from tax.


• Section 5.

The State shall take into account and

sectoral needs and conditions and

shall encourage local planning in the

dev’t. of educational policies and

programs; academic freedom shall be

enjoyed in all institutions of higher

learning.

Every citizen has a right to select a

profession of study, subject to fair,

reasonable and equitable admission

and academic requirements.


• Section 5.

The State shall enhance the right of

teachers to professional

advancement.

The State shall assign the highest

budgetary priority to education.


BATAS PAMBANSA BILANG 232

Title. — This Act shall be known as

the "Education Act of 1982.“

Coverage. — This Act shall apply to and

govern both formal and non-formal systems

in public and private schools in all levels of

the entire educational system.

Goals

o Provide for a broad general education for

individuals in the peculiar ecology of his

own society.

o Train the nation’s manpower in the middle

level skills required for national

development.

o Develop profession that will provide

leadership for advancement of knowledge.

o Respond effectively to changing needs and

condition of the nation.


Natural Rights and Duties of the Parents

in the Education of Children

Section 5 states that the State shall

aid and support the natural right and

the duties of parents in rearing the

youth through the educational system


Rights of Schools

• Maintenance of quality education

• Assessment of performance report

• Free legal assistance to teachers

• Additional compensation of teachers

• Government financial support

• Special rights of teachers

Magna Carta for Public School Teachers

• Created by R.A. 4670

• Passed on June 18, 1966

• Promotes well-being and safeguards the rights

of the public school teachers.

• Its policy declared the promotion and

improvement of the public school teachers.

Social and Economic Status

Living and Working Conditions

Terms ofEmployment

CareerProspects

• It makes teaching favorably

comparative with other profession

• It attracts and retains the best people

in the teaching profession.

• It strengthen the stability of the

teaching position in the public school

system.

Magna Carta for Public School Teachers

What are the Provisions of the Magna Carta?

Provisions of Magna Carta

• The right against transfer from one

station to another without the

teachers consent.

• The right for a married couple, both

whom are school teachers, to be

employed in the same locality.

• The right to enjoy academic freedom

in the discharge of their professional

duties.

Provisions of Magna Carta

• The right to additional compensation

for services.

• The right to enjoy free physical

examination and medical treatment.

• The right to a one year study leave

with pay equivalent to 60% of their

salary after 7 yrs. of service.

Other Legal Bases

Act. No. 74 of the Philippine Commission

- January 21,1901

- Foundations of the Phil. Public School

System

- English the language for instruction

• Dep’t Order # 25 of 1974

- Bilingual Education

• DECS Order #49 s. 1992

- Selection of honors in the H.S.


- School calendar ( 42 calendar weeks, 200

class days)

• R.A. #6655

- Free Public Secondary Education

Other Legal Bases

• R.A. # 5698

- Legal Education Board

• R.A. #7686

- Institutionalized dual training

• R.A. #7687

- Scholarship programs

• R.A. #7743

- establishment of city and municipal libraries

Other Legal Bases

• R.A. #7784

- Centers for Excellence in Teacher Education

• R.A. #7796

- TESDA

• R.A. #7791

- School year (185-200 days)

• R.A. #7877

- Anti-Sexual Harassment Act (Feb.14,1995)

Other Legal Bases

• E.O. #27

- Human Rights

• E.O. # 189

-public school secondary teachers

• P.D. # 1096

- PBET


- NEAT

• R.A. #7836

- Licensure Test (PRC)

Other Legal Bases

THANK YOU!

MS. RIZZA M. VALERIANO

Section 5.

• All educational institutions shall be

under the supervision of and subject to

regulation by the State.

• The Government shall establish and

maintain a complete and adequate

system of public education, and shall

provide at least free public primary

instruction, and citizenship training to

adult citizens.

1935 Constitution Article XIV sec. 5

• All schools shall aim to develop moral

character, personal discipline, civic

conscience, and vocational efficiency,

and to teach the duties of citizenship.

• Optional religious instruction shall be

maintained in the public schools as now

authorized by law.


• Universities established by the State

shall enjoy academic freedom.

• The State shall create scholarships in

arts, science, and letters for specially

gifted citizens.


Section 8.

• (1) All educational institutions shall be

under the supervision of and subject to

regulation by the State. The State shall

establish and maintain a complete,

adequate, and integrated system of

education relevant to goals of national

development.

1973 Constitution Article XV sec. 8

• (2) All institutions of higher learning

shall enjoy academic freedom.

• (3) The study of the Constitution shall be

part of the curricula in all schools.


• (4) All educational institutions shall aim

to inculcate love of country, teach the

duties of citizenship, and develop moral

character, personal discipline, and

scientific, technological, and vocational

efficiency.

• (5) The State shall maintain a system of

free public elementary education and, in

areas where finances permit, establish

and maintain a system of free public

education at least up to the secondary

level.


• (6) The State shall provide citizenship

and vocational training to adult citizens

and out-of-school youth, and create and

maintain scholarships for poor and

deserving students.

• (7) Educational institutions, other than

those established by religious orders,

mission boards, and charitable

organizations, shall be owned solely by

citizens of the Philippines, or

corporations or associations sixty per

centum of the capital of which is owned

by such citizens.


• (8) At the option expressed in writing by

the parents or guardians, and without

cost to them and the government,

religion shall be taught to their children

or wards in public elementary and high

schools as may be provided by law.


Foundation of Education

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