Background Education of the Philippines

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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 times
3. 3. TimelineBefore 1521 Education before the coming of Spaniards 1521-1896 Education
during the Spanish Regime 1896-1899 Education during the Philippine Revolution 18981935 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
formalEducation was oral, practical, andhands-onThe objective was basically to
promotereverence for, and adoration of Bathala,respect for laws, customs, andauthorities
represented by parents andeldersWhen the Spaniards arrived in thePhilippines they
encountered islanderswho knew how to read and write.
5. 5. Education during the Spanish RegimeThe Friars established parochialschools linked with
churches to teachcatechism to the nativesInstruction was in the dialectEducation was
managed, supervised,and controlled and the friarsEducation in the country was
notuniformThe system of schooling was nothierarchical nor structured, thus therewere no
grade levels
6. 6. Major ProblemsLack of trained teachersLack 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)

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Mathematics(Arithmetic, Algebra, Trigonometry, Geometry) Philosophy(Rhethoric, Logic,

Ethics) Geography Pshychology
9. Philippine RevolutionIllustrados spearheaded thePropaganda MovemnentCurricular
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. 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. Curriculum To improve the existing curriculum, Rizal considered the ff. Subjects as
required courses in secondary
schoolsScienceMathHistoryPhilosophyLawLanguageP.EReligionMusicSocial
Sciences
12. Graciano- Lopez JaenaThe 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. American OccupationThe Americans used education as a vehiclefor its program
benevolent asimilationAmerican soldiers were the first teachersRestore damaged school
houses, buildnew ones and conduct classesTrained teachers replaced soldiersFilipinos
warmly received their newteachers, ThomasitesAmerican teachers infused their studentsthe
spirit of democracy and progress aswell as fair play
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. Americans discarded the religious biasEducational Act of 1901- Separation of Church
andState in educationEncourage filipino in the field of teachingOutstanding filipino scholars
were sent to US to trainas teachers
16. CurriculumPrimary EducationGMRCCivicsHygiene and
SanitationGeographyIntermediate CurriculumGrammar and compositionReading,
spellingScience coursesPhysiologyHygiene and sanitationIntensive teaching of
geography
17. Government established NORMAL SCHOOL for futureteachersCourses
includeMethods of teaching, practice teaching, psychology,mathematics, language, science,
history andgovernment, social sciences, P.EWhite collar-job bias
18. Philippine CommonwealthAll schools should develop moral character,
personaldiscipline, civic conscience and vocational efficiencyPromote effective participation
of the citizens in theprocesses of a democratic societyEducational Act of 1940meet the
increasing demand for public instructionand at the same time comply with the
constitutionalmandate on public education
19. Japanese Regime6 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,

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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. CurriculumSchool calendar became longerNo summer vacation for studentsClass size
increased to 60Deleted anti-asian opinions, banned the singing ofamerican songs, deleted
american symbols, poemsand picturesNihongo as a means of introducing and
cultivvatinglove for Japanese cultureSocial Studies
21. Take Note!Spanish- Reign for 300 yearsAmerican- 50 yearsJapanese- about four yearsIt
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. 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. 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. 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. 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. 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, nonsectarian 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. Referencehttp://en.wikipilipinas.org/index.php?
title=Education_in_the_Philippineshttp://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!

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

1. 1. THE HISTORY OF THE PHILIPPINES EDUCATION
2. 2. CAN ANYONE GIVE ME A LITTLE KNOWLEDGE ABOUT THE HISTORY OF
PHILIPPINES EDUCATION ? QUESTION
3. 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

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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. After the Spanish colonial government was overthrown, the schools established during
the Spanish era were closed down for a time by Emilio Aguinaldos 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. 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. WHAT COULD BE THE BENEFITS THAT US FUTURE TEACHER THAT MAY HAVE
AFTER STUDYING THE HISTORY OF THE PHILIPPINES ? QUESTION
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 peoples 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. PREPARED BY: LOREIN MAY F. PABILONA BTTE-ADT IV-D

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 K12
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 K12
program). The transition period will end with the 20172018 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 s

Other Tagalogs like us did not take a year to learn the Spanish language w

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 Seora 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 Jos Rizal,Graciano Lpez Jaena, Marcelo H. del
Pilar, Mariano Ponce, and Antonio Luna, who were later to lead the cause of Filipino selfgovernment and independence.[12]

First Republic[edit]
The defeat of Spain following the SpanishAmerican 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 PhilippineAmerican
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 1015, 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 19881989.[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 wagewith 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 K12 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 K12
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 20132014 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 socalled "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 year

Kindergarten

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

Grade 2

67

Primary

Grade 3

Grade 4

78

89

Intermediate

910

Grade 5

1011

Grade 6

1112

First Year

Freshman

1213

Second Year

Sophomore

1314

Third Year

Junior

1415

Fourth Year

Senior

1516

High school

Current educational system (used since June 6, 2011)

What are the changes?

School

Grades

Age

Did it
Is it a

Did it now

Did the
have a

new

become

curriculum

grade?

compulsory?

change?

Implementation
status

new
name?

Elementary

Kindergarten

56

No

Yes

Yes

No

Since 2011

Yes

No

Since 2012

Yes

No

Since 2013

school
Retained

Grade 1

67

No

compulsory
status

Grade 2

78

No

Retained
compulsory

status

Retained

Grade 3

89

No

compulsory

Yes

No

Since 2014

Yes

No

Since 2015

Yes

No

Starting 2016

Yes

No

Starting 2017

Yes

Yes

Since 2012

Yes

Yes

Since 2013

Yes

Yes

Since 2014

Yes

Yes

Since 2015

status

Grade 4

9
10

Retained

No

compulsory
status

Grade 5

Grade 6

10
11

11
12

Retained

No

compulsory
status

Retained

No

compulsory
status

Junior high
school

Grade 7

Grade 8

12
13

13
14

Retained

No

compulsory
status

Retained

No

compulsory
status

Grade 9

Grade 10

14
15

15

Retained

No

compulsory
status

No

Retained

compulsory

16

status

Grade 11

16
17

Yes

Yes

Yes

Yes

Starting 2016

Yes

Yes

Yes

Yes

Starting 2017

Senior high
school
Grade 12

17
18

Voluntary education[edit]

Higher education

Adult education

Curriculum[edit]
Disciplines

Name

Subjects

Grade

Elementary

Junior High

School

School

Name
1
s
t

1
1

Sibika

Educatio
n

Languag 1

Senior High School

Kompyut
er

Filipino

2n

3r

4t

5t

6t

7t

8t

9t

10t 11t

12t

Disciplines

Name

Subjects

Name

Ingles

e (and
Literatur
e)

2
3

ng wika

Matemati
ka

Pisika

Natural
sciences
3

Banyaga

Social
sciences

Biyolohiy
a

Kimika

Kasaysa
yan

Ekonomi
ka

Heograpi
ya

Grade

Elementary

Junior High

School

School

Senior High School

Disciplines

Name

Subjects

Name

Pisikal

Humaniti

Kalusuga
n

Tahanan

es
3

g
ekonomi
ka

Arts

Kabuhay
an

Tugtog

Sining

Further information[edit]

Grade

Elementary

Junior High

School

School

Senior High School

Elementary school[edit]

Signage showing the different shifts for students attending the H. Bautista Elementary School in Marikina, Metro
Manila. Starting in the 201011 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 16).
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 20092010.[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 13). 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 schoolsi.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 20102011, there are forty-seven (47) madaris in the ARMM alone.