FOUNDATION OF

EDUCATION
Philosophical Foundation

Prepared by:
Jane Bryl H. Montialbucio
MA.Ed Filipino
 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
 PERIODS OF PHILIPPINE
EDUCATION
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).
 PERIODS OF PHILIPPINE
EDUCATION
Pre- Hispanic Education
 To promote reverence and adoration for
the Bathala (Supreme Being) is the primary
objective of education.
 The students learned through:
olistening to elders or storytellers
oactual participation in rituals
oimitating their elders and role models
 PERIODS OF PHILIPPINE
EDUCATION
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.
 PERIODS OF PHILIPPINE
EDUCATION
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.
 PERIODS OF PHILIPPINE
EDUCATION
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.
 PERIODS OF PHILIPPINE
EDUCATION
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.
 PERIODS OF PHILIPPINE
EDUCATION
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.
 PERIODS OF PHILIPPINE
EDUCATION
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
 PERIODS OF PHILIPPINE
EDUCATION
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.
 PERIODS OF PHILIPPINE
EDUCATION
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
 PERIODS OF PHILIPPINE
EDUCATION
American Period
Brought about changes in the lifestyles and
more in education.
Orientation was pragmatic.
Pragmatism stressed the functional and the
practical.
 PERIODS OF PHILIPPINE
EDUCATION
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”.
 PERIODS OF PHILIPPINE
EDUCATION
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.
 DURING THE PHILIPPINE COMMONWEALTH

OBJECTIVES
2. Education for personal discipline and
self realization.
3. Education for civic conscience and
citizenship.
4. Education for vocational efficiency.
 DURING THE PHILIPPINE
The Educational Act ofCOMMONWEALTH
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
 PERIODS OF PHILIPPINE
EDUCATION
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.
 PERIODS OF PHILIPPINE
EDUCATION
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
 PERIODS OF PHILIPPINE
EDUCATION
From 1946 onwards
Philosophy of education was democratic.
The characteristics of the democratic way of life are:
oDemocracy is predicated upon the intrinsic
worth of the individual.

oIndividuals realize their capacities best in a

social context.
The characteristics of the democratic
way of life are:
oDemocracy thrives on change; its
dynamic and flexible.

oThe society is not separated from the

individual.

oIt foster persuasion and consensus

and rejects coercion and
indoctrination.
 PERIODS OF PHILIPPINE
EDUCATION
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.
 PERIODS OF PHILIPPINE
EDUCATION
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.
 PERIODS OF PHILIPPINE
EDUCATION
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.
 PERIODS OF PHILIPPINE
EDUCATION
Education during the New Society
• P.D. no. 1 or Integrated
Reorganization Plan – called for the
decentralization of the Department of
Education and Culture.
Education during the New Society
• 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.
 EDUCATION DURING THE NEW SOCIETY
The National Development goals for
education:
1. Broad general education
productivity;
2. Manpower skills for national
development.
 PERIODS OF PHILIPPINE
EDUCATION
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
K1 K2 AND
Gr.1 Gr. 2 USING
Gr. 3 3Gr.LANGUAGES
4 Gr. 5 Gr. 6

Build Continu Continu Continu Mastery Continu Continu Mastery

fluency e Oral e Oral& e Oral& of Oral e Oral& e Oral& of L1,
in Oral L1 & written written & written written L2,& L3
L1 written L1 L1 & L2 written L1,L2 & L1,L2 &
L1 Fluency L1 and Oral L3 L3
Oral L2 L2

Intro Intro Intro

Oral L2 Written Intro Written
L2 Oral L3 L3

L1 for L1 for L1 for L1 for L1 &L2 L1 &L2 L1, L2 &

teachin teachin teachin teachin L1 &L2 for for L3 for
g g g g for teachin teachin teachin
teachin g g g
g
 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.
 K-12 CURRICULUM

Needs of the Learner

oLife Skills
oSelf-actualization
oPreparation of the world of work,
entrepreneurship, and higher education
PhilosophicalK-12 CURRICULUM
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
• Key Theme GLOBAL •EDUCATION
Global Education
1. Human Value 1. Help people find
Centered ways to:
World order values: -analyze human
centered values
Peace, economic
equity, social justice, -fuller development
ecological balance, of each individuals
democratic -survival
participation
-welfare of the whole
human species
• Key Theme
GLOBAL• Global
EDUCATION
Education
2. World oriented 2. Views the earth
Global Society and its inhabitant as
Sharing world’s interdependent.
common problem -recognizes the need
-nuclear proliferation for international
cooperation to
-problems of wars promote
-ecological balance humankind’s
-preservation of welfare
human rights
• Key Theme • Global Education
GLOBAL EDUCATION
3. Future-oriented 3. Explores preferred
creation of a better feature by giving
future priority to the search
for world order
alternatives.
 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.
 EXPECTATIONS OF GLOBAL
EDUCATION FROM TEACHERS

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.
 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.
 EDUCATION FOR ALL
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.
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 CONSTITUTION
ARTICLE 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.
THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• 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.
 THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• Section 2
Encourage non-formal informal and
indigenous learning system, as well as self
learning, independent and out-of-school
study programs.
 THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• 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
THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• 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
 THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• Section 3
encourage critical and creative thinking
broaden scientific and technological
knowledge and promote vocational
efficiency
 THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• 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.
 THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• 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.
 THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• 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.
 THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• Section 4
Subject to condition prescribed by law, all
grants endowments, donations, or
contributions used shall be exempt from
tax.
 THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• 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.
 THE 1987 CONSTITUTION
ARTICLE XIV SECTIONS 1-5

• 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.
 BATAS PAMBANSA
Goals BILANG 232
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.
 BATAS PAMBANSA
BILANG 232
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
• Created by R.A. 4670
SCHOOL TEACHERS
• 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 Terms of

Economic Status Employment

Living and Working Career

Conditions Prospects
 MAGNA CARTA FOR PUBLIC
SCHOOL TEACHERS

• 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.
WHAT ARE THE PROVISIONS
OF THE MAGNA CARTA?
 PROVISIONS OF MAGNA
• The right against transfer from one
station to another without theCARTA
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
 OTHER LEGAL BASES
• Dep’t Order # 25 of 1974
- Bilingual Education
• DECS Order #49 s. 1992
- Selection of honors in the H.S.
• DECS Order #1 s. 1994
- 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)
• E.O. #27 OTHER LEGAL BASES
- Human Rights
• E.O. # 189
-public school secondary teachers
• P.D. # 1096
- PBET
• DECS Order #30 s. 1993
- NEAT
• R.A. #7836
- Licensure Test (PRC)
 19355.CONSTITUTION ARTICLE XIV
Section
SEC. 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.
 1935 CONSTITUTION ARTICLE XIV
SEC. 5

• Universities established by the State shall enjoy

academic freedom.
• The State shall create scholarships in arts,
science, and letters for specially gifted citizens.
 1973 CONSTITUTION ARTICLE XV
SEC. 8

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.
 1973 CONSTITUTION ARTICLE XV
SEC.
• (4) All educational institutions shall aim8
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.
 1973 CONSTITUTION ARTICLE XV
SEC.and
• (6) The State shall provide citizenship 8
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.
 1973 CONSTITUTION ARTICLE XV
SEC. 8

• (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.
 MARAMI PONG
SALAMAT SA
INYONG PAKIKINIG