FACULTY OF EDUCATION SCIENCES 2PROFED01- The Teaching Profession

Unit II The Philippine Educational System Topic Philippine Education Across Time
Course Intended
Learning Analyze significant educational development that influence certain educational practice
Outcome
Essential What are the different major challenges faced by the Philippine Education during its colonial periods?
Question/s How does education shape the struggle of the Filipinos for nationhood and societal reforms?
In this lesson, you should be able to trace the historical development of Philippine education and critically analyze the factors
Overview that help in the formation of the nation through education. Like in the previous unit, you will be reintroduced to the broad
perspectives of education as applied in the Philippine context.
At the end of this lesson, you should be able to:
Learning Target/s
• Compare and contrast the different periods of Philippine education.

Dealing with historical concepts is difficult because of its abstract nature. To understand about historical concepts, you should be
able to grasp the ideas of change and continuity. In learning about the historical development of education, you need to be exposed with
various experiences that will cater the development of your historical thinking skills.
Induction of
Prior Knowledge

The history of education is the story of us, as a nation. Education and society cannot be separated since it has cognitive, political,
social and economic purposes directly related to nation-building. Like in the previous unit, the focus of this unit is to trace the historical
growth of Philippine educational system as well as to have a comparison between the educational themes of each period.
Dissection of
Concepts

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FACULTY OF EDUCATION SCIENCES 2PROFED01- The Teaching Profession

PHILIPPINE EDUCATIONAL SYSTEM • Education under the Commonwealth was to help prepare for the coming
independence of a new Filipino nation.
Education during the Pre-Spanish Period
Aims: For Survival, Conformity, and Enculturation Education During the Japanese Era (1943-45)
Contents: Informal Education, Religion-oriented Aims:
Methods: tell me and show me, observation, trial and error ➢ To strive for the diffusion of the Japanese language in the Philippines
and the termination of the use of the English language in schools
Education during the Spanish Period ➢ To stress the dignity of manual labor
Aim: To propagate Christianity Contents: Vocational, Technical, Agriculture, Values rooted on love for labor,
Contents: Religious Education, Vocational courses physical education and singing Japanese songs, health/vocational education
Methods: Dictation and memorization
• The vernacular was used as the medium of instruction in the parochial
schools. Education During the Republic (1943-1972)
Aims:
• The religious orders introduced the parochial school
• Education is suppressed, exclusive (for the elite), and inadequate. ➢ Full realization of the democratic ideals and way of life
➢ Promotion of equal educational opportunities for all
Contents:
Education during the American Period ➢ Social orientation as manifested by the conservation of the Filipino
Aim: To teach democracy as a way of life heritage
Methods: Socialized recitation, Student’s participation
➢ training for occupation
Contents: Reading, writing, arithmetic, language, GMRC, civics, hygiene and
sanitation, gardening, domestic science, American History, and Philippine ➢ promotion of democratic nation building
history ➢ a new thrust on community development
• Formal Education was established
Education During the New Society
Education during the Commonwealth Period (1935-1942)
Aims: (as provided by the 1935 Constitution) A. 1972-1986
➢ to develop moral character, personal discipline, civic conscience, and Aim: For national development
vocational efficiency • Made education relevant to the needs of the changing world
➢ to teach the duties of citizenship • Bilingual Education Policy - use of English and Filipino as media of instruction
in specific learning areas
➢ to continue the promotion of democratic ideals and way of life.

Content: Character education and citizenship training.

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

B. 1986-2000 offices (regional offices, division offices, district offices and schools). The act
provides the overall framework for:
Aim: To promote national development and values education o school head empowerment by strengthening their leadership roles
• The national budget appropriates the highest allocation for education o school-based management within the context of transparency and local
• Promotion and improvement of the public school teachers accountability.
• Implementation of NESC - addressed to civic, intellectual, and character
development of the child The K+12 program (RA 10533)
• The Congressional Commission on Education (EDCOM), with its report in 1991,
➢ implementation started on SY 2012-2013
recommended the following:
➢ kindergarten is now a part of the compulsory education system
a. trifocalization of DECS into the Department of Education (DepEd), ➢ a new curriculum for Grade 1 and Grade 7 students was introduced
Technical Education and Skills Development Authority (TESDA), and ➢ by SY 2016-2017, Grade 11/Year 5 will be introduced, and Grade 12/Year 6
Commission on Higher Education (CHED); by SY 2017-2018;
b. establishment of Teacher Education Center of Excellence;
➢ the phased implementation of the new curriculum will be finished by the SY
c. professionalization of teachers; and
2017-2018
d. Technical-Vocational Education reform.
Every graduate is inculcated with the respect for human rights and values,notably,
Education During the 21st Century
Maka-Diyos, Maka-tao, Makabansa, and Maka-Kalikasan. This makes every graduate
Aim: To provide the school age population and young adults with skills, knowledge
empowered to effect positive changes in his/her life and that of others.
and values to become caring, self-reliant, productive and patriotic citizens.

➢ Republic Act 9155 (Governance of Basic Education Act), was passed Source: Philippine Normal University. (2013). A Reviewer for the Licensure
transforming the name of the Department of Education, Culture and Sports
Examination for Teachers. Manila: PNU Press.
(DECS) to the Department of Education (DepEd) and redefining the role of field

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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

REPUBLIC ACT NO. 10533

https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR
BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of 2013”.

SEC. 2. Declaration of Policy. — The State shall establish, maintain and support a complete, adequate, and integrated system of education relevant to the needs of the people, the
country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of basic (b) Broaden the goals of high school education for college preparation, vocational and
education shall be an empowered individual who has learned, through a program that technical career opportunities as well as creative arts, sports and entrepreneurial
is rooted on sound educational principles and geared towards excellence, the employment in a rapidly changing and increasingly globalized environment; and
foundations for learning throughout life, the competence to engage in work and be
productive, the ability to coexist in fruitful harmony with local and global communities, (c) Make education learner-oriented and responsive to the needs, cognitive and cultural
the capability to engage in autonomous, creative, and critical thinking, and the capacity capacity, the circumstances and diversity of learners, schools and communities through
and willingness to transform others and one’s self. the appropriate languages of teaching and learning, including mother tongue as a
learning resource.
For this purpose, the State shall create a functional basic education system that will
develop productive and responsible citizens equipped with the essential competencies, SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs
skills and values for both life-long learning and employment. In order to achieve this, the which provides the foundation on which subsequent learning can be based. It
State shall: encompasses kindergarten, elementary and secondary education as well as alternative
learning systems for out-of-school learners and those with special needs.
(a) Give every student an opportunity to receive quality education that is globally
competitive based on a pedagogically sound curriculum that is at par with international SEC. 4. Enhanced Basic Education Program. — The enhanced basic education
standards; program encompasses at least one (1) year of kindergarten education, six (6) years of
elementary education, and six (6) years of secondary education, in that sequence.
Secondary education includes four (4) years of junior high school and two (2) years of
senior high school education.

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Kindergarten education shall mean one (1) year of preparatory education for children at (DOLE), the Professional Regulation Commission (PRC), the private and public schools
least five (5) years old as a prerequisite for Grade I. associations, the national student organizations, the national teacher organizations, the
parents-teachers associations and the chambers of commerce on matters affecting the
Elementary education refers to the second stage of compulsory basic education which concerned stakeholders.
is composed of six (6) years. The entrant age to this level is typically six (6) years old.
The DepED shall adhere to the following standards and principles in developing the
Secondary education refers to the third stage of compulsory basic education. It consists enhanced basic education curriculum:
of four (4) years of junior high school education and two (2) years of senior high school
education. The entrant age to the junior and senior high school levels are typically twelve (a) The curriculum shall be learner-centered, inclusive and developmentally appropriate;
(12) and sixteen (16) years old, respectively.
(b) The curriculum shall be relevant, responsive and research-based;
Basic education shall be delivered in languages understood by the learners as the
language plays a strategic role in shaping the formative years of learners. (c) The curriculum shall be culture-sensitive;

For kindergarten and the first three (3) years of elementary education, instruction, (d) The curriculum shall be contextualized and global;
teaching materials and assessment shall be in the regional or native language of the
learners. The Department of Education (DepED) shall formulate a mother language
(e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-
transition program from Grade 4 to Grade 6 so that Filipino and English shall be based, reflective, collaborative and integrative;
gradually introduced as languages of instruction until such time when these two (2)
languages can become the primary languages of instruction at the secondary level.
(f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE) which starts from where the learners are and from
For purposes of this Act, mother language or first Language (LI) refers to language or
what they already knew proceeding from the known to the unknown; instructional
languages first learned by a child, which he/she identifies with, is identified as a native materials and capable teachers to implement the MTB-MLE curriculum shall be
language user of by others, which he/she knows best, or uses most. This includes available;
Filipino sign language used by individuals with pertinent disabilities. The regional or
native language refers to the traditional speech variety or variety of Filipino sign
language existing in a region, area or place. (g) The curriculum shall use the spiral progression approach to ensure mastery of
knowledge and skills after each level; and
SEC. 5. Curriculum Development. — The DepED shall formulate the design and details
of the enhanced basic education curriculum. It shall work with the Commission on (h) The curriculum shall be flexible enough to enable and allow schools to localize,
Higher Education (CHED) to craft harmonized basic and tertiary curricula for the global indigenize and enhance the same based on their respective educational and social
competitiveness of Filipino graduates. To ensure college readiness and to avoid contexts. The production and development of locally produced teaching materials shall
remedial and duplication of basic education subjects, the DepED shall coordinate with be encouraged and approval of these materials shall devolve to the regional and division
the CHED and the Technical Education and Skills Development Authority (TESDA). education units.

To achieve an effective enhanced basic education curriculum, the DepED shall SEC. 6. Curriculum Consultative Committee. — There shall be created a curriculum
undertake consultations with other national government agencies and other consultative committee chaired by the DepED Secretary or his/her duly authorized
stakeholders including, but not limited to, the Department of Labor and Employment representative and with members composed of, but not limited to, a representative each
from the CHED, the TESDA, the DOLE, the PRC, the Department of Science and
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 FACULTY OF EDUCATION SCIENCES 2PROFED01 – THE TEACHING PROFESSION

Technology (DOST), and a representative from the business chambers such as the SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and Other
Information Technology – Business Process Outsourcing (IT-BPO) industry association. Specialists in Subjects With a Shortage of Qualified Applicants, Technical-Vocational
The consultative committee shall oversee the review and evaluation on the Courses and Higher Education Institution Faculty. — Notwithstanding the provisions of
implementation of the basic education curriculum and may recommend to the DepED Sections 26, 27 and 28 of Republic Act No. 7836, otherwise known as the “Philippine
the formulation of necessary refinements in the curriculum. Teachers Professionalization Act of 1994”, the DepED and private education institutions
shall hire, as may be relevant to the particular subject:
SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic
education program meets the demand for quality teachers and school leaders, the (a) Graduates of science, mathematics, statistics, engineering, music and other degree
DepED and the CHED, in collaboration with relevant partners in government, academe, courses with shortages in qualified Licensure Examination for Teachers (LET)
industry, and nongovernmental organizations, shall conduct teacher education and applicants to teach in their specialized subjects in the elementary and secondary
training programs, as specified: education. Qualified LET applicants shall also include graduates admitted by
foundations duly recognized for their expertise in the education sector and who
(a) In-service Training on Content and Pedagogy — Current DepED teachers shall be satisfactorily complete the requirements set by these organizations: Provided, That they
retrained to meet the content and performance standards of the new K to 12 curriculum. pass the LET within five (5) years after their date of hiring: Provided, further, That if such
graduates are willing to teach on part-time basis, the provisions of LET shall no longer
be required;
The DepED shall ensure that private education institutions shall be given the opportunity
to avail of such training.
(b) Graduates of technical-vocational courses to teach in their specialized subjects in
the secondary education: Provided, That these graduates possess the necessary
(b) Training of New Teachers. — New graduates of the current Teacher Education
certification issued by the TESDA: Provided, further, That they undergo appropriate in-
curriculum shall undergo additional training, upon hiring, to upgrade their skills to the
service training to be administered by the DepED or higher education institutions (HEIs)
content standards of the new curriculum. Furthermore, the CHED, in coordination with
at the expense of the DepED;
the DepED and relevant stakeholders, shall ensure that the Teacher Education
curriculum offered in these Teacher Education Institutes (TEIs) will meet necessary
quality standards for new teachers. Duly recognized organizations acting as TEIs, in (c) Faculty of HEIs be allowed to teach in their general education or subject specialties
coordination with the DepED, the CHED, and other relevant stakeholders, shall ensure in the secondary education: Provided, That the faculty must be a holder of a relevant
that the curriculum of these organizations meet the necessary quality standards for Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty;
trained teachers.
(d) The DepED and private education institutions may hire practitioners, with expertise
(c) Training of School Leadership. — Superintendents, principals, subject area in the specialized learning areas offered by the Basic Education Curriculum, to teach in
coordinators and other instructional school leaders shall likewise undergo workshops the secondary level; Provided, That they teach on part-time basis only. For this purpose,
and training to enhance their skills on their role as academic, administrative and the DepED, in coordination with the appropriate government agencies, shall determine
community leaders. the necessary qualification standards in hiring these experts.

Henceforth, such professional development programs as those stated above shall be SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the students
initiated and conducted regularly throughout the school year to ensure constant in choosing the career tracks that they intend to pursue, the DepED, in coordination with
upgrading of teacher skills. the DOLE, the TESDA and the CHED, shall regularly conduct career advocacy activities
for secondary level students. Notwithstanding the provisions of Section 27 of Republic
Act No. 9258, otherwise known as the “Guidance and Counselling Act of 2004”, career
and employment guidance counsellors, who are not registered and licensed guidance
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counsellors, shall be allowed to conduct career advocacy activities to secondary level program to ensure that they are not adversely affected. The faculty of HEIs and TVIs
students of the school where they are currently employed; Provided, That they undergo allowed to teach students of secondary education under Section 8 hereof, shall be given
a training program to be developed or accredited by the DepED. priority in hiring for the duration of the transition period. For this purpose, the transition
period shall be provided for in the implementing rules and regulations (IRR).
SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by Republic
Act No. 8545, or the “Expanded Government Assistance to Students and Teachers in SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic Educational
Private Education Act”, shall be extended to qualified students enrolled under the Program (K to 12 Program). — There is hereby created a Joint Oversight Committee to
enhanced basic education. oversee, monitor and evaluate the implementation of this Act.

The DepED shall engage the services of private education institutions and non-DepED The Oversight Committee shall be composed of five (5) members each from the Senate
schools offering senior high school through the programs under Republic Act No. 8545, and from the House of Representatives, including Chairs of the Committees on
and other financial arrangements formulated by the DepED and the Department of Education, Arts and Culture, and Finance of both Houses. The membership of the
Budget and Management (DBM) based on the principles of public-private partnership. Committee for every House shall have at least two (2) opposition or minority members.

SEC. 11. Appropriations. — The Secretary of Education shall include in the SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-2015,
Department’s program the operationalization of the enhanced basic education program, the DepED shall conduct a mandatory review and submit a midterm report to Congress
the initial funding of which shall be charged against the current appropriations of the as to the status of implementation of the K to 12 program in terms of closing the following
DepED. Thereafter, the amount necessary for the continued implementation of the current shortages: (a) teachers; (b) classrooms; (c) textbooks; (d) seats; (e) toilets; and
enhanced basic education program shall be included in the annual General (f) other shortages that should be addressed.
Appropriations Act.
The DepED shall include among others, in this midterm report, the following key metrics
SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall of access to and quality of basic education: (a) participation rate; (b) retention rate; (c)
formulate the appropriate strategies and mechanisms needed to ensure smooth National Achievement Test results; (d) completion rate; (e) teachers’ welfare and
transition from the existing ten (10) years basic education cycle to the enhanced basic training profiles; (f) adequacy of funding requirements; and (g) other learning facilities
education (K to 12) cycle. The strategies may cover changes in physical infrastructure, including, but not limited to, computer and science laboratories, libraries and library
manpower, organizational and structural concerns, bridging models linking grade 10 hubs, and sports, music and arts.
competencies and the entry requirements of new tertiary curricula, and partnerships
between the government and other entities. Modeling for senior high school may be SEC. 15. Commitment to International Benchmarks. — The DepED shall endeavor to
implemented in selected schools to simulate the transition process and provide concrete increase the per capita spending on education towards the immediate attainment of
data for the transition plan. international benchmarks.

To manage the initial implementation of the enhanced basic education program and SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after the
mitigate the expected multi-year low enrolment turnout for HEIs and Technical effectivity of this Act, the DepED Secretary, the CHED Chairperson and the TESDA
Vocational Institutions (TVIs) starting School Year 2016-2017, the DepED shall engage Director-General shall promulgate the rules and regulations needed for the
in partnerships with HEIs and TVIs for the utilization of the latter’s human and physical implementation of this Act.
resources. Moreover, the DepED, the CHED, the TESDA, the TVIs and the HEIs shall
coordinate closely with one another to implement strategies that ensure the academic,
physical, financial, and human resource capabilities of HEIs and TVIs to provide
educational and training services for graduates of the enhanced basic education
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SEC. 17. Separability Clause. — If any provision of this Act is held invalid or Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws, decrees,
unconstitutional, the same shall not affect the validity and effectivity of the other executive orders and rules and regulations contrary to or inconsistent with the provisions
provisions hereof. of this Act are hereby repealed or modified accordingly.

SEC. 18. Repealing Clause. — Pertinent provisions of Batas Pambansa Blg. 232 or the SEC. 19. Effectivity Clause. — This Act shall take effect fifteen (15) days after its
“Education Act of 1982”, Republic Act No. 9155 or the “Governance of Basic Education. publication in the Official Gazette or in two (2) newspapers of general circulation.

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HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM

https://www.deped.gov.ph/about-deped/history/

Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as
focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by
their parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was
religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the
Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government;
and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education
during that period was inadequate, suppressed, and controlled.

The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries
were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary
University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free
primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President 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 by virtue of Act No. 74. The implementation of this Act created a heavy shortage of
teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.

Year Official Name of Department Official Titular Head Legal Bases

1863 Superior Commission of Primary Instruction Chairman Educational Decree of 1863
1901-1916 Department of Public Instruction General Superintendent Act. No. 74 of the Philippine Commission, Jan. 21, 1901
1916-1942 Department of Public Instruction Secretary Organic Act Law of 1916 (Jones Law)
Renamed by the Japanese Executive Commission, June
1942-1944 Department of Education, Health and Public Welfare Commissioner
11, 1942
1944 Department of Education, Health and Public Welfare Minister Renamed by Japanese Sponsored Philippine Republic
1944 Department of Public Instruction Secretary Renamed by Japanese Sponsored Philippine Republic
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Year Official Name of Department Official Titular Head Legal Bases

1945-1946 Department of Public Instruction and Information Secretary Renamed by the Commonwealth Government
1946-1947 Department of Instruction Secretary Renamed by the Commonwealth Government
1947-1975 Department of Education Secretary E.O. No. 94 October 1947 (Reorganization Act of 1947)
1975-1978 Department of Education and Culture Secretary Proc. No. 1081, September 24, 1972
1978-1984 Ministry of Education and Culture Minister P.D. No. 1397, June 2, 1978
1984-1986 Ministry of Education, Culture and Sports Minister Education Act of 1982
1987-1994 Department of Education, Culture and Sports Secretary E.O. No. 117. January 30, 1987
RA 7722 and RA 7796, 1994 Trifocalization of Education
1994-2001 Department of Education, Culture and Sports Secretary
Management
RA 9155, August 2001 (Governance of Basic Education
2001 – present Department of Education Secretary
Act)

The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes
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.

Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine Executive Commission established the Commission of Education, Health and Public
Welfare and schools were reopened in June 1942. On October 14, 1943, the Japanese – sponsored Republic created the Ministry of Education. Under the Japanese regime, the
teaching of Tagalog, Philippine History, and Character Education was reserved for Filipinos. Love for work and dignity of labor was emphasized. On February 27, 1945, the
Department of Instruction was made part of the Department of Public Instruction.

In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education. During this period, the regulation and supervision of public
and private schools belonged to the Bureau of Public and Private Schools.

In 1972, it became the Department of Education and Culture by virtue of Proclamation 1081 and the Ministry of Education and Culture in 1978 y virtue of P.D. No. 1397. Thirteen
regional offices were created and major organizational changes were implemented in the educational system.

The Education Act of 1982 created the Ministry of Education, Culture and Sports which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive
Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and 1995

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when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs,
respectively.

The Congressional Commission on Education (EDCOM) report provided the impetus for Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher
Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively.

The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary and nonformal education, including culture and sports. TESDA
now administers the post-secondary, middle-level manpower training and development while CHED is responsible for higher education.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the Department of Education, Culture and
Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the
overall framework for (i) school head empowerment by strengthening their leadership roles and (ii) school-based management within the context of transparency and local
accountability. The goal of basic education is to provide the school age population and young adults with skills, knowledge, and values to become caring, self-reliant, productive
and patriotic citizens.

Key Points to Remember:

• Like in global perspective of the historical development of education, the Philippine educational system started from informal to formal.
• The aims and goals of education can be gleaned from a particular constitutional mandate.
• Philippine education is highly influenced by a colonial power particularly Spanish and American.

Learning Task: Answer the following guide questions and complete a matrix below.

Experiential Guide Questions:

Episodes 1. What were the aims of Philippine education in different periods?
2. What content/curriculum were studied?
3. What methods of instruction were used?
4. What is/are the application/s or contribution/s of the early educational developments to the present educational system and practice?
5. If you were to be a teacher during those times, what are your insights as a learner and a teacher, given the educational context of a
certain period?

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Application/Contribution to Insights if you were a teacher and a

Educational Content/
Aims Methods Philippine Educational System learner, during the given period
Period Curriculum
Pre-Spanish Period

Spanish Period

American Period

Commonwealth Period

Japanese Occupation
Education during the
Republic (1945-1972)
Education during the New
Society(1972-1986)
Education During the Present
Times (1986-Present)

Learning Task: Designing a Timeline Infographic of Philippine Educational System

A timeline is the alignment of chronological events to visualize data. Prepare a timeline infographic of the Philippine Educational System.
Authentic Historical perspectives and significant events can be presented in the timeline.
Assessment In grading the timeline infographic, we shall be utilizing the Timeline Rubric by the International Reading Association (IRA) and National
Council of Teachers of English [NCTE] (2004) available in http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-
timeline2.pdf

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TIMELINE SCORING RUBRIC

Adopted from the International Reading Association (IRA) and National Council of Teachers of English [NCTE] (2004) available in
http://www.readwritethink.org/files/resources/lesson_images/lesson398/rubric-timeline2.pdf

CATEGORY/ CRITERIA 4 3 2 1

Most of the included events are

Included events are important and Many major events are
important or interesting. One or Some events included are trivial,
Quality of Content interesting. No major details are excluded, and too many trivial
two major events may be and major events are missing.
excluded. events are included.
missing.

The timeline contains at least 6- The timeline contains at least 5

The timeline contains at least 8-10 The timeline contains fewer than
Quantity of facts 7 events related to the topic events related to topic being
events related to the topic being studied. 5 events
being studied. studied.

Facts are accurate for most

Facts are accurate for all events Facts are accurate for almost all Facts are often inaccurate for
Accuracy of content (~75%) of the events reported on
reported on the timeline. events reported on the timeline events reported on the timeline.
the timeline.

Almost all events are placed in Most (~75% of the events are Most events are incorrectly
Sequence of content Events are placed in proper order.
proper order. placed in proper order. placed on the timeline

An accurate, complete date has

An accurate, complete date has been An accurate date has been Dates are inaccurate or missing
Dates been included for almost every
included for each event. included for almost every event. for several events
event.

Events are described well, but Events are not described well Events are described using
Events are clearly described using
Sentence fluency language is sometimes vague, and language is often vague or vague language or inaccurate
accurate and vivid language.
or inaccurate. inaccurate information.

Punctuation, spelling and Punctuation, spelling, and

Punctuation, spelling and capitalization
capitalization were checked by capitalization are mostly correct, but There are many punctuation,
Mechanics were checked by another student and another student and are mostly were not checked by another spelling and capitalization errors.
are correct throughout. correct. student.

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FACULTY OF EDUCATION SCIENCES 2PROFED01- The Teaching Profession

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