CHAPTER 7:

Historical Perspective of the Philippine Education System

LESSON 1: Historical Development of the Philippine Educational System

Synapse Strengtheners:

1. Research on the Thomasites. What qualities did they possess as teachers?

 The Thomasites possessed a sense of adventure that allowed them to be willing to
travel to a non-English speaking distant land. Culled from thousands of applicants,
these were teachers who had very high credentials, and were committed to teaching.
The Thomasites were able to transform the Philippines into the third largest English
speaking country in the world via their teaching methods. Teachers should possess
commitment and passion to his/her profession. Teacher are the one who cares student
and give sympathy to those who unfortunately in need of better understanding about
theories, concepts and everything around us.
2. Present the development of the Philippine Educational System from Pre – Spanish Era to the
Japanese Era by means of a time line. The First Era was done for you.

Spanish Era Pre – Revolutionary Government American Regime Japanese

Era
The Spanish The Revolutionary Government of The Filipino Revolutionists The Japanese
era or era of the won against the Spaniards era name,
Caesar (Latin: Æra Philippines(Filipino: Pamahalaang who colonized us for more also known
Hispanica) was a Panghimagsikan ng Pilipinas) was than 300 years. Our flag as gengō, is
dating system an insurgent government was hoisted onJune 12, the first of
commonly used in established in the Spanish East 1898 as a symbol of our the two
the states of the Indies on June 23, 1898, during independence. Gen. Emilio elements that
Iberian Peninsula the Spanish–American War, Aguinaldo was elected the identify years
from the 3rd by Emilio Aguinaldo, its initial and first President of the in the
century until the only President.[2] The government Philippine Republic but this Japanese era
14th–15th succeeded a dictatorial was short-lived. The Fil.- calendar
centuries, when it government which had been American was resulted in scheme. The
was phased out in established by Aguinaldo on 18 the defeat of Gen. Miguel second
favour of the Anno June,[3] and which was dissolve Malvar in 1903. The peace element is a
Domini syste and replaced by this government movements started as early number
upon its establishment.[4][5] This as 1900. Many Filipinos which
government endured until January started writing again and indicates the
23, 1899, when the proclamation of the nationalism of the year number
the Malolos people remained within the
Constitution established an undaunted. era, followed
insurgent Philippine Filipino writers went into by the literal
Republic government which all forms of literature like "nen"
replaced i news, reporting, poetry, meaning
stories, plays, essays, and "year".
novels. Their writings
clearly depicted their love
of country and their
longings for independence.
The active arousal in the
field of literature started to
be felt in the following
newspapers
LESSON 2: Journey in Basic Education Curricular Reforms: 1946 – 2011

Synapse Strengtheners:

1. What are the basis curricular reforms in:

Year Elementary Education Secondary Education

1946 – 1956 General Education Curriculum General Education Curriculum
(Education Act of 1940 Magna Carta) (Education Act of 1940 Magna Carta)
1957 – 1972 Revised Elementary Education 2 – 2 Plan Curriculum
Curriculum  College Preparatory Curriculum
 Vocational Curriculum
1973 – 1988 New Elementary School Curriculum Revised Secondary Education Program
(NESC)  Electives offered
1983 – 2001 New Elementary School Curriculum Revised Secondary Education Program
(NESC)  Electives offered
1989 – 2001 New Elementary School Curriculum New Secondary Education Curriculum
(NESC) (NSEC)
2002 – 2011 R.A 10157 Kindergarten Education 2002 Basic Education Curriculum
2010 Basic Education Curriculum

Research Works:

A. 10 – Point Agenda on Education of President Aquino’s Administration

1. 12-year Basic Education Cycle

The implementation of the K to 12 Program will be phased to make the country’s education system at par
with international standards. Under this program, Universal kindergarten is already being offered last SY
2011-2012. In 2012, the enhanced curriculum was offered to incoming Grade 1 as well as to incoming
junior high school students.
The activities currently being undertaken to support the implementation of the K to 12 Program are
Curriculum Development; Legislation at the House of Representatives and the Senate; Research Studies;
Advocacy; and Transition Management with the Commission on Higher Education and the Technical
Education and Skills Development Authority.

2. Universal Pre – Schooling for All

Universal Kindergarten offered in SY 2011-2012, with a budget allocation of P2.3 billion.
The Kindergarten curriculum adapts a thematic approach, focused on the following domains: Values
Education, Physical Health and Motor Development, Social and Emotional Development, Cognitive
Development, Creative Arts, Language and Readiness for Reading and Writing & Language, Literacy and
Communications.

3. Establish the Madaris Education as a sub-system in the current education system

The Kindergarten Madrasah Curriculum has been developed and will be piloted in selected schools in
August 2011. The Refined Elementary Madrasah Curriculum (REMC) being implemented in SY 2011-
2012 and the instructional learning materials is undergoing review.
The development of the Secondary Madrasah Curriculum is on its final stage. The instructional learning
materials for Islamic Values, English and Arabic Translations are being developed.

4. Re-introduce technical and vocational education in public high schools.

TECHVOC curricula for Grades 11 & 12 are being developed as part of the K to 12 Program.
There are 282 TECHVOC high schools nationwide specializing in Arts and Trade, Agriculture, and
Fishery.
Ongoing upgrade and maintenance of laboratory workshops and other facilities.
5. Every child a reader by Grade 1
Ongoing implementation of every Child a Reader Program (ECARP).
In 2010, Reading Recovery (RR) was added to ECARP. This new component gives children beginning to
fall behind in reading and writing a second chance. It identifies children having difficulty early so that
specialized one-on-one assistance from a teacher trained in RR is provided. The pilot implementation
started in 2010-2011 in Regions NCR,
V, VI and XI.

6. Improve science and mathematics

The Science & Technology-Oriented High School (ESEP) Program is one of the flagship programs for
the development of Science, Mathematics and research. ESEP was initially implemented in 112 public
secondary schools nationwide. In 2010, the program was expanded to 86 secondary to schools. To date,
there are 198 schools under ESEP and 100 Special Science Elementary High Schools.

7. Expand government assistance to private education

DepEd implements the Government Assistance to Students and Teachers in Private Education (GASTPE)
to support the schooling of secondary school children in private schools. The GASTPE program is aimed
at democratizing and improving access to quality secondary education through government extension of
financial assistance to deserving elementary school graduates who wish to pursue their secondary
education in private schools. It is geared towards reducing class size to manageable levels in public high
schools, especially those experiencing shortage of classrooms and teachers. Thus, through GASTPE, the
government is able to decongest public secondary schools.
This SY, the number of beneficiaries were increased to 757,000 under GASTPE education service
contracting scheme.
Beneficiaries outside Metro Manila also received increase in subsidy from P5,000 to P5,500.

8. Use of mother-language instruction

A series of trainings are being conducted for trainers and teachers on Mother Tongue-Based Multilingual
Education. Instructional materials in major languages (Tagalog, Ilokano, Pangasinense, Bikolano,
Kapampangan, Hiligaynon, Bisaya & Waray) have been developed.

9. Better textbooks
DepEd is continuing efforts to improve the screening and selection process of textbook evaluators.
Orientation seminars conducted for authors, publishers, editors, illustrators, book designers and other
stakeholders developing textbooks and teacher’s manuals for public school use.
Ongoing participation of more than 40 civil society organizations, local government units, Parent-Teacher
Associations, other civic and church organizations, institutions, and foundation in the National Textbook
Delivery Program.

10. Build more schools in cooperation with LGUs

Established in early 2011, the Counter-Parting for Classroom, Construction Program calls on local
government units (LGUs) to participate in the provision of new classrooms to schools.
To date, a total of 17 LGUs have signed counter-parting agreements with DepEd with a total funding of
over P1 billion for the building of over 1,200 classrooms.
B. Policies and Guidelines on the Implementation of the Universal Kindergarten Program

March 20, 2012

DO 21, s. 2012
Policies and Guidelines on the Implementation of the Universal Kindergarten Education Program

To: Undersecretaries
Assistant Secretaries Bureau Directors
Directors of Services, Centers and Heads of Units Schools Division/City Superintendents
All Others Concerned

1. The Department of Education (DepEd) shall continue with its commitment to the Millennium
Development Goals (MDGs) particularly MDG No. 2, which is to attain universal primary education
by 2015, and Education for All (EFA) objectives, particularly Critical Task No. 2, to expand the
coverage of the Early Childhood Care and Development (ECCD) Program to yield more EFA benefits
giving priority to those who are in vulnerable, disadvantaged and underserved areas.

2. Beginning School Year (SY) 2011-2012, this Department has intensified efforts to attain universal
Kindergarten coverage through different modalities and in coordination with concerned agencies on
health, welfare, and education of five (5)-year old children. Providing universal Kindergarten will
prepare children physically, emotionally, socially and mentally for Grade I Curriculum which
increases their chances of surviving and completing elementary education, reducing dropout and
ensuring better school performance.

3. For SY 2012-2013, the schedule for the opening of classes shall conform with the regular
grades/level. Pursuant to the Republic Act No. 10157 approved on January 20, 2012 otherwise known
as “An Act Institutionalizing the Kindergarten Education Into the Basic Education System and
Appropriating Funds Therefore,” the Policies and Guidelines on its Implementation as provided in
Enclosure No. 1 will be guided by the following components:
a. Overall Principle; g- Instructional Support to
b. Objectives of the Program; Kindergarten;
c. Enrolment Requirement; h. Contingency Measures; and
d. Kindergarten Education Program; i. Monitoring and Evaluation
e. Curriculum and Training; (M & E).
f. Teacher Deployment and Provision of Classrooms;

4. The annual funding allocation is chargeable to the Kindergarten Education for All Children per
General Appropriations Act (GAA), which shall be downloaded to regions/divisions nationwide. This
will support the implementation of various activities embedded in the above indicated components e.i.
payment for compensation of Kindergarten teachers/volunteers, orientations/trainings, monitoring,
and other related activities subject to the usual accounting and auditing rules and regulations.

5. To facilitate release of funds, all regions and divisions are required to submit physical and financial
report. Enclosure No. 2 contains the format of the Report on the Utilization of the Downloaded
Kindergarten Funds, duly certified true and correct by the school’s division/city superintendents
(SDSs) and the regional directors (RDs) to be forwarded to the Central Office (CO), attention: Budget
Division and copy furnished Bureau of Elementary Education (BEE).

6. The previous policies and issuances inconsistent with the herein policies are hereby rescinded or
modified accordingly.

7. These guidelines shall remain in force and in effect during the succeeding school years until revised
or repealed.

8. Immediate dissemination of and strict compliance with this Order is directed.