SemEd Report 1

7/31/2019 SemEd Report 1

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By: Mr. Sam Gutierrez & Ms. Jessica Guevara
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Education in the Philippines evolved from earlysettlers to the present. Education in the country isin great importance because it is the primaryavenue for upward social and economic mobility.Philippine educational system has a very deephistory from the past in which it has undergoneseveral stage of development going to the presentsystem of education.

Education from Ancient Early Filipinos

The education of pre-Spanish time in thePhilippines was informal and unstructured. Thefathers taught their sons how to look for food andother means of livelihood. The mothers taught theirgirls to do the household chores. This educationbasically prepared their children to became goodhusband and wives.
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Early Filipino ancestors valued education verymuch. Filipino men and women knows how to readand write using their own native alphabet calledalibata. The alibata was composed of 17 symbolsrepresenting the letters of the alphabet. Amongthese seventeen symbols were three vowels andfourteen consonants.

Historical Perspective of the Philippine Educational System

Education in the Philippines has undergone severalstages of development from the pre-Spanish times

to the present. In meeting the needs of the society,education serves as focus of emphases/prioritiesof the leadership at certain periods/epochs in ournational struggle as a race.
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As early as in pre-Magellanic times, education wasinformal, unstructured, and devoid of methods.Children were provided more vocational training and

less academics (3 Rs) by their parents and in thehouses of tribal tutors.

The pre-Spanish system of education underwent majorchanges during the Spanish colonization. The tribaltutors 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 laterliberalized through the enactment of the EducationalDecree of 1863 which provided for the establishment ofat least one primary school for boys and girls in eachtown under the responsibility of the municipalgovernment; and the establishment of a normal schoolfor male teachers under the supervision of the Jesuits.Primary instruction was free and the teaching ofSpanish was compulsory. Education during that periodwas inadequate, suppressed and controlled.
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The defeat of Spain by American forces paved the wayfor Aguinaldo's Republic under a RevolutionaryGovernment. The schools maintained by Spain for more

than three centuries were closed for the time being butwere reopened on August 29, 1898 by the Secretary ofInterior. The Burgos Institute in Malolos, the MilitaryAcademy of Malolos, and the Literary University of thePhilippines were established. A system of free andcompulsory elementary education was established by

the Malolos Constitution. An adequate secularized and free public school system

during the first decade of American rule wasestablished upon the recommendation of the SchurmanCommission. Free primary instruction that trained thepeople for the duties of citizenship and avocation was

enforced by the Taft Commission per instructions ofPresident McKinley. Chaplains and non-commissionedofficers were assigned to teach using English as themedium of instruction.
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A highly centralized public school system wasinstalled in 1901 by the Philippine Commission byvirtue of Act No. 74. The implementation of this Act

created a heavy shortage of teachers so thePhilippine Commission authorized the Secretary ofPublic Instruction to bring to the Philippines 600teachers from the U.S.A. They were theThomasites.
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By: Mr. Hiro Ishikawa & Ms. Clarisse Mendoza
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Primary Education

The religious missionaries who came to the

Philippines did not have as a primary concern theestablishment of schools, much less the creationof a system of education.

The missionaries saw that education and schools

were a good way of evangelization. In 1565, the Augustinians started a school on

elementary education in Cebu. The Augustinianfathers obtained permission from the city residents

to bring together their sons in order to teach themChristian doctrine, first letters, conduct, urbanityand plastic arts.


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In order to learn the Christian doctrine it wasnecessary to learn how to read and write.

The Provincial Chapter of the Augustinians in 1598decreed that schools be opened in towns, ranches,and barrios, and that they oblige the boys to attendthem.

The Franciscans, for their part, contributed asmuch to primary instruction in the Philippines astheir means allowed.

The Franciscans started what we know now aselementary schools, teaching the four Rs, religion,

reading, writing and arithmetic. Together with this,they taught the Filipinos the practical arts to enablethem to become useful citizens.


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The Jesuit educational foundation was started by

Father Pedro Chirino in Tigbauan, Iloilo in 1592.The school was at the same time, a residence.

The Jesuits supported the students with the almsreceived from the encomenderos.

They teach their students how to read, write, sing,draw, prayers (some in Latin), and how to serveMass.

This was done mainly with the idea of forming them

as catechists and thus in turn become evangelizersof their own people.
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Public Elementary School System A free compulsory publicly-supported system of

primary schools came with the Education Decree of1863, simultaneous with the establishment of amens normal school to prepare futureschoolmasters.

The Society of Jesus ably administered the EscuelaNormal de Maestros de Manila (1865-1901) the firstnormal school to train male teachers for primaryschools, established by the decree of 1863.

This law provided for the establishment of a publicelementary school for boys and another for girls inevery town, aged from six to fourteen years old.


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Parents who did not send their children to schoolswere fined one-half to 2 reales.

It must be noted that education was free only forpoor pupils whose parents income was dulycertified by the town gobernadorcilloand approvedby the parish priest.

Secondary Teaching There was no secondary education, according to

the modern system of education, until 1865 in thePhilippines.

On January 9, 1865, the Superior Governmentmemorialized the Metropolitan Government on theneed to improve the program of secondaryeducation.
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Queen Isabel II enacted, by way of experiment, thatthe University of Santo Tomas and the collegesaffiliated to it by the corresponding Royal Order,

should restructure their program of education inconformity with the reform projected by theSuperior Government.

By another Royal Order, dated 28 January 1867 and

endorsed in Manila by Governor Gandara on 4April, the Spanish government definitely laid theground for implementing the new norms ofeducation.

In this decree, centers of secondary educationwould henceforth be classified as public or privateschools. Only the University of Santo Tomas wouldenjoy the rank of public school.
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The private colleges would be divided into privateschools of the first classand private schools of the

second class. The first class private schools were those that

offered in their programs of studies all the subjectsrequired for the degree of Bachelor of Arts; thosethat offered only some subjects were classified assecond class.

The Colegio de San Juan de Letran and Ateneo deManila are first class private schools.

Only the University of Santo Tomas, as a publicinstitution of learning, had the power to grantacademic degrees. It had the right, besides, toinspect the instruction given in other colleges.


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The curriculum for the boys colleges waspatterned after that of the colleges in Europe. It

consisted of Greek, Latin, Spanish, philosophy,rhetoric, natural sciences, and humanities.

The course lasted five years, after which thegraduates were conferred the degree of A.B.

(Bachelor of Arts). After having completed thecollege course, the boys were ready to enter theuniversities.

San Juan de Letran Founded by Juan Geronimo Guerrero in 1620.


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In his old age, Guerrero entrusted his foundation,together with an encomienda the Governor had

granted, to the Dominicans in 1638.

Officially accepted by the Order of Preachers in1652, it bore the name Seminario de ninoshuerfanos de San Pedro y San Pablo (Seminary of

Saints Peter and Paul for Orphan Boys) for morethan half a century.

Its program of studies did not go beyond the levelof elementary schooling until about 1707, when two

chairs on the Humanities were added. The studentshad until then attended the secondary school of theUniversity of Santo Tomas.


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From 1867 on, the first four courses of thesecondary curriculum were given jointly for theLetranites and the Thomasites in the building ofLetran college; but the former had to go to the hallsof Santo Tomas for the fifth course.

Letran reached a high level of development from

the implementation of the decrees on secondaryeducation.

Ateneo de Manila

The college of Immaculate Conception, namedAteneo Municipal de Manila, started in 1859.
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The Society of Jesus, under Father Cuevas, took

charge on 19 December 1859 of what was calledEscuelaPia of Manila.

In 1865, Her Majesty Queen Isabel II elevated theschool to the rank of a college of secondary

teaching, now entitled Ateneo Municipal de Manila. In succeeding years, the Jesuit Fathers added

important improvements to the building, and set upa Laboratory of Physics and a Museum of NaturalHistory.


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Education for Girls We all know that the Spaniards stay in the Philippines

for almost 300 years. One of their contributions is theEducation. Major changes in education system

happened during the Spanish colonization. The tribaltutors 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 laterliberalized through the enactment of the Educational

Decree of 1863which provided for the establishment ofat least one primary school for boys and girls in eachtown under the responsibility of the municipalgovernment; and the establishment of a normal schoolfor male teachers under the supervision of the Jesuits.Primary instruction was free and the teaching of

Spanish was compulsory. Education during that periodwas inadequate, suppressed, and controlled. By 1898,enrollment in schools at all levels exceeded 200,000students. From the very beginning of the Spanishpresence in the country we find institutions dedicatedto the education for women.
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1. Collegio de Santa Pontenciana (1591-1864)firstinstitution for women in the Philippines. It satisfieda radical need of offering the basic education toorphan girls, otherwise would have no better

opportunity in their lives.2. Santa Isabel originally founded for the benefit of

orphan Spanish girls.

3. Beaterios - established for young girls called

beatas who lead a secluded life. Some of thebeaterios are established to teach Spanish Cultureand values to young Filipinas and were founded byFilipino women.

4. Escuela Normal Superior de Maestras prepare

Filipino women teachers for the primary schools.5. Municipal Girls School was transformed into a

normal school for women teachers in girls schoolsfour years later under the sisters of charity.
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A free compulsory publicly-supported system ofprimary schools came with the Educational Decreeof 1869,simultaneous with the establishment of a

mens normal school to prepare futureschoolmasters.

1. Each town had at least 2 schools, one for boys and

another for girls, aged from six to fourteen yearsold.

2. Classes were held daily except Sundays andholidays, for five and one-half hours in the morningand afternoon, starting at 7:00 to 10:00 am andfrom 2:30 to 5:00 pm. Classes were one hour longerin the morning during the summer months fromApril to June and no classes were held in theafternoon.
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3. Subjects taught were in the three Rs, Christian doctrine,

morality and sacred history, general geography, and Spanishhistory, agriculture, rules of courtesy, vocal music andSpanish language.

4. Pupils were forbidden to speak their own dialects.

5. Girls studied sewing in lieu of agriculture, geography andSpanish history.

Lack of school buildings was the most common problem inevery town. Rizal observed that the schoolhouse may be thethe vestibule of the parish house or of any other housewhich served as the temporary school but which becamepermanent. It happened to many towns and barracks, jail, ortown hall served as the schoolhouse. Moreover educationauthorities cant provide the simple books on morality,geography and the history of the Philippines written in thelanguage as he speaks since the immense majority of thepeople are engaged in working and cultivating the soil andraising cattle.
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Higher or University Learning University education in the Philippines is much

older than that of the United States.

The first university in the Philippines was theUniversity of San Ignacio. Originally founded as acollege in 1589, it was elevated to the rank of auniversity in 1621 by Pope Gregory XV.

It was closed in 1768 when the Jesuits wereexpelled from the Philippines. The College of SanIldefonso, founded in Cebu in 1595, was alsoclosed. But it was reopened in 1783 as the Colegio-Seminario de San Carlos (which became theUniversity of San Carlos in 1948).

The second university was the University of SantoTomas, which was originally founded as a collegein 1611 by the Dominican prelate, Miguel deBuenavides, third Archbishop of Manila.
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The University, which included different faculties,was inaugurated on 15 August 1619. In thebeginning, only the faculties of Arts, Philosophy

and Theology were open. In the course of theyears, others were opened in this order: Civil andCanon Law (1734), Spanish Law (1835), Medicineand Pharmacy (1871), Notary Public (1878),Philosophy and Letters (1896), Sciences (1896).

This institution received the power to grantacademic degrees by a Brief of Pope Paul V on 11March 1619; the title of University from PopeInnocent X on 20 November 1645; the title of Royal

from King Charles III on 7 March 1785; of Pontificalfrom the Pontiff Leo XIII on 17 September 1902;finally, the qualification Catholic from His Holiness,Pope Pius XII on 30 April 1847.


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Still existing in Manila, it is 25 years older than

Harvard University, the oldest university in theUnited States.

The third university was the University of SanFelipe, a government-sponsored university, which

was established in Manila by a royal decree of KingPhilip V of Spain. It never gained popularity andwas closed in 1726.

All universities during the Spanish times were

exclusively for men.
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By: Mr. Lauro Caliva & Mr. Alex Romero


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During the American colonial period of thePhilippines (1898-1943), the American governmentgave priority to education in the Philippines.

Education became very important for the Filipinos.The spread of democracy and formation of goodcitizens, including the rights and responsibilities ofthe people, were the focus of American educationin the country. Education allowed the Americans tospread or share their culture, particularly the

English language, to the Filipinos.
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The American government wanted to give everyone thechance to study so they built public schools for theFilipinos. Volunteer Filipino soldiers became the first

teachers of the Filipinos. Part of their mission was tobuild classrooms in every place where they wereassigned. The Filipino soldiers stopped teaching onlywhen a group of teachers from the U.S. came to thePhilippines in June 1901. They came aboard the ship"Sheridan." In August 1901, 600 teachers called

Thomasites arrived. Their name came from the shipthey traveled on, the S.S. Thomas. The Thomasitesarrived in the Philippines on August 12, 1901 toestablish a new public school system, to teach basiceducation and to train Filipino teachers, with English asthe medium of instruction. The Philippines had enjoyed

a public school system since 1863, when a Spanishdecree first introduced public elementary education inthe Philippines. However, the Thomasites expanded andimproved the public school system, and switched toEnglish as the medium of instruction.


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The Thomasites taught the following subjects:

English

Agriculture

Reading

Grammar

Geography

Mathematics

General Courses

Trade Courses

Housekeeping

Household Arts (sewing, crocheting & cooking) Manual Trading

Mechanical Drawing

Athletics (baseball, track & field, tennis, indoor baseball

& basketball)
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This group became successful in their mission andthey transformed the Philippines into the third

largest English-speaking nation in the world. After President William McKinleys appointment of

William Howard Taft as the head of a commissionthat would be responsible for continuing the

educational work started by the U.S. Army, the TaftCommission passed Education Act No. 34 onJanuary 21, 1901, which established theDepartment of Public Instruction. The latter wasthen given the task of establishing a public school

system throughout the Philippines. The TaftCommission also authorized the furtherdeployment of 1,000 more educators from the U.S.to the Philippines.


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Every child from age 7 was required to register inschools located in their own town or province. Thestudents were given free school materials. Therewere three levels of education during the American

period. The "elementary" level consisted of fourprimary years and 3 intermediate years. The"secondary" or high school level consisted of fouryears; and the third was the "college" or tertiarylevel.

The Americans also gave recognition to thosestudents who excelled academically. They weresent to the U.S. to continue their studies and tobecome expert in their desired fields orprofessions. They were called "scholars" becausethe government covered all their expenses. In

return, they were to teach or work in governmentoffices after they finished their studies. There weresuccessful Filipino scholars like Judge Jose AbadSantos, Francisco Benitez, Dr. Honoria Sison andFrancisco Delgado.


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The knowledge of the Filipinos in reading andwriting were very high during the American period.

The first quinquenium , 1898-1903, saw the laying

of the foundation of the American-sponsorededucational system in the Philippines. Thefoundation, built on the people's strong craving forself-improvement through educational master-

minded by a vigorous republic across the ocean,was able to withstand the strain of calamities suchas were seldom seen on a national scale before.The foundation held firm in the face of inertia andantagonism on the part of the displaced ruling

power. Schools were begun by Americanism butwith proper respect for all ideals, customs andinstitutions of the population as McKinley hadinstructed in 1899.


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The next 20 years was a period of getting the internalresources of the nation organized and settling downsomewhat for a life of order and system. The 1st half thereof (1903-1913) coincides roughly with what has been called the

Taft era in Philippine affairs, a period, one might say, of thestrongest impact of the American culture upon Filipino race.This was the decade when the Philippine Assembly wasinaugurated, and the democratic system of local andprovincial governments installed. The beginnings of judicialand civil service systems were established. Primary schoolswere opened in most communities, an intermediate school in

all big towns, and a high school in every province. Vocationalschools in some places and a normal school in Manila were inoperation by the end of this decade. The English languagehad been accepted and made workable. Firm policies werelaid down on the separation of church and state, and part ofthe Friar lands were purchased and sold to the people insmall units. Sanitation and medical services were introduced.Agriculture, land titles, shipping and other essential aspectsof a peaceful national existence were placed in competenthands. The Philippine Constabulary of native Filipinos wasmaking a record efficiency and courage. All these werefinanced with the money raised from Philippine revenue.

d
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The 2nd half of the period ( 1914-1924) saw moreexpansion and improvement in many directions.There were more elementary schools, more normalschools, better-adapted textbooks, and improvedcurricula on all levels. Industrial work wasaccepted as a feature of elementary school work,and the high school looked more and more towardpreparing students for college. The faith in the

English language was affirmed in spite of asporadic interest in the value of the native dialectsin teaching. So much distance had been traveled by1924 hat a survey of the educational system by

impartial experts was decided upon as timely asimportant. But there was no longer any doubt thatthe Philippine democracy on this side of the Pacificwas a going concern.


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The next 10 years prior to the Commonwealth wasa period of further educational expansion andimprovement, but the schools had a rugged time of

it on account of the world-wide economic crisis.The infant of 1901was, by 1930, quite a grown upcreature, asserting more of his rights but notunworried by his rather retarded economiccapabilities. The international picture, particularlyin the Far East, had him worried , too, but he had totake his independence as given to him, the 1935Commonwealth being a merely launching-offstage.

For the problem of language in the schools, theMonroe survey said in 1925 that there was noabsolutely satisfactory solution, and there was stillnone on the eve of Commonwealth.


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The breakthrough in the strictly academicsecondary curriculum was seen in the acceptanceby some avant garde provisions of the general orcomprehensive high school program which wouldturn out graduates with saleable skills orhomemaking competencies. When theCommonwealth came, the secondary schools wereundergoing significant re-examinations.

By the time the Commonwealth was inaugurated,there had been enough to show that a Pacificdemocracy can be established in the islands. It hadalso been demonstrated that education was themost important handmaiden of prosperity and

progress. The elementary schools were famous for its

efficiency in handicrafts and in home gardenprojects.


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The high school proper was evolving out of anemerging system of education, not just gotten outof a book of regulations based on traditional

models. College domination of the high school wasattacked in the turbulent thirties. The approachingpolitical independence made the economic outlooka little more grim, and increasing intellectual

unemployment made the critics more vocal thanever. The existing agricultural and trade schoolswere improved, it nis true, but the increased inenrollment in these schools, from 1924-1940, wasvery slight indeed. Workless, or practically

workless secondary curriculum was still the staplefare for the majority of students in the high schoolsat the time of World War II.


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By: Mr. Ryan Bulusan, Mr. Cenen Nacpil &Mr. Ed Manalastas


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The Battle of the Philippines was the invasion of thePhilippines by Japan in 1941--42 and the defense of theislands by Filipino and United States forces. Althoughthe result was a Japanese victory, the perseverance of

the defenders delayed Japanese attacks on other areasand assisted Allied counterattacks in the South WestPacific theatre, from late 1942. The defending forcesoutnumbered the Japanese invaders by 3:2, but werepoorly trained and equipped, while the Japanese usedtheir best first-line troops at the outset of the campaign.

The Japanese 14th Army also concentrated its forces inthe first month of the campaign, enabling it to swiftlyoverrun most of Luzon. The Japanese high command,believing this had won the campaign, made a strategicdecision to advance by a month their timetable ofoperations in Borneo and Indonesia, withdrawing their

best division and the bulk of their airpower in earlyJanuary 1942. This, coupled with the decision of thedefenders to withdraw into a defensive holding positionin the Bataan Peninsula, enabled the Americans andFilipinos to successfully hold out for four more months.


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January 3, 1942

The Japanese established military government,livelihood, and culture in the Philippines. It was led

by Yoshidi Hayashi.

The Japanese promised the freedom of the countryif they would help them in forming one Institution

for the Development of Eastern Asia.

Asia for Asians- Philippines for the Filipinos

Changes:

Using of books pro-American was prohibited


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Books and materials pro-Japanese were beingused.

Niponggo was taught in elementary, secondary and

tertiary level Movies and stage plays were exhibited. Painters,

writers, singers, dancers and scholars werebrought to the Philippines so that the Filipinoswould gain inspiration, sympathy, love and the

cooperation of the Filipinos.

What the Japanese did during their stay:

The Filipinos were more in favour of the

Democratic system instead of Totalitarianism of theJapanese. Filipinos were smart and did not easilybelieve the outrageous promises and words whichare mere opposite of what the Japanese are doing.


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Women were raped and corruption and stealingtook place- all done by the Japanese.

Japanese governed the mining and constructionindustry.

Japanese occupation

Japanese educational policies were embodied inMilitary Order No. 2 in 1942. The Philippine

Executive Commission established theCommission of Education, Health and PublicWelfare and schools were reopened in June 1942.On October 14, 1943, the Japanese- sponsoredRepublic created the Ministry of Education. Underthe Japanese regime, the teaching of Tagalog,

Philippine History, and Character Education wasreserved for Filipinos. Love for work and dignity oflabor was emphasized. On February 27, 1945, theDepartment of Instruction was made part of theDepartment of Public Instruction.


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Changes in Education During the Japanese OccupationThe government made some changes in the system of

education in February, 1942. These changes were:

To stop depending on western countries like theU.S., and Great Britain. Promote and enrich theFilipino culture.

To recognize that the Philippines is a part of theGreater East Asia Co-Prosperity Sphere so that the

Philippines and Japan will have good relations. To be aware of materialism to raise the morality of

the Filipinos.

To learn and adopt Nippongo and to stop using the

English language. To spread elementary and vocational education.

To develop love for work.

After World War II


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After World War II

In 1947, by virtue of Executive Order No. 94, theDepartment of Instruction was changed toDepartment of Education. During this period, the

regulation and supervision of public and privateschools belonged to the Bureau of Public andPrivate Schools.

Marcos Era

In 1972, the Department of Education became theDepartment of Education and Culture byProclamation 1081. This centralized authority has,in effect, facilitated the integration of policy-making, planning and execution in all fields,

including education. Consequently, the concept ofnational development is becoming more precise asthe aims of the New society are spelled out. It nowonly remains to consider correlation between theseaims and philosophy, structure and operation ofthe educational system.


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Following a referendum of all barangays in thePhilippines from 10-15 January 1973, on 17 January1973 President Marcos ratified the 1973Constitution by Proclamation 1102. The 1973Constitution set out the three fundamental aims ofeducation 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..

On 24 September 1972, by PD No 1, theDepartment of Education, Culture and Sports wasdecentralized with decision-making shared amongthirteen regional offices.


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The Education Act of 1982 provided for anintegrated system of education covering bothformal and non-formal education at all levels.

Section 29 of the Act sought to upgrade educationinstitutions' standards to achieve qualityeducation, through voluntary accreditation forschools, colleges, and universities. Sections 16 &

17 upgraded the obligations and qualificationsrequired for teachers and administrators. Section41 provided for government financial assistance toprivate schools. The Act also created the Ministryof Education, Culture and Sports.

In 1978, by PD No 1397, the Department ofEducation and Culture became the Ministry ofEducation and Culture.


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BATAS PAMBANSA BILANG 232 Sec. 3. Declaration of Basic Policy. It is the

policy of the State to established and maintain a

complete, adequate and integrated system ofeducation relevant to the goals of nationaldevelopment. Toward this end, the governmentshall ensure, within the context of a free and

democratic system, maximum contribution of theeducational system to the attainment of thefollowing national developmental goals:

1. To achieve and maintain an accelerating rate ofeconomic development and social progress;

T th i ti i ti f ll th


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2. To ensure the maximum participation of all thepeople in the attainment and enjoyment of thebenefits of such growth; and

3. To achieve and strengthen national unity andconsciousness and preserve, develop andpromote desirable cultural, moral and spiritualvalues in a changing world.

The State shall promote the right of everyindividual to relevant quality education, regardlessof sex, age, creed, socio-economic status, physicaland mental conditions, racial or ethnic origin,political or other affiliation. The State shalltherefore promote and maintain equality of accessto education as well as the enjoyment of thebenefits of education by all its citizens..


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By:

Documents

SemEd Report 1