Anthropology and Education- researchers work in classrooms, homes and neighborhoods, viewing students as total cultural creatures whose

enculturation and attitudes toward education belong to a larger context that includes family, peers, and society. Such studies may lead to policy recommendations. Like the education in Japan Their educational policies, as detailed in Military Order No. 2, mandated the teaching of Tagalog, Philippine history, and character education to Filipino students, with emphasis on love for work and dignity of labor. The government made some changes in the system of education in February, 1942. These changes were: To stop depending on western countries like the U.S., and Great Britain. Promote and enrich the Filipino culture. To recognize that the Philippines is a part of the Greater 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. During World War II, the department was reorganized once again through the Japanese's Military Order No. 2 in 1942, which established the Commission of Education, Health, and Public Welfare. With the establishment of the Japanese-sponsored Republic, the Ministry of Education was created on October 14, 1943. Under the Japanese, the teaching of Tagalog, Philippine History, and Character Education was given priority. Love for work and the dignity of labor were also emphasized. Applied anthropology - The application of anthropological data, perspectives, theory, and methods to identify , assess, and solve contemporary social problems.

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Timeline Before1521EducationbeforethecomingofSpaniards 1521-1896EducationduringtheSpanishRegime 1896-1899EducationduringthePhilippineRevolution 1898-1935EducationduringtheAmericanOccupation 1935-1941EducationduringthePhilippineCommonwealth 1941-1944EducationduringtheJapaneseOccupation 1944-1946EducationaftertheWorldWarII 1946-presentEducationunderthePhilippineRepublic Pre-Hispanic Education Pre-Hispanic education in the Philippines was not formal Education was oral, practical, and hands-on The objective was basically to promote reverence for, and adoration of Bathala, respect for laws, customs, and authorities represented by parents and elders When the Spaniards arrived in the Philippines they encountered islanders who knew how to read and write Education during the Spanish Regime The Friars established parochial schools linked with churches to teach catechism to the natives Instruction was in the dialect Education was managed, supervised, and controlled and the friars Education in the country was not uniform The system of schooling was neither hierarchical nor structured, thus there were no grade levels Major Problems Lack of trained teachers

Lack of teachers (150teacher-missionaries to instruct over half a million inhabitants) Lack of funds, instructional materials, and in many instance schoolhouses Because of need, higher level schools were established much later by virtue of royal decrees. Colegios Beaterios Subjects: Based on the Royal Decree of 1863 Languages (Latin, Spanish grammar and literature, elementary Greek, French and English) History (Universal, Spanish) Mathematics (Arithmetic, Algebra, Trigonometry, Geometry) Philosophy (Rhetoric, Logic, Ethics) Geography Psychology Philippine Revolution Illustrados spearheaded the Propaganda Movement Curricular reforms 1. Secularization of education 2. Instruction of Spanish 3. Greater attention to natural science 4. The design of a relevant curriculum 5. Improvement of higher centers of learning 6. Improvement of educational system Jose Rizal criticized unequivocally the friars method of instruction in his two novels Noli Me Tangere and El filibusterismo 1. Disproportionate focus on religion 2. Discourage the attempt of Filipino students to speak in Spanish 3. Lack of pedagogical skills 4. Irrelevant courses in the curriculum Curriculum To improve the existing curriculum, Rizal considered the ff. Subjects as required courses in secondary schools Science Math History Philosophy Law Language P.E Religion Music Social Sciences Graciano-Lopez Jaena The outstanding cause of the distressed situation of Filipinos today is the anomalous education received by the youth in schools. They learn to read correctly and write

gracefully, but they do not learn anything useful because they are not taught any. They are taught how to pray and never go to work American Occupation The Americans used education as a vehicle for its program benevolent assimilation American soldiers were the first teachers Restore damaged schoolhouses, build new ones and conduct classes Trained teachers replaced soldiers Filipinos warmly received their new teachers, Thomasites American teachers infused their students the spirit of democracy and progress as well as fair play TAKE NOTE! It is not surprising that the democratic values espoused by the Americans, whether SINCERE or NOT, touched a receptive nerve on the Filipino psyche. Americans discarded the religious bias Educational Act of 1901-Separation of Church and State in education Encourage Filipino in the field of teaching Outstanding Filipino scholars were sent to US to train as teachers Curriculum PrimaryEducation GMRC Civics Hygiene and Sanitation Geography IntermediateCurriculum Grammar and composition Reading, spelling Science courses Physiology Hygiene and sanitation Intensive teaching of geography Government established NORMAL SCHOOL for future teachers Courses include Methods of teaching, practice teaching, psychology, mathematics, language, science, history and government, social sciences, P.E White collar-job bias PhilippineCommonwealth All schools should develop moral character, personal discipline, civic conscience and vocational efficiency Promote effective participation of the citizens in the processes of a democratic society Educational Act of 1940 meets the increasing demand for public instruction and at the same time complies with the constitutional mandate on public education JapaneseRegime

6 basic principles of Japanese Education 1. Realization of NEW ORDER and promote friendly relations between Japan and the Philippines to the farthest extent 2. Foster a new Filipino culture based 3. Endeavor to elevate the morals of people, giving up over emphasis of materialism 4. Diffusion of the Japanese language in the Philippines 5. Promotion of VOCATIONAL course 6. To inspire people with the spirit to love neighbor Curriculum School calendar became longer No summer vacation for students Class size increased to 60 Deleted anti-asian opinions, banned the singing of American songs, deleted American symbols, poems and pictures Nihongo as a means of introducing and cultivating love for Japanese culture Social Studies TakeNote! Spanish-Reignfor300years American-50years Japanese aboutfouryears It is thus not surprising that despite the measure they had instituted, the Japanese failed to succeed in transforming the values and attitudes of the people in line with their vision of the NEW ORDER. A contributory factor was widely reported brutalities that ushered in the Japanese occupation that the Filipinos did not experience with the same degree during the American period After World War II In 1947, by the 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. Education after 1940 The objective of the Philippine Education was to established integrated, nationalistic, and democracy-inspired educational system included the ff. 1. Inculcate moral and spiritual values inspired by an abiding faith in God 2. To develop an enlighten, patriotic, useful and upright citizenry in a democratic society 3. Conservation of the national resources 4. Perpetuation of our desirable values 5. Promote the science, arts and letters Great experiments in the community school and the use of vernacular in the first two grades of the primary schools as the medium of instruction were some of them. An experiment worth mentioning that led to a change in the Philippine Educational Philosophy was that of school and community collaboration pioneered by Jose V. Aguilar. Schools are increasingly using instructional materials that are Philippine-oriented. Memorandum No. 30, 1966 sets the order of priority in the purchase of books for uses in the schools were as follows:

Books which are contributions to Phil. Literature Books on character education and other library materials Library equipment and permanent features Martial Law period The Department of Education became the Department of Education and Culture in 1972, the Ministry of Education and Culture in 1978, and with the Education Act of 1982, the Ministry of Education, Culture, and Sports. A bilingual education scheme was established in 1974, requiring Filipino and English to be used in schools. Science and math subjects as well as English language and literature classes were taught in English while the rest were taught in Filipino. From 1986 to the present The bilingual policy in education was reiterated in the 1987 Constitution of the Philippines. (EDCOM), Congress passed Republic Act 7722 and Republic Act 7796 in 1994, creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA). The institute governing basic education was thus renamed in 2001 as the Department of Education (DepEd). The quality of public school education is generally considered to have declined since the post-war years, mainly due to insufficient funds. The Department of Education aims to address the major problems affecting public education by 2010. Private schools are able to offer better facilities and education, but a real so much more expensive. There is a wide variety of privates chools, including all-boys and all-girls schools, religious schools, non-sectarian schools, Chinese schools, special schools, and international schools. Due to economic difficulties, there has been a recent increase in the popularity of homeschooling and open universities in the Philippines. Formal vs. Informal Education

Formal education is classroom-based, provided by trained teachers. Informal education happens outside the classroom, in afterschool programs, community-based organizations, museums, libraries, or at home. What are the main differences between the two?

In general, classrooms have the same kids and the same teachers every day. After-school programs are often drop-in, so attendance is inconsistent, as is leadership. Classroom activities can last several days. After-school programs need to complete an activity each day because a different group of kids could be in attendance tomorrow. You can assume that classroom-based teachers have a certain level of training in educational philosophy, effective teaching strategies, classroom management, and content. After-school providers, by contrast, vary in experience and knowledge of teaching techniques, content expertise, and group management. Typically, materials for after-school settings need to include a lot more structure. Teachers need to meet educational standards and stick to a specified curriculum, which can make it difficult for them to incorporate nontraditional content. After-school programs, on the other hand, can be more flexible with their content.

Both formal and informal education settings offer different strengths to your educational outreach project. If your project fits in the classroom, it can have a very long life; teachers will use trusted resources for years. After-school programs offer a different

kind of environment, where your activities don't need to be as formal and where you can reach a different audience. While both schools and after-school programs serve students, many kids who feel disenfranchised at school blossom in after-school settings. Real learning can happen in a setting where kids feel less intimidated or more comfortable than they do in a formal classroom. The ultimate goal is that their success in an informal setting can lead to greater confidence in the formal classroom. An additional benefit of developing materials for informal educational settings is that they may be useful to parents at home with their kids, or to adult learners who are looking to expand their knowledge, either for their own enrichment or to increase their career options. The study of anthropology offers alternative perspectives of who we are and why we do the things we do through the study of individuals, groups, and institutions different from ourselves. The anthropological analyses of indigenous cultures, cross-cultural interactions, and/or the neighbors next door are all legitimate and necessary means towards making the familiar unfamiliar. This process forces us to rethink how we understand the culture we live in and the process of transmitting this culture to others. In so doing, anthropology demands that we come to consider the other as different from ourselves a not so simple feat. Likewise, by showing the legitimacy of other ways of being, anthropology forces us to confront the possibility that ours is not the only, nor best, way of working things out. Anthropology of education engages these perspectives through the study of schooling in our own culture, from the perspective of minority groups in our culture, and from multiple transcultural perspectives. The anthropology of education engages issues such as the socialization process of schooling; the production, transmission, and acquisition of culture within the educational process; the role of ethnocentrism and cultural relativism in schools; the schools role in the creation of identity; and how minority groups interact with the majority culture of schooling. These issues are at the heart of immense debate and analysis within educational policy and practice, ranging from questions of multicultural education to what it means to be educated; from curriculum design to multiple intelligence; from why minority students disproportionately fail in school to what it means for a test to be culturally biased.

The system of education in the Philippines was patterned, both from the educational systems of Spain and the United States. However, after the liberation of the Philippines in 1946, the system have changed radically and moved at its own. The Department of Education (or DepEd) administers the whole educational system, which also includes the allocation of funds utilized for school services and equipments (such as books, school chairs, etc.), recruitment of teachers for all public schools in the Philippines, and the supervision and organization of the school curricula. The former education system of the Philippines is composed of: 6 years of elementary education starting at the age of 6 or 7, and 4 years of high school educationstarting at the age of 12 or 13. In this system, education is not compulsory. However, since June 4, 2012, DepEd started to implement the new K-12 educational system[3], which includes the new curricula for all schools (see the section). In this system, education is now compulsory.