Historical Foundation of Education

HISTORICAL FOUNDATION
OF EDUCATION
Jemmelynne Anog
Mr. Fonz Romero Miclat

Professor
HISTORICAL FOUNDATION OF EDUCATION
PAGE 2
Introduction
The beliefs and

experiences of education
today rest on the history
of this field of endeavor.
By knowing what
accomplishments of
leaders in the past,
todays educators
attempt to build on their
An American teacher, Mary Scott Cole, is pictured
achievements. with her class in Palo, Leyte. Photo from the
University of Michigan Bentley History Library,
during “The Philippine-American War”
PAGE 3
Ancient Filipino Alphabet Used by our Ancestors
PAGE 4
Primitive Education
Life among primitive or tribal people was very

simple compared to the complex life that people
have today. Their means of livelihood is hunting
PAGE 5
or gathering wild fruits and vegetables. There

was no reading or writing and information was
transmitted through word of mouth, songs,
gestures, ceremonial, rites and the like.
PAGE 6
Characteristic
of
Primitive
Culture
Aims of Education
PAGE 7
 Security and Survival
 Conformity
 Preservation and Transmission of Traditions
Some Characteristics of Primitive Culture
 Relatively simple.
 Relatively narrow social and cultural contacts.
 Extraordinary conservative and prone to superstitions.
 The organization of primitive life is tribal not political so that one
function of education is to enable one to live with his relatives.
 Absence from primitive cultures of reading and writing.
Types of Education
 Vocational
This includes learning the skills in procuring basic necessities of
life like hunting, constructing a hut etc.
 Religious (Animistic)
Consisted learning how to participate in ritualistic practices to
please or to appease the unseen spirits roaming around.
Content to be Studied
PAGE 8
 Ways of procuring the basic necessities in life and protecting life

from dangers.
 Superstitious. Included as how to worship before the dwelling of

an unseen spirit such as a big tree, a big rock or a river, etc.,
Effects of Primitive Education
 Culture was passed on and preserve for the next generation.
 Tribes were able to meet their economic needs and were able to
survive.
 People were able to adjust and adapt to social and political life.
PAGE 9
Philippine
Educational System
Spanish Contribution
American Contribution
Japanese Contribution
PAGE 10
Pre-Spanish Period
Before 1512
Pre-Colonial Period
Pre-Colonial Period
PAGE 11
o The type of education is informal and unstructured.
o The home serve as their school.
o The parents serve as their teachers.
o Focused more on vocational than academics
o Tribal tutors (for example; the babaylan).
o Most community’s stories, songs, dances, poetry, medicinal

practices and advice regarding of all life community life issues
were passed from generation to generation mostly through oral
tradition.
o Some communities utilized a writing system known as baybayin.
o Alibata – composed of 17 symbols represents the letters of the

alphabet.
Method of Education
PAGE 12
 “Tell me” or “Show me” demonstration method.

 Alibata (Baybayin) which is composed of 14 consonants and 3
vowels.
 Oral, practical and hands on KNIP.
Spanish Period
1521 - 1896
Spanish Contribution in Education
PAGE 13
 Education was formal.
 Established schools from the primary level to the tertiary level.
 Focused on the Christian doctrines.
 Separate school for boys (colegios)and girls (beaterio).
 Illustrados were accommodated I the schools.
 Missionary teachers (friars)replaced the tribal tutors.
 Catholic doctrines schools that were set up initially became

parochial schools that taught reading and writing along with
catechism.
 Education Decree of 1863 – mandated the establishment of free

primary schools in each town, one for boys and one for girls. With
the precise number of schools depending on the size of the
population.
 There were three (3) grades; Entrada, Acenso and Termino.
 The curriculum required the study of Christian doctrine, values

and history as well as reading and writing in Spanish,
mathematics, agriculture, etiquette, singing, world geography
and Spanish history. Girls were also taught sewing.
 The Normal school run by the Jesuits was also established which
gave men the opportunity to study a three-year education for the
primary level. Normal schools for women were not established
until 1875 in Nueva Caceres.
PAGE 14
Method of Teaching
A. Catechetical Instruction;
B. Use of corporal punishment;
C. Rote memorization;
D. Instruction was in dialect;
Spanish Contribution Roles
 The friars controlled the educational system.

 The missionaries took charge in teaching, controlling and
maintaining the rules and regulations.
 Parochial schools were led by the Dominicans and Jesuits.
 Establishments of Normal school for male teachers under the
supervisions of the Jesuits.
PAGE 15
American Period
1898 – 1935
American Contribution in Education
American Period
1898 – 1935
American Contribution in Education
PAGE 16
 Course of study is prescribed uniform and centralized.

 Formal structured and existence of an educational system.
 In 1899, more schools were opened, this time with 24 – English
language teachers and 4500 students.
 Act No. 74 – a highly centralized, experimental public school

system was installed in 1901 by the Philippine Commission.
 Between 1901 – 1902 – Philippine Commission authorized the

secretary of Public Instruction to bring more than 1,000 teachers
from the United States, who were called the Thomasites to the
Philippines. These teachers were scattered throughout the
islands established barangay schools.
 The same law established in the Philippine Normal School (The

Philippine Normal School) to train aspiring teachers. The high
school system was supported by provincial governments and
included special educational institutions, schools of arts and
trade, an agricultural school as well as commerce and marine
institutes which were established in 1902 by the Philippine
Commission Act No. 372 – authorizing the opening of public
schools.
 Act No.1870 initiated the opening of University of the Philippines,

now the country ‘s national university.
 Act NO.1381 also known as Gabaldon Law was passed 1907,

which provided fund which is a million for the construction of
PAGE 17
concrete school buildings Filipinazation policy of the

government.
 The reorganization of Act of 1916 provided that all department

secretaries except the Secretary of Public Instruction must be a
natural-born Filipino.
PAGE 18
Japanese Period
1941- 1944
Japanese Contribution in Education
Japanese Period
1941-1944
PAGE 19
Japanese Contribution in Education
Course of Study
Prescribed Uniformed Centralized
Six Basic Principles of Japanese Education
1. To stop depending on western countries like the Great

Britain and the United States. Promote and enrich the
Filipino culture.
2. 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.
3. To be aware of materialism to raise the morality of the

Filipino.
4. To learn and adapt Niponggo and to stop using the

English language.
5. To spread elementary and vocational education.
6. To develop love for work.
PAGE 20
The Present Education System in the

Philippines
1946 - Present
The Philippine Education System

PAGE 21
 Was patterned to the educational system of Spain and of the

United States. After the liberation of the Philippines in 1946,
Filipinos had moved in various direction of its own.
 Elementary and High School is compulsory which is administered

by the Department of Education.
Education in the Philippines
 Managed and regulated by;
 Department of Education (DepEd)
 Commission Higher Education (CHED)
 Technical Education and Skills Development (Tesda)
 DepEd is responsible for the K- 12 basic education, it exercises

full and exclusive control over public schools and nominal
regulation over private schools, and it also enforces the national
curriculum that has been that has been put in place since 2013.
Former Educational System

(From 1945 until the 5th of June 2011)
PAGE 22
 In 2010, Ex- President Benigno Aquino III, expressed his desire to

implement the K-12 basic education cycle to increase the
number of years of compulsory education in thirteen years, K – 6
– 4 – 2, basic education system.
 Kindergarten Education Act of 2012 – it is mandatory to enroll

children in kindergarten.
 Enhanced Basic Education Act of 2013
 SY 2011- 2012, at this year DepEd has already implemented the K

– 12 program and it still enacted into law to guarantee its
continuity in the succeeding years.
PAGE 23
PAGE 24

Historical Foundation of Education

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HISTORICAL FOUNDATION

Mr. Fonz Romero Miclat

The beliefs and

Ancient Filipino Alphabet Used by our Ancestors

Life among primitive or tribal people was very

or gathering wild fruits and vegetables. There

 Security and Survival

 Preservation and Transmission of Traditions

Some Characteristics of Primitive Culture

 Ways of procuring the basic necessities in life and protecting life

 Superstitious. Included as how to worship before the dwelling of

Effects of Primitive Education

 Culture was passed on and preserve for the next generation.

o The type of education is informal and unstructured.

o The home serve as their school.

o The parents serve as their teachers.

o Focused more on vocational than academics

o Tribal tutors (for example; the babaylan).

o Most community’s stories, songs, dances, poetry, medicinal

o Some communities utilized a writing system known as baybayin.

o Alibata – composed of 17 symbols represents the letters of the

 “Tell me” or “Show me” demonstration method.

 Oral, practical and hands on KNIP.

Spanish Contribution in Education

 Education was formal.

 Established schools from the primary level to the tertiary level.

 Focused on the Christian doctrines.

 Separate school for boys (colegios)and girls (beaterio).

 Illustrados were accommodated I the schools.

 Missionary teachers (friars)replaced the tribal tutors.

 Catholic doctrines schools that were set up initially became

 Education Decree of 1863 – mandated the establishment of free

 There were three (3) grades; Entrada, Acenso and Termino.

 The curriculum required the study of Christian doctrine, values

Spanish Contribution Roles

 The friars controlled the educational system.

American Contribution in Education

American Contribution in Education

 Course of study is prescribed uniform and centralized.

 Act No. 74 – a highly centralized, experimental public school

 Between 1901 – 1902 – Philippine Commission authorized the

 The same law established in the Philippine Normal School (The

 Act No.1870 initiated the opening of University of the Philippines,

 Act NO.1381 also known as Gabaldon Law was passed 1907,

concrete school buildings Filipinazation policy of the

 The reorganization of Act of 1916 provided that all department

Japanese Contribution in Education

Japanese Contribution in Education

Prescribed Uniformed Centralized

Six Basic Principles of Japanese Education

1. To stop depending on western countries like the Great

2. To recognize that the Philippines is a part of the

3. To be aware of materialism to raise the morality of the

4. To learn and adapt Niponggo and to stop using the

5. To spread elementary and vocational education.

6. To develop love for work.

The Present Education System in the

The Philippine Education System

 Was patterned to the educational system of Spain and of the

 Elementary and High School is compulsory which is administered

Education in the Philippines

 Managed and regulated by;