Professional Education 9 Module Five Major Foundations of Curriculum (Historical Foundation of Curriculum)

Republic of the Philippines
POLANGUI COMMUNITY COLLEGE

Polangui, Albay
PROFESSIONAL EDUCATION 9
MODULE FIVE
MAJOR FOUNDATIONS OF CURRICULUM ( HISTORICAL
FOUNDATION OF CURRICULUM)
I. LEARNING OUTCOMES
At the end of the learning module, the students must have:

1. Examined how history influenced curriculum
2. Arranged chronologically in a graphic organizer the historical foundations of curriculum
II. TOPIC:
MAJOR FOUNDATIONS OF CURRICULUM ( HISTORICAL FOUNDATION OF
CURRICULUM)
III. DISCUSSION/ABSTRACTION
HISTORICAL FOUNDATIONS OF CURRICULUM

There are major events in the life of the Filipinos that have great impact on their educational
system. For about 385 years, three colonizers interchangeably dominated the Philippines and used
education in different ways to spread their principles and beliefs. Thus, education in our country has
undergone various changes throughout the years. The differences in ideologies among the colonizers
resulted in variation in the content and strategies of the curriculum in line with their goals and objectives.
Pre- Hispanic Filipinos had no formal schools. Learning began in the home. Education was oral,
practical and hands-on. Pre-Spanish children were taught reading, writing and arithmetic by their parents.
Basically, the objective of education during this period was to prepare children to become good husbands
and wives as well as to become productive members of the community. Because of foreign domination
and several historical events, our education underwent several changes although we also retained some of
the ancient teachings that our forefathers had taught us.
The arrival of the Spaniards in the Philippines paved way to the establishments of schools in the
country. The friars established parochial schools in accordance with the primary goal of colonial
education to spread Christianity throughout the archipelago. Hence, religion( Christian Doctrines) was a
compulsory subject at all levels-from the primary schools to the universities. Education was managed,
supervised and controlled by the friars. In addition education during this period was privileged only to
Spanish students. Public Education Decree of 1863 was implemented in the colony which required the
establishment of one primary school for boys and one for girls in each of the major town in the country.
the same decree provided for the establishment of a normal school for the training of teachers with a
mastery of the Spanish language, under the direction of the Jesuits as Spanish shall be the medium of
instruction in all schools.
Although Spanish government exerted effort to educate the Filipinos, basic education in the
Philippines remained inadequate and defective for the rest of the Spanish period. The educational system
was characterized by the absence of a systematic government supervision of the schools, over-emphasis
on religion, limited and irrelevant curriculum, obsolete teaching methods, poor classrooms facilities, and
inadequate instructional materials. There was also racial discrimination against Filipino students and
absence of academic freedom.
During the Philippine revolution, education was one of the priorities of the Malolos Republic.
Many schools in the country were closed because of the revolution but were opened on August 29, 1898
by the Secretary of Interior. President Aguinaldo ordered the opening of these schools. A system of free
and compulsory primary education was established. Secondary education was provided by the
government through the Burgos Institute in Malolos. Tertiary education on the other hand was also
provided by the government with the establishment of the Literacy University of the Philippines in
October 1898.
In January 1901, the Taft Commission enacted Act No.74 which established the Philippine public
school system. This law provided for free education and the establishment of a school for the training of
Filipino teachers. Furthermore, it required for the teaching of English in school. It called for the
recruitment of trained teachers in the US and the abolition of compulsory religious instruction.
On August 23, 1901, the first group of American Teachers arrived in Manila, board the transport
ship Thomas. These teachers became popularly known as the Thomasites. From Thomasites, the Filipinos
learned not only the English language but to adhere and appreciate American way of life.
Higher Education was also promoted by the Americans. The University of the Philippines was
created in 1908 by virtue of Act No. 1870 enacted by the Philippine Commission and the Philippine
Assembly. The establishment of higher education institution (HEI’s) was also encouraged during this
period. Private HEI’s which started their operation during the American regime were the following:
Siliman University 1901 in the province of Negros Oriental, Centro Escolar University founded by
LIbrada Avelino in 1907, and the Philippine Women’s University, founded by Francisca T. Benitez in
1919.
Promotion of the education of the Filipino continues during the time of the Commonwealth.
President Quezon created the National Council of Education in 1936 as an advisory body on educational
matters. Its first chairman was Dr. Rafael Palma. The council made vital recommendations for the further
improvement of the educational system in the Philippines. Under the Commonwealth, vocational and
adult educations were given importance. In 1938, the National Assembly enacted a law providing for the
establishment of national vocational schools in different parts of the country. With the creation of the
Office of the Adult Education in 1936, an adult education program was started in the country.
It was also during the Commonwealth regime that an organized effort to develop a common
national language was started in compliance with the mandate of the 1935 constitution. The national
language was made by compulsory subject in all schools in the beginning of school year 1940-1941. To
help strengthen the moral fibers of the Filipinos and to foster love of the country especially among the
youth, President Quezon issued his famous Code of Ethics which was required to be taught in all schools.
In 1940, several changes were made in the Philippine educational system by virtue of the
Educational Act of 1940. Under this law, the elementary course was reduced from 7 years to 6 years. The
minimum age for admission to Grade 1 was raised to 7. The school calendar was also changed so instead
of the school year from June to March, it was changed from July to April.
When the Japanese officially occupied manila on January 3, 1942, they recognized the important
role of education in realizing their vision of a New Order in Asia. The Japanese Military Administration
issued a proclamation order No.2 in 1942 which contained the six basic principles of Japanese education
in the country.
1. To make people understand the position of the Philippines as a member of the Greater East-Asia
Co-prosperity Sphere. Thus, to promote friendly relations between Japan and the Philippines to
the furthest extent.
2. To eradicate the old idea of the reliance upon the western nations and foster a new Filipino
culture on the self-consciousness of the people as orientals.
3. To endeavour to elevate the morals of the people.
4. To strive for the diffusion of the Japanese language in the Philippines and to terminate the use of
English in due course.
5. To put importance to the diffusion of elementary education and to the promotion of vocational
education.
6. To inspire the people with the spirit of love and labor.
In June 1942, schools were reopened and the Philippine Executive Commission established the
Commission of Education, Health and Public Welfare. On October 14, 1943, the Japanese sponsored
Republic created the Ministry of Education. There were important changes in the curriculum during
this period.
1. The school calendar became longer, no summer vacation for students and teachers.
2. Class size increased to 60 and the Japanese deleted anti-Asian opinions as well as American
symbols, poems and picture from all instructional materials.
3. They banned the singing of American songs and Nihongo was used as a means of introducing and
cultivating love for Japanese culture 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.
After the war, Philippine education intensely changed in terms of objective, focus and methodology.
The Board of National Education approved a new set of objectives in 1955 establishing an integrated,
nationalistic, and democracy-inspired educational system. Among the objectives were:
1. Inculcate moral and spiritual values inspired by an abiding faith in God.

2. To develop an enlightened, 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 for the enrichment of life and the recognition of the dignity
of the human person.
In 1972 during the Martial Law years, the Department of Education became the Department of
Education and Culture by virtue of Proclamation 1081. In 1978, by virtue of PD No. 1397, it was
changed to Ministry of Education and Culture. Thirteen regional offices were created and major
organizational changes were implemented in the educational system. 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.
The Ministry of Education, Culture and Sports was created by the Education Act of 1982 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 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 encouraged the 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).
The trifocal education system refocused DECS mandate to basic education which covers
elementary, secondary and non-formal 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, known as the Governance of Basic Education Act, was
enacted changing the name of the Department of Education, Culture and Sports to 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 school head empowerment by
strengthening their leadership roles and 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 citizens.
IV. STUDENT’S LEARNING EXPERIENCES/ACTIVITIES

Directions: In a graphic organizer, arrange chronologically the historical foundation of the curriculum.
Give a short description of each period.
END OF THE LEARNING MODULES…….

ANALYZE AND UNDERSTAND WELL……
ENJOY AND GOD BLESS!!!!!

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Republic of the Philippines

POLANGUI COMMUNITY COLLEGE

At the end of the learning module, the students must have:

HISTORICAL FOUNDATIONS OF CURRICULUM

1. Inculcate moral and spiritual values inspired by an abiding faith in God.

IV. STUDENT’S LEARNING EXPERIENCES/ACTIVITIES

END OF THE LEARNING MODULES…….

ENJOY AND GOD BLESS!!!!!

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