History of Education

in the Philippines
January 21, 2020

Submitted to Dr. Orlando Ornedo

Submitted in Partial Fulfilment for the subject

The Teaching Profession (Ped2)

By

Ariell A. Emradura
PRE-SPANISH PERIOD

During the pre-Hispanic times, the education was suitable to their needs. There was no formal
schooling. It was formless with untypical methods of teaching. Teaching was mostly practical
and hands on, parents or usually the tribal tutors provided the learners vocational training more
than academics. These vocational training varies on their locations’ industries.

Education was still decentralized during pre-Spanish period and they used a unique system of
writing known as baybayin which is also known as the alibata, an ancient writing system that
was used before by the Filipinos.

SPANISH PERIOD

Education during these times was controlled by the Spanish missionaries or the Friars. The Friars
established parochial schools linked with Churches to teach catechism to the natives. Education
was formal during these times; it was managed, suppressed and controlled but insufficient in a
way that its main focus was religious education together with the Spanish language. It was for
the elite, especially in the early years of Spanish colonization. During this period, there was a
separate school for boys and girls. The oldest universities, colleges, vocational schools and the
first modern education system were created during the colonial period.

The Agustinians opened a school immediately upon arriving in Cebu in 1565. The Franciscans
arrived in 1577 and immediately taught the people literacy aside from the teaching of industrial
and agricultural techniques. The Jesuits who arrived in 1581 also concentrated on teaching the
young and followed also by the Dominicans in 1587 with their first mission in Bataan.

Access to modern public education by all Filipinos was made possible through the enactment of
the Education Decree of 1863 dated December 20, 1863. At least one primary school for boys
and girls in each town was established under the responsibility of the municipal government.
There were 3 grades: entrada, acenso, and termino. The curriculum scoped 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. Official
name of the department under this decree was Superior Commission of Primary Instruction with
the Chairman as the official titular head.

A free public normal school for male teachers supervised by the Jesuits were also provided in
Manila under this decree. Later on in 1875, normal schools for women teachers were also
established in Nueva Caceres. Despite the decree, basic education in the Philippines remained
inadequate for the rest of Spanish period.

Emilio Aguinaldo’s revolutionary government paved its way after the Spanish colonial
government was defeated by the American forces. The schools established during the Spanish
era were closed for a time being but were reopened on August 29, 1898 by the Secretary of
Interior.

The Malolos Constitution made elementary education compulsory and free. The Literary
University of the Philippines (Universidad Literaria de Filipinas) on October 19, 1898 were
established by Aguinaldo. The Burgos Institute in Malolos and the Military Academy of Malolos
were also established under this period. He also decreed that all diplomas awarded by UST after
1898 be considered null and void.

Tagalog was established as the national language by the Constitution of Biak-na-Bato but
reading, writing, and literary studies in Spanish were still given prominence.

AMERICAN PERIOD

Under the American rule, education became a significant issue. Americans inflicted the principal
goal of educating Filipinos the knowledge of self-government. Imparting the English language,
their cultural values, and American history lead in building a national identity and strengthening
Filipino nationalism.

Education during this period was considered as one of the United States top priorities in the
Philippines. Every child from age 7 was required to register in schools located in their town or
province. There were three levels of education during this period. The elementary level which
consisted of four primary years and 3 intermediate years; secondary level which consisted of four
years; and the third was college or tertiary level. Religious instruction was abolished and
excluded in the curriculum of the schools.

The American soldiers served as the first teachers of the Filipinos at that time. Part of their
mission was to build classrooms in every place where they were assigned.

In January 21, 1901, a highly centralized public school system was installed by the Philippine
Commission by virtue of Act No. 74. It called for the recruitment of 600 trained teachers from
America and they were the Thomasites.

The Americans gave bright young Filipino students opportunity to take up higher education in
American colleges and universities. These Filipinos came to be known as “pensionados” for
their education in the United States was financed by the government in the Philippines. Hundreds
of Filipino pensionados were able to study in the US until 1928. From the ranks of
these pensionados came the future civic, business and political leaders of our country.

Hungry for education, the Filipinos flocked to public and private schools in large numbers.

COMMONWEALTH PERIOD

Education was sustained to be given the same attention even from the Commonwealth
government. The National Council of Education served as an advisory body on educational
matters created by President Manuel Quezon in 1936. Auxiliary improvements and
recommendations on the educational system in the country were made by the council and these
enhancements with the assistance of the government were acknowledged and carried out.

In compliance with the mandate of the 1935 Constitution, a structured effort to develop a
common national language was driven during the Commonwealth administration. Vocational
and adult learnings were also given emphasis during this phase.

President Quezon issued his famous Code of Ethics which was required to be taught in all
schools to help build up the moral values of the Filipinos and Filipino nationalism. He
prominently encouraged also the revival of the native culture among the Filipinos.

By virtue of the Educational Act of 1940, numerous changes were made in the Philippine
educational system. Under this law, the elementary level was reduced from 7 years to 6 years.
The minimum age for admission to Grade I was raised to 7. And instead of the school year from
June to March, it was changed to July to April.

JAPANESE PERIOD

Japanese educational policies were embodied in Military Order No. 2 in 1942. The Philippine
Exeecutive Commission established the Commission of Education, Health and Public Welfare.
Schools were reopened in June 1942.

On October 14, 1943, the Japanese-sponsored Republic created the Ministry of Education. Under
the Japanes regime, Tagalog, Philippine History, and Character Education were the focus. Love
for work and dignity of labor was emphasized.

On February 27, 1945, the Department of Instruction was made part of the Department of Public
Instruction.

REPUBLICAN PERIOD

In 1947, after the United States relinquished all its authority over the Philippines, President
Manuel Roxas issued Executive Order No. 94 which renamed Department of Instruction into
Department of Education. During this period, the regulation and supervision of public and
private schools belonged to the Bureau of Public and Private Schools.

In 1972, the Department of Education became the Department of Education and Culture (DECS)
under Proclamation 1081, which was signed by President Ferdinand Marcos.

In 1978, by the Presidential Decree No. 1397, DECS became the Ministry of Education and
Culture.

The Education Act of 1982 provided for an integrated system of education covering both formal
and non-formal education at all levels. Section 29 of the act sought to upgrade educational
institutions' standards to achieve "quality education" through voluntary accreditation for schools,
colleges, and universities. Section 16 and Section 17 upgraded the obligations and qualifications
required for teachers and administrators. Section 41 provided for government financial assistance
to private schools. This act also created the Ministry of Education, Culture and Sports.

In 1987, the Ministry of Education, Culture and Sports became again the DECS under Executive
Order No. 117. The structure of DECS as embodied in the order remained practically unchanged
until 1994.

On May 18, 1994, the Congress passed Republic Act 7722 or the Higher Education Act of 1994,
creating the Commission on Higher Education (CHED), which assumed the functions of the
Bureau of Higher Education and supervised tertiary degree programs.

On August 25, 1994, the Congress passed Republic Act 7796 or the Technical Education and
Skills Development Act of 199, creating the Technical Education and Skills Development
Authority (TESDA), which absorbed the Bureau of Technical-Vocational Education as well as
the National Manpower and Youth Council, and began to supervise non-degree technical-
vocational programs.

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act,
was passed. This act changed the name of DECS to the current Department of Education
(DepEd) and redefined the role of field offices (regional offices, division offices, district offices
and schools). The act provided the overall framework for school empowerment by strengthening
the leadership roles of headmasters and fostering transparency and local accountability for school
administrations. The goal of basic education was to provide the school age population and young
adults with skills, knowledge, and values to become caring, self-reliant, productive, and patriotic
citizens.

Introduced in 2011 by the Department of Education (DepEd), the K to 12 Program made

REPUBLIC ACT NO. 10533

“Enhanced Basic Education Act of 2013”

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

• SY 2011-2012: Universal Kindergarten implementation begins

• 2013: K to 12 enacted into Law

• 2014: Curriculum for Grades 11-12 finished

• 2015: Getting ready for the implementation of Senior High School (SHS) in SY 2016-2017