1555

1554 SPANISH PERIOD (1555-1898)

PRE-SPANISH PERIOD (0-1555)
- Royal decree of 1555 mandated the ff. education goals:
Aim: for survival and conformity; for - indoctrination of Christianity
enculturation - promotion of Spanish language
Methods: demonstration method; - imposition of Spanish culture
observation/imitation Methods: dictation; memorization; moro-moro, cenaculo
Content: broad, indefinite, and unwritten; *Primary instruction was free but usually for the elite.
unstructured; research later shows Filipinos Education during that period was inadequate,
already have their own "baybayin" alphabet suppressed, and controlled.
1565
Content: Christian doctrine; intro of parochial schools;
severe discipline imposed; authoritarianism type; Parochial Schools
teacher dominated Rise of parochial schools started by the
Augustinians and later by other
religious Spanish orders. among the 1st
schools are Colegio de San Ignacio
(1589), UST (1611), Beaterio de Sta.
Potenciana (1st only-girls school in
1863 1594)
Royal Decree of 1863

Establishment of Education 1901

Act of 1863 Creation of Dept. of Public

Instruction and 1935

Whereby which provided for the
Educational Act of 1901 1935 Consitution
establishment of at least one primary
Whereby which provided for the establishment
school for boys and girls in each town (Commonwealth
of at least one primary school for boys and girls
under the responsibility of the Period)
in each town under the responsibility of the
municipal government; and the As set forth in the 1935
municipal government; and the establishment
establishment of a normal school for Constitution, educational aims
of a normal school for male teachers under the
male teachers under the supervision of are: to develop moral character,
supervision of the Jesuits.
the Jesuits. personal discipline, civic
conscience, vocational
efficiency and duties of
citizenship.

1942

Legal Mandate for Education

during Japanese occupation

1947
Order No. 2 of the Japanese Imperial
Forces was established to set up war Board of Textbooks (RA 139)
1954
time educational objectives
Its function was to screen and approve textbooks Civil Service
for use in all public schools. Private schools can Eligibility
use textbooks of their choice provided the Board
has no objections. Pursuant to RA 1079, teachers are
required to take civil service exma to be
eligible to teach in public schools.

1966

Magna Carta for

Teachers
1973
*recruitment qualification of teachers
*Code of Professional Conduct YDT and CAT are

*teaching load and overtime introduced via 1973

*GSIS benefits Constitution
1976
*leaves, salary increases Professional Board
*aside from YDT and CAT, several educational
programs were initiated from 197-1986, viz: NCEE Exams for Teachers
(later abolished in 1994), NSAT, NEAT, etc. (now LET)
*automatic civisl service eligibility to tertiary
honor students as per PD 1006, teachers are given
professional status upon passing
the board exam (PBET).
Currently, RA 7836 mandates that
teachers should pass the LET as
administered by the PRC.

1991

Break-up of DECS into 3

1982
departments
Education Act of 1982
*as recommended by Congress, DECS was
subdivided into 3 depts: Dept of Basic Education aka BP 232 was executed to promote
(BSE); TESDA; and CHED. and maintain "quality education"
*establishment of Teacher Education Centers of through accreditation for all schools
Excellence to upgrade their standards

2013
1992
K-12 Educational System
Student Employment Law The K to 12 Program was implemented in the year 2012
aka RA 7323, it allows students aged 15- to provide sufficient time for mastery of concepts and
25 to be employed during summer or skills, develop lifelong learners, and prepare graduates
Christmas vacations with a salary not for tertiary education, middle-level skills development,
lower than the minimum wage where employment, and entrepreneurship.
60% paid by employer and 40%
shouldered by the govt.

AUG 15, 2015

1987 Constitution
Aims for education: inculcate patriotism/nationalism; foster
love of humanity; respect for human rights; appreciation of
national heroes; rights and duties of citizenship; strengthen
ethical and spiritual values; develop moral character and
discipline; encourage critical creative thinking; broaden
science/technology; promote vocational efficiency

Evolution of Philippine
Education System
BEED 2-1

Group 1
AURE BALBIN BAYUNGAN ORTEGA VILLANUEVA
 IDEALISM AND
CONNECTIONISM
F O U N D A T I O N S O F
Are connected since it emphasizes how

the ideas and concepts rely on the truth.

The significance of a well-built

C U R R I C U L U M relationship, powerful connection

between the teacher as a role model and

learner are essential to have meaningful

CONNECTIONISM
learning where the teacher initiates a
AND REALISM
question so that the learners will arrive to

find an answer.

Both of them have rules to be

followed in order to develop or

enhance behavior as well as level of

REALISM AND
knowledge.
SOCIAL
LEARNING
THEORY

How the learning is acquired by

observation using our senses and

analyzing the real-world situation,

the truthfulness of experiences that

can be reasoned out by abstract and

rational thought, and execution on

SOCIAL
the certain task on how to apply it in
LEARNING AND
PERENNIALISM daily lives.

Through observation , imitating others

as a socially mediated process in

PERENNIALISM
which children acquire their cultural AND NINE
values, beliefs, etc. EVENTS OF
INSTRUCTION

They emphasize that the focus of

education should be the ideas in the

past. This is very beneficial because

recalling prior knowledge is part of

NINE EVENTS the nine events of instruction. It is

AND very helpful because the students

PRAGMATISM
may easily learn the lesson because

of recalled prior knowledge. It can

How their prior knowledge affects
also help the teacher to know what
throughout the learning process, either
are the things that need to be
they retain or reconstruct the newly
enhanced.
learned concept. Students should not

be passive but active to think critically

and be able to solve a problem or

demonstrate it by the assessment.

PRAGMATISM
AND COGNITIVE
THEORY

Both of them imply that children might

develop a set of information as they

COGNITIVE AND mature. Interaction with the

PROGRESSIVISM environment has a great impact on

both of them since it brought changes

Needed a specific stage and on the way they perceive knowledge.

development that learners must attain

and exhibit before getting into another

step. A meaningful process that

enables us to visualize mentally and

associated with the scientific method

PROGRESSIVISM
that comprehends and synthesizes
AND INFO
generalizations and associates through PROCESSING
daily living as experiences.

Students may store information based

on their interest and needs. Information

gathered by the learners are all

meaningful and may somehow be

related to their experiences. As long as

INFO they are storing knowledge they are

PROCESSING AND
also able to identify the things that are
EXISTENTIALISM
needed to develop.

The student has the free will to decide

what are the things that they're going

to take and restore in our long term

memory.
EXISTENTIALISM
AND LEARNING
STYLE THEORY

Have resembled one another

acknowledging the preferences of the

learner's own will, in terms of the ways

and technique of learning that

accommodates and recognizes the

diversity of learners.
LEARNING
STYLES AND
ESSENTIALISM

Both of them have preferred learning

styles to be able to enhance their skills

in the demands of society. ESSENTIALISM

AND SOCIO-
CULTURAL

This focuses on acquiring knowledge,

cultural value and beliefs through the

help of more knowledgeable members

of the society.

SOCIO CULTURAL
AND
RECONSTRUCTIONISM

They control each other by means of

helping each other grow in cultural

values, beliefs etc through

collaborative and knowledgeable

members of society
HIERARCHY OF NEEDS
AND
RECONSTRUCTIONISM

This implies that students will be able

to shape their behavior in order to

G
GRRO
OUUP
P 1
1
achieve the needs of everyone as well

as the needs of the whole society.

B
BE
B EE
E ED
E D 2
D 2---1
2 1
1
 GENERAL
EXPLANATION

The diagram shows that there are

connections between the philosophical
and psychological foundation of the
curriculum since psychology is derived
from philosophy because it was a
subject that came to answer
philosophical questions with an
empirical outlook. These are the
principles and approaches to students
to reach the goal and come up with an
outcome that is always based on what is
experienced or seen rather than on
theory.
Knowing the connection between
philosophical and psychological
foundations of the curriculum is very
essential in creating possible activities
wherein a child's learning will be
enhanced. Combining them both will
lead to providing knowledge not just
for their own need but also they
become knowledgeable about the
society.