LEARNING MODULE

in

ED 304
The Teacher and the Community,
School Culture and Organizational
Leadership

LIANE ROSE H. AVENTURADO

Instructor

Name:
Section:
Time:
Score:
COURSE OUTLINE

Discipline Program Professional Education Curriculum

Course Code ED 304 Course Title The Teacher and the Community,
School Culture and Organizational
Leadership
Credit Units 3 Duration 54 hrs
Program Placement 3rd Year, 2nd Sem Prerequisite
COURSE DESCRIPTION AND COURSE INTENDED LEARNING OUTCOME

This course focuses on society as a context upon which the schools have been established. Educational
philosophies that are related to society as a foundation of schools and schooling shall be emphasized. Further,
principles and theories on school culture and organizational leadership shall be included to prepare prospective
teachers to become school leaders and managers.

At the end of the semester, the students must have:

1. Demonstrate an in-depth understanding of the connections between the school and society;
2. Demonstrate critical understand on the influence of school culture on the roles of teachers and student
learning;
3. Exhibit critical attitude towards effective organizational leadership and ethos; and
4. Demonstrate appreciation on the role of schools in creating culture of peace in the society.

All these are achieved through (4.2.1) excellent instruction, relevant and responsive research and/or extension
services and quality-assured production (4.3.1.1.) if a true NORSUnian with the core values of SAPPHIRE
needed to (4.1.1.) become dynamic, competitive, and globally responsive.

COURSE OUTLINE

Timeframe (Week & Topic Timeframe (Week Topic

Hour) & Hour)
1 (3 hrs) NORSU Preliminaries 10-13 (12 hrs) Module 3: The Teacher
Orientation and Discussion on and the Community
Course Preliminary Module • The Why and
How of School
2 -4 (9 hrs) Module 1: Educational Community
Philosophies • Teacher’s Ethical
• Philosophical Thoughts and Professional
on Education Behavior
• Historical Foundation of
Education

5-8 (9hrs) Module 2: Social Science 14 – 17 (12 hrs) Module 4: School Culture,
Theories and Socio-Cultural Policies and Functions
Issues • Creating a
• Social Science Theories Positive School
and Their Implications Culture
to Education • School Policies
• The Strengths and and Functions
Weaknesses of the
Filipino Character: A
Socio-Cultural Issue

9 (3 hrs) MIDTERM EXAMINATION 18 (3 hrs) FINAL EXAMINATION

COURSE REQUIREMENT COURSE GRADING SYSTEM

Students are required to comply with the
following requirements:
Learning Activities ………………………. 10%
Outputs: Assessment ………………………………. 10%
Learning Activities Assignments ……………………………... 10%
Assessment/Practice Task Projects ..…………………………………. 30%
Assignments Major Examinations .…………………….. 40%
Projects Final Grade = 100%
Attendance
Major Examinations/Presentations: Computation of Final Grade:
Midterm Examination
𝑀𝑖𝑑𝑡𝑒𝑟𝑚 𝐺𝑟𝑎𝑑𝑒+𝐹𝑖𝑛𝑎𝑙 𝑇𝑒𝑟𝑚 𝐺𝑟𝑎𝑑𝑒
Final Term Examination = Semester Grade
2

Cut-off or required grade in relation to the course/program

standard is 83

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points presented
below.

1. The chapter module contains two (2) lessons. Each lesson is explained
substantively. Read the details thoroughly so that you could fully
understand the lesson.

2. On the first page of each lesson, you will find the specific learning
outcomes (SLOs) of each lesson. SLOs are knowledge and skills you are
expected to acquire at the end of the lesson. Read them heartily.

3. You must answer the Learning Activities/Exercises (LAEs) and Analysis.

The LAEs are designed to help you acquire the SLOs.

4. If you have questions, reactions or reflections about the contents or

activities in the module, feel free to communicate with me if you have
questions, reactions, or reflections about the module’s contents or
activities.

5. If you wish to learn more on this module, please refer to the list of references for further
reading.

6. The Practice Task/Assessment and the Assignment shall be checked by me.

7. DO NOT SHARE OR REPRODUCE; THIS IS FOR OUR CLASS ONLY.

 MODULE 1: EDUCATIONAL PHILOSOPHIES
This module will dwell on philosophical thoughts and the historical foundation of education.
This module will tackle the various philosophical thoughts that should be taught for the
socialization of the individual and how these should be taught.

This will also help the future teachers to understand how education in the Philippines and in
the world has change throughout the years and how it can continue to change now and in the
future.

LESSON 1: PHILOSOPHICAL THOUGHTS ON EDUCATION

LEARNING OUTCOMES:

Discuss at least 6 philosophical thoughts on education

Apply the knowledge the thoughts of education philosophers in
assessing and analyzing existing narratives
Summarize the different philosophies of education

ISOLATED FACTS AND THE BANKING METHOD

Depicted in the question and answer proceeding in class are a common classroom scenario.
Most lessons are devoted to teacher asking low-level questions and students answering with
what they memorized the night before. Teacher deposited these facts a day before and
withdraws them the next day. A perfect example of the banking system of education that Paulo
Freire is very much against as it does not make the learner reflect and connect what he/she was
taught to real life.

We have nothing against facts. But isolated facts make no sense but become meaningful when
seen in relation to other facts. These facts when combined with other facts (with further
questioning from the teacher) help the learner see meaning and connection to his/her life.
Example: The pupil learned that food is broken down into small pieces, which is digested by
the stomach and is absorbed by the intestine. To connect the facts, teacher should ask more
questions like: “What if the food is not chewed in the mouth, what happens to food in the
stomach and to the stomach itself? What if the stomach fails to digest food from the mouth,
what happens to the food in the small intestines? Will the small intestines be able to absorb food
etc?...

Below are summaries of thoughts of education philosophers on what should be taught and
how learners should be taught.

A. JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATOR

Acquire knowledge about the world through the senses – learning
by doing and by interacting with the environment
Simple ideas become more complex through comparison,
reflection and generalization – the inductive method
Questioned the long traditional view that knowledge came
exclusively from literary sources, particularly the Greek and
Latin classics
Opposed he “divine right of kings” theory which held that the
monarch had the right to be an unquestioned and absolute ruler
over his subjects
Political order should be based upon a contract between the people and the
government
 Aristocrats are not destined by birth to be rulers. People were to
establish their own government and select their own political
leaders from among themselves; civic education is necessary
People should be educated to govern themselves intelligently and responsibly
(Ornstein, 1984)

B. HERBERT SPENCER (1820-1903): UTILITARIAN EDUCATION

Spencer’s concept of “survival of the fittest” means that human
development had gone through an evolutionary series of stages from
the simple to the complex and from the uniform to the more
specialized kind of activity.
Social development had taken place according to an
evolutionary process by which simple homogeneous societies
had evolved to more complex societal systems characterized
with humanistic and classical education.
Industrialized society require vocational and professional education
based on scientific and practical (utilitarian) objectives rather than
on the very general educational goals associated with humanistic and
classical education.
Curriculum should emphasize the practical, utilitarian and scientific
subjects that helped human kind master the environment.
Was not inclined to rote learning; schooling must be related to life
and to the activities needed to earn a living.
Curriculum must be arranged according to their contribution to human survival
and progress.
Science and other subjects that sustained human life and
prosperity should have curricular priority since it aids in the
performance of life activities.
Individual competition leads to social progress. He who is fittest survives.
(Ornstein, 1984)

C. JOHN DEWEY (1859-1952): LEARNING THROUGH EXPERIENCE

Education is a social process by which the immature members of the
group, especially the children, are brought up to participate in the
society.
The school is a special environment established by members of the
society, for the purpose of simplifying, purifying and integrating the
social experience of the group so that it can be understood, examined
and used by its children.
The sole purpose of education is to contribute to the personal and social growth
of individuals.
The steps of the scientific or reflective method which are extremely
important in Dewey’s educational theory are as follows.
➢ The learner has a “genuine situation of experience”. Involvement in
an activity in which he/she is interested.
➢ Within this experience the learner has a “genuine problem” that stimulates
thinking.
➢ The learner possesses the information or does research to acquire
the information needed to solve the problem.
➢ The learner develops possible and tentative solutions that may solve the
problem.
➢ The learner tests the solutions by applying them to the problem. In
this one way one discovers their validity for oneself.

The fund of knowledge of the human race-past ideas, discoveries and

 inventions was to be used as the material for dealing with problems.
This accumulated wisdom of cultural heritage has to be tested. If it
served human purposes, it becomes part of a reconstructed experience.
The school is social, scientific and democratic/ the school introduces
children to society and their heritage. The school a miniature society is
a means of bringing children into social participation.
The authoritarian or coercive style of administration and teaching is out
of place because they block genuine inquiry and dialogue.

D. GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER

Education is not based on eternal truths but is relative to a particular
society living at a given time and place.
By allying themselves with groups that want to change society,
schools should cope with social change that arises from technology.
There is a cultural lag between material progress a social institutions and
ethical values.
Instruction should incorporate a content of a socially useful nature and
a problem-solving methodology. Students are encouraged to work on
problems that have social significance.
Schools become instrument for social improvement rather than an
agency for preserving the status quo.
Teachers should lead society rather than follow it. Teachers are agents of
change.
Teachers are called on to make important choices in the controversial
areas of economics, politics and morality because if they failed to do
so, others would make the decisions for them.
Schools ought to provide an education that afford equal learning
opportunities to all students. (Ornstein, A. 1984)

E. THEODORE BRAMELD (1904-1987) SOCIAL RECONSTRUCTIONISM

Social reconstructionism is a philosophy that emphasizes the
reformation of society. The social reconstructionist contend that:

… humankind has moved from an agricultural and rural society to an

urban and technological society. There is a serious lag in cultural
adaptation to the realities of a technological society. Humankind has
yet to reconstruct its values in order to catch up with the changes in the
technological order, and organized education has a major role to play
in reducing the gap between the values of the culture and technology.
(Ornstein, 1984)
The social reconstructionist asserts that schools should:
Critically examine present culture and resolve inconsistencies,
controversies and conflicts to build a new society not just change
society … do more than reform the social and educational status quo. It
should seek to create a new society. Humankind is in a state of profound
cultural crisis. If schools
 reflect the dominant social values, then organized education will merely transmit the social
ills that are symptoms of the pervasive problems and afflictions that beset humankind
…The only legitimate goal of a truly human education is to create a world order in which
people are in control of their own destiny. In an era of nuclear weapons, the social
reconstructionist see an urgent need for society to reconstruct itself before it destroys itself.
(Ornstein, A. 1984)
Technological era is an era of interdependence and so education must be international in
scope for global citizenship
For the social reconstructionist, education is designed “to awaken students’
consciousness about social problems and to engage them actively in problem solving”.
(Ornstein. 194)
Social reconstructionist are firmly committed to equality or equity in both society and
education. Barriers of socio-economic class and racial discrimination should be
eradicated.
They also emphasize the idea of an interdependent world. The quality of life needs to be
considered and enhanced on a global basis. (Ornstein, A. 1984)

F. PAULO FREIRE (1921-1997) – CRITICAL PEDAGOGY

Critical Pedagogy and Dialogue vs the Banking Model of Education

Paulo Freire, a critical theorist, like social reconstructionist, believed that systems must be
changed to overcome oppression and improve human conditions.
Education and literacy are the vehicle for social change. In his view, humans must learn to
resist oppression and not become its victims, nor oppress others. To do so requires dialogue
and critical consciousness, the development of awareness to overcome domination and
oppression.
Rahte than “teaching as banking,” in which the educator deposits information into students’
heads, Freire saw teaching and learning as a process of inquiry in which the child must invent
and reinvent the world.
Teachers must not see themselves as the sole possessors of knowledge and their students as
empty receptacles. He calls this pedagogical approach the “banking method” of education.
A democratic relationship between the teacher and her students is necessary in order for
the conscientization process to take place.
Freire’s critical pedagogy is problem-posing education.
A central element of Freire’s pedagogy is dialogue. Dialogue is the basis for critical and
problem- posing pedagogy, as opposed to banking education, where there is no discussion,
only the imposition of the teacher’s ideas on the students.

LEARNING ACTIVITIES: Answer the following statements.

1. The modern explosion of knowledge has led to an age of specialization with this concomitant quip:
A specialist knows more and more about less and less.
An expert knows more and more about less and less until he or she knows everything about
nothing.

A related joke cleverly twists this saying:

A generalist knows less and less about more and more until he or she knows nothing
about everything.

Should schools produce generalists or specialists? Defend your answer

2. Spencer is convinced that he who is most fit survives and so encouraged individual
competition. Read this article about Singaporean education today and find out with whom
you agree.
- Spencer’s individual competition or Singaporean educational system where
competition is not encouraged.
Learning is not a competition: No more 1st, 2nd or last in class for primary and secondary
students

SINGAPORE – Whether a child finishes first or last will no longer be indicated in primary and
secondary school report books from next year – a move which Education Minister Ong Ye Kung
hopes will show students that “learning is not a competition”.

Report books will not just stop showing a student’s position in relation to class or cohort.
The information to be dropped includes:
• Class and level mean
• Minimum and maximum marks
• Underlining and/or colouring of failing marks
• Pass/fail for end-of-year result
• Mean subject grades
• Overall total marks
• LIR5 (English plus five relevant subjects), L1R4, EMB3 (English, Math, best three subjects)
and EMB1 for lower secondary levels

The Ministry of Education (MOE) said on Friday (Sept 28) that the change is to allow each student to
focus on his or her learning progress and discourage them from being overly concerned about
comparisons.

From next year all examinations for Primary 1 and 2 pupils will also be removed, and whatever
forms of assessment they have will not count towards an overall grade.

Amelia Teng
Education Correspondent
Sept 28, 2018, 2:00 pm SGT

ASSESSMENT:

1. Explain in a sentence why each education philosopher was associated with these given words:

a. John Locke – the empiricist

b. Spencer – the utilitarianist
c. John Dewey – experience
d. George Counts – Building a new social order
e. Theodore Brameld – the Social Reconstructionist
f. Paulo Freire – Critical pedagogy vs Banking method

2. Make a table of summary of the philosophies of education.

Philosopher Philosophy on Aim/s Classroom/School

and Method/s Application
of education
TEACHER’S INTERVENTIONS:

A directory for all the students enrolled for this course was created by the teacher. The directory
includes the student’s name, address, preferred learning delivery mode, available gadgets, contact
number, email address and connectivity. Students who have any questions, clarifications or
concerns regarding the subject can contact me thru my messenger,
https://www.facebook.com/wise.smith.7564, or email, [email protected].

FEEDBACK TO ASSESSMENT:

The questions in the Activity will test the students’ comprehension, analyzing and other higher-
order thinking skills. Varied answers may yield from the students.

ASSIGNMENT: LET’S REFLECT

Two Things I Learned from this Chapter My Thought/s or Reaction/s

REFERENCES:

Bilbao, Purita P., et. al (2020). “The Teacher and the School Curriculum.” Manila: Lorimar
Publishing, Inc.

Prieto, Nelia G., et. al (2019). “The Teacher and the Community, School Culture and
Organizational Leadership.” Manila: Lorimar Publishing, Inc.
LESSON 2: HISTORICAL FOUNDATION OF EDUCATION

LEARNING OUTCOMES:

State the relationship of society and schools

Prove that schools transmit cultural values by stating facts from education
history in the world and in the Philippines
Explain the meaning of socialization as a function of schools

Education or school is an institution created by society. Education is a function of society and as

such arises from the nature and character of society itself. Society seeks to preserve itself and to do
this it maintains its functions and institutions, one of which is education, to assure its survival,
stability and convenience.

As John Dewey claimed, it is the school that “introduces and trains each child of society into
membership within such a little community, saturating him with the spirit of service and providing
him with the spirit of service, and providing him with the instruments of effective self-direction…”
When schools succeed to do this, in the words of Dewey “we shall have the deepest and best
guaranty of a larger society which is worthy, harmonious, and lovely.

This is called socialization process. Socialization is the “process of learning the roles, statuses and
values necessary for participation in social institutions …” (Brinkerholf, D.. 1989).

Socialization is a lifelong process. It occurs primarily during early childhood but as we progress
from infancy to old age, we shed old roles and adopt new ones. Role learning that prepares us for
future roles is termed anticipatory socialization. (Brinkerhoff, D., 1989) Because of anticipatory
socialization most of us are more or less prepared for our future roles like spouse, parent,
professional teacher.

The family is the most important agent of socialization. Psychology tells us that the self-concept
formed during childhood has lasting consequences. Besides, “the parents’ religion, social class and
ethnicity influence the child’s social roles and self-concept which in turn influence the expectations
that others have for the child, and they determine the groups with which the child will interact
outside the family.” (Brinkerhoff, D., 1989)

The school is also an important agent of socialization. It is an institution charged by society to

impart specific knowledge and skills necessary for functioning in a society. They are also charge
with the task of transmitting society’s cultural values. The next part of this Chapter is devoted to
how schools (formal or informal) did their task as agents of socialization in different periods of
history.

KEY PERIODS IN EDUCATIONAL HISTORY

Below are key periods in educational history from 7000 B.C. to AD 1600

Key Periods in Educational History, 1000 BC to AD 1600

Historical Group Educational Curriculum Agents Influences on
or Period Goals Western
Education
Primitive To teach group Practical skills Parents, tribal Emphasis on the
societies 7000 survival skills; to of hunting, elders and priests role of informal
B.C. – 5000 B.C. cultivate group fishing, food education in
cohesiveness gathering transmission of
stories, myths, skills and values
songs, poems,
dances
Greek 1600 B.C. To cultivate Athenian: Athens: private Athens: The
– 300 B.C. civic reading, writing, teachers and concept of the
responsibility arithmetic, schools; Sophists, well-rounded,
and identity with drama, music, philosophers liberally
city state; physical educated person
education, Sparta: military
Athenian: to literature, poetry teachers, drill Sparta: The
develop well- sergeants concept of the
rounded person military state
Spartan: drill,
Spartan: to military songs
develop soldiers and tactics
and military
leaders
Roman 750 B.C. To develop Reading, Private schools Emphasis on
– A. D. 450 sense of civic writing, and teachers; ability to use
responsibility arithmetic, Laws schools of education for
for republic and of Twelve rhetoric practical
then empire, to Tables, law, administrative
develop philosophy skills; relating
administrative education to
and military civic
skills responsibility
Arabic A.D. 700- To cultivate Reading, Mosques; court Arabic numerals
A.D. 1350 religious writing, schools and
commitment to mathematics, computation, re-
Islamic beliefs; religious entry of classical
to develop literature, materials on
expertise in scientific science and
mathematics, studies medicine
medicine and
science
Medieval A.D To develop Reading, Parish, chantry
Establishing the
500-A.D. 1400 religious writing, and cathedral
structure,
commitment, arithmetic, schools; content and
knowledge, and liberal arts; universities, organization of
ritural; to re- philosophy, apprenticeship;
the university as
establish social theology; crafts; knighthood a major
order; to prepare military tactics institution of
persons for and chivalry higher
appropriate roles education; the
institutionalizati
on and
preservation
of knowledge
Renaissance To cultivate a Latin, Greek, Classical An emphasis on
A.D. 1350 – humanist who classical humanist literary
A.D. 1500 was expert in the literature, educators and knowledge,
classics – Greek poetry, art schools such as excellence and
and Latin; to lycee, style as
prepare courtiers gymnasium, Latin expressed in
for service to grammar school classical
dynastic leaders literature; a two-
track system of
schools
Reformation To cultivate a Reading, Vernacular A commitment
A.D 1500-A.D sense of writing, elementary to universal
1600 commitment to a arithmetic, schools for the education to
particular catechism, masses; classical provide literacy
religious religious schools for the to the masses;
denomination; to concepts and upper classes the origins of
cultivate general ritual; Latin and school systems
literacy Greek; theology with supervision
to ensure
doctrinal
conformity

THE HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM

A. Education during the Pre-Colonial Period

The Filipinos possessed their own culture
They had contracts with other foreign people from Arabia, India, China, Indo-
China and Borneo
The inhabitants were civilized people, possessing their systems of
writing, laws and moral standards in a well-organized government
Education was informal, unstructured, and decentralized.
Education prepared the children to become good husband and wives.
Fathers taught their sons how to look for food and other means of
livelihood while mothers taught their girls to do the household chores.
Children were provided more vocational training but lesser academics.
Teachers were tribal tutors (Babaylan or Katalonan)

B. Education during the Spanish Era

Education was formal and organized.
It was authoritarian in nature.
Teachers were Spanish missionaries
Majority of the schools were parochial or convent schools. There were
separate schools for boys and girls
Instruction was religion-oriented
Christian doctrines, sacred songs and music and prayers were taught
because they were required for confession and communion.

The Educational Decree of 1863

➢ The Education Decree of 1863 provided for the establishment of at

least two free primary schools, one for boys and another for girls, in
each town under the responsibility of the municipal government. It
also commended the creation of a free public normal school to train
men as teachers, supervised by the Jesuits.

C. Education during the American Regime (1898-1946)

The Americans promoted democratic ideals and the democratic way of life.
A system of free and compulsory elementary education was established by the
Malolos Constitution
In May 1898, the first American school was established in Corregidor and
in 1899, seven schools were opened in the city.
Training was done through the schools both public and secular manned by
Chaplains and Military Officers of the US Army.
Thomasites arrived in the Philippines on August 23, 1901. – the University
of the Philippines was founded in 1908. UP was the first state school of
university status
 The Department of Public Instruction set up a three-level school system.
The first level considered a four-year primary and three-year intermediate
or seven-year elementary curriculum. The second level was a four-year
junior college and later a four-year program.

D. The Commonwealth Period (1935-1942)

Freed education in public schools was provided all over the country, in
accordance with the 1935 Constitution.
Vocational education and some household activities like sewing,
cooking, and farming were also given importance.
Education also emphasized nationalism so the students were taught about
the life of the Filipino heroes.
Vocational education and some household activities were also given
importance. Good manners and discipline were also taught to the
students.
The institute of private education was established in order to observe private
schools.
Formal adult education was also given.

Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon
designating Tagalog as our National Language.

- Executive Order No. 217 otherwise known as the Quezon Code of

Ethics was taught in schools.
- Executive Order No. 263 in (1940) required the teaching of the
Filipino, national language in the senior year of all high schools and
in all years in the normal schools.

The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly
on August 7, 1940, which provided for the following:
- Reduction of the 7-year elementary course to 6 years
- Fixing the school entrance age at 7
- National support for elementary education
- Compulsory attendance of primary children enrolled in Grade I
- Adoption of double-single sessions in the primary grade with one
teacher one class assignment of intermediate teachers.

E. The Japanese Occupation

- Make the people understand the position of the Philippines as a
member of the East Asia Co- Prosperity Sphere
- Eradication of the idea of reliance upon Western States particularly the US
and Great Britain
- Fostering a new Filipino culture based on the consciousness of the people as
Orientals
- Elevating the moral of the people giving up over-emphasis on materialism
- Diffusion of elementary education and promotion of vocation education
- Striving for the diffusion of the Japanese language in the Philippines
and the termination of the use of English in schools
- Developing in people the love of labor

F. Post-colonial Philippines
- Education aimed at the full of realization of the democratic ideals and way of
life.
- The Civil Service Eligibility of teachers was made permanent
pursuant to R.A. 1079 in June 15, 1954
- A daily flag ceremony was made compulsory in all schools including
the singing of the National Anthem pursuant to R.A 1265 approved
 on June 11, 1955
- Curricular offerings in all schools, the life, the works and writings of
Jose Rizal especially the Noli Me Tangere and El Filibusterismo
shall be included in all levels
- Elementary education was nationalized and matriculation fees were abolished
- Magna Carta for Teachers was passed into law by virtue of R.A. 4670
- The fundamentals aim of education in the 1973 Constitution are:
1. Foster love of country
2. Teach the duties of citizenship
3. Develop moral character
4. Self-discipline and scientific
5. Technological and vocational efficiency

G. Other Developments
- Integration of values in all learning areas
- Emphasis on mastery learning
- YDT and CAT introduced as new courses Media of Instruction-
Bilingual Education Policy: Mandates the use of English and Filipino
separately as media of instruction in schools
- Education Act of 1982 – created the Ministry of Education, Culture and Sports
- NCEE – National College Entrance Examination introduced
- Executive Order No. 117 – President Corazon C. Aquino renamed
Ministry of Education, Culture and Sports (DECS) IN 1987
- Creation of the Board for Profession Teachers composed of 5 under PRC
- Replacement OF PBET (Professional Board Examination for
Teachers) by LET (Licensure Examination for Teachers)
- Transfer of authority of administering the LET from CSC and DECS
to the Board of Professional Teachers under PRC
- Trifocalization of Education System. This system refocused DECS’
mandate to basic education which covers elementary, secondary and
nonformal education, including culture and sports.
- R.A 7796 – Technical Education and Skills Development Act of 1994
(TESDA). TESDA administers the post-secondary, middle-level
manpower training and development
- R.A. 7722 – Higher Education Act of 1994 (CHED). This act is
responsible for higher education
- In August 2001, Republic Act of 9155 (also known as Governance of
Basic Education Act) was passed transforming the name of
Department of Education, Culture and Sports (DECS) to the
Department of Education (DepEd) and redefining the role of field
offices (regional offices, division offices, district offices and schools).
This act provides the overall framework for a) School head
empowerment by strengthening their leadership roles, and b) School-
based management (SBM) 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 and patriotic citizens.
- Governance of Basic Education Act (R.A. 9155) was passed renaming
the DECS to DepEd and redefining the role of field offices which
include the regional offices, division offices. district offices and
schools
- Values Education is offered as a separate subject in NSEC and
integrated in all subject areas in both curricula

- Implementation of New Secondary Education Curriculum (NSEC)

- R.A. 10157, January 20, 2012 (Kindergarten Act), an act
institutionalizing the kindergarten education into the basic education
system
- Republic Act of 10533, otherwise known as the Enhanced Basic
Education Act of 2013 (K to 12), was signed into law by Pres. Benigno
Aquino III last May 15, 2013. It is an act enhancing the Philippine
Basic Education system by strengthening its curriculum and increasing
the number of years for basic education appropriating funds therefore
and for other purposes. K to 12 includes one year of Kindergarten
Education, six year of Elementary Education, and six years of
Secondary Education. This six-year secondary education includes 4
years of junior high school and 2 years of senior high school. With K
to 12, the existing 10 years of basic education is increased to 12 years
with kindergarten education as a prerequisite to entry in Grade 1.

The Varied Goals of Education in Different Historical Periods of Philippine History

What was considered important in each historical period of the country was also the focus or
direction of the education of the Filipino?

During the pre-colonial period, students were given vocational training but lesser academics for
them to be good fathers and mothers. During the Spanish period, schools focused on religious
formation to help them live the Christian faith. The American regime educated the Filipinos to
become good citizens of a democratic country while the Japanese regime taught them love of labor.
The post-colonial period educational system was devoted to the following goals: 1) foster love of
country; 2) teach the duties of citizenship; 3) develop moral character self-discipline; 4) scientific
technological and vocational efficiency. The present DepEd vision and mission statement and core
values and the fourth mission of the Commission on Higher Education add light to the present goals
of Philippine education. They are given below:

To produce thoughtful graduates imbued with 1) values reflective of a humanist orientation (e.g.,
fundamental respect for others as human beings with intrinsic rights, cultural rootedness, avocation
to serve;
2) analytical and problem-solving skills; 3) the ability to think things through the ethical
and social implication of a given source of action; and 4) the competency to learn continuously
throughout life – that will enable them to live meaningfully in a complex, rapidly changing and
globalized world while engaging (in) their community and the nation’s development issues and
concern. – Commission on Higher Education

The Department of Education has the following vision, mission, and core values:

THE DEPED VISION

We dream of Filipinos who passionately love their country and whose values and competencies
enable them to realize their full potential and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of Education continuously improves
itself to better serve its stakeholders.

THE DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

OUR CORE VALUES

Maka-Diyos Maka-tao Makakalikasan Makabansa

The Importance of Studying History of Education

Why do we have to bother with the educational goals of the past which is past and so we can no
longer undo? Dewey explains why a study of the history of education is valuable:

1. Educational issues and problems are often rooted in the past; the study of
educational history can help us to understand and solve today’s problems,
2. Realistic effort to reform education begin with present conditions which are a
product of our past; by using our past, we can shape the future.
3. The student of education’s past provides a perspective that explains and
illuminates our present activities as teachers.

ACTIVITY: Answer the following activities:

1. Why was the focus of education different for different groups of people in different
places and at different periods in world history? What does this point to regarding
relationship of schools and society?
2. Given the different characteristics of the different periods in Philippine history, what
were the goals of education / schools during the:
a. Pre-colonial
b. Spanish period
c. American regime
d. Japanese regime
e. Post-colonial period

3. DepEd’s mission is “to protect and promote the right of every Filipino to quality,
equitable, culture- based, and complete basic education.” Has the Philippine
educational system from pre-colonial to present given equal access to quality,
culture-based and complete basic education? Or was it a privilege of a few? Explain
your answer.
ASSESSMENT: Answer the following questions:

1. What is meant by socialization as a function of schools?

2. In the Philippines, was education a privilege enjoyed by all Filipinos since the
pre-colonial period? Why or why not?
3. Can school change the socializing effect of family, the primary agent of
socialization? Can an excellent school undo the socializing effect of an
extremely deprived home?

TEACHER’S INTERVENTIONS:

A directory for all the students enrolled for this course was created by the teacher. The directory
includes the student’s name, address, preferred learning delivery mode, available gadgets, contact
number, email address and connectivity. Students who have any questions, clarifications or
concerns regarding the subject can contact me thru my messenger,
https://www.facebook.com/wise.smith.7564, or email, [email protected].

FEEDBACK TO ASSESSMENT:

The questions in the Activity will test the students’ comprehension, analyzing and other higher-
order thinking skills. Varied answers may yield from the students.

ASSIGNMENT: Answer the following questions:

1. Should college education be for all? Or should it be given only to those who are
intellectually capable of college education? Those who are not should be directed to
technical education. Isn’t giving access to college education for one who is not
intellectually capable a waste of time and resources?
Was that not the very purpose of the National College Entrance Examination then – to
redirect to technical vocational courses those who were not capable of a college course?
Write your reflections.

2. Should we bring back the NCEE? Why or why not?

3. Of the developments in Philippine education in the post-colonial period, which to you is
most important?

REFERENCES:

Prieto, Nelia G., et. al (2019). “The Teacher and the Community, School Culture and
Organizational Leadership.” Manila: Lorimar Publishing, Inc.

Vision, Mission, Core Values, and Mandate | Department of Education (deped.gov.ph).

Retrieved from https://www.deped.gov.ph/about-deped/vision-mission-core-values-and-
mandate/
General Education Curriculum: Holistic Understandings, Intellectual and Civic
Competencies (CHED Memo Order No. 20 s. 2013). Retrieved from
https://ched.gov.ph/wp-content/uploads/2017/10/ CMO- No.20-s2013.pdf