THE TEACHING PROFESSION

ELEMENTS OF A PROFESSION
 Initial Professional Education
 Accreditation
 Regulation/Licensing
 CPD
 Professional societies
 Professional Code of Ethics

HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM

PRE-SPANISH PERIOD
 Education is for Survival, Conformity, and Enculturation
 Informal Educational, Practical Training, Theoretical Training
 Method of education is through: tell me and show me, observation, and trial and error

Evidences of early education/civilization:

a) Effective technology on ceramic industry,
b) Predictive sciences in preserving mummies,
c) Art and religion Petro glyphs and line drawings in Angono,
d) Syllabary writing among the Tagbanwas and Mangyans, Foreign trade with the Chinese
during the Tang Dynasty,
e) Big population centers,
f) Megalithic structures of the rice terraces,
g) Government in barangays,
h) Laws like the Code of Kalantiaw, and Warfare in barangays.

SPANISH PERIOD
 The purpose of education is to propagate Christianity
 Formal Education, Religious Education, Vocational courses
 Education is through dictation and memorization
 The vernacular was used as the medium of instruction in the parochial schools.
 The religious orders introduced the parochial school concept. Parochial schools started in Cebu in
1565 by the Augustinian missionaries. Subjects other than the Doctrina like simple arithmetic, music
and various arts and trades were offered.
 Academic education higher than parochial schools that were established are the "colegios" for boys
and the "beatrios" for the girls which are equivalent to the present high schools
 The Spanish Friars produced the first grammars and dictionaries that led the development of
Filipino languages.
 The Royal Decree of 1863 was the first attempt of the Spaniards to establish an overall public
school system and to provide for the training of teachers through a normal school

AMERICAN PERIOD
 The aim of education is to reach democracy as a way of life
 Formal Education was established
 Education is through socialized recitation, encouraged more students' participation and disputation
 The education act of 1901, also known as Act. No. 74 of the Philippine Commission was
promulgated to:
a) Established a department of Public Instruction.
b) Established a highly centralized system
c) Provide for the importation of teachers
d) Create the Philippine Normal School
  The Department of Public Instruction set up a three-level Instruction of schools:
a) The first level consistent of a four-year primary and three-year intermediate.
b) The second level was a four-year high school.
c) The third level at first was a two-year junior college and later a four-year program.
d) The University of the Philippines founded in 1908, was the first school of University status.

 Reading, writing, arithmetic, language, GMRC, civics, hygiene and sanitation, gardening, domestic
science, American History, and Philippine history were the subject areas for study.
 The Monroe Survey Commission was created in 1925 to evaluate the entire school system the
Americans set up.
 The American director of the Bureau of Education spelled out these aims of American education:
a) Training of Filipinos for self-government and
b) Provision of English as common language.

COMMONWEALTH PERIOD (1935-1942)

 The fundamental aims of education as provided by the 1935 Constitution are as follows: to develop
moral character, personal discipline, civic conscience and vocational efficiency and to teach
the duties of citizenship.
 Education aimed to continue the Commonwealth was to help prepare for the coming independence
of a new Filipino nation.
 Training was done through the public schools
 The private schools (sectarian and non sectarian)
 Curricular emphasis was on, character education and citizenship training.
 Education Act of 19401otherwise known as Commonwealth Act 586 provided for the complete
revision of the public elementary school system by:
a) Shortening of elementary grades to six years
b) Adoption of double-single sessions in the primary grade with one teacher
c) One class assignment of intermediate teachers.

 Act No. 4007 completely abolished matriculation fees

 Executive Order No. 134 in 1936 designated Tagalog as the basis of the national language.
 Executive Order No. 263 in 1940 required the teaching of the national language in the senior year
of all high schools and all years in the normal schools.
 Commonwealth Act No. 117 placed all public school teachers under Civic Service Rules and
Regulations.
 Commonwealth Act No. 578 conferred the status of "persons in authority" on supervisors,
principals, teachers and professions training adults.
 Commonwealth Act No. 80 provided the legal basis for adult education pursuant to the
Constitutional provision on citizenship training adults.
 Commonwealth Act No. 589 in 1940 established a school ritual in all public and private elementary
and secondary schools consisting of solemn patriotic ceremonies that include the singing of the
National Anthem and the recitation if the Patriotic Pledge. Commonwealth Act No. 1, known as the
National Defense Act of Dec. 21, 1935, provided for preparatory military training which shall begin
with the young in the elementary grade school at the age of 10 years and shall extend through the
remainder of his schooling into college or university.
 P.D. 1706 of 1980, known as national Service law, required all citizens to render civic welfare
service, law enforcement service, and military service.

JAPANESE ERA (1943-45)

 Education aimed at making people understand the position of the Philippines in the Greater East
Asia Co-Prosperity Sphere being advocated by Japan. It aimed at:
 a) Striving for the diffusion of the Japanese language in the Philippines and the termination of the
use of the English language in schools
b) Inspiring the people with the spirit to love labor
c) Training was done formally through the schools, which gave more emphasis on vocational,
technical, agriculture
d) Reopening of schools
e) Opening of vocational schools
f) Establishment of agricultural schools and colleges
g) Curricular content centered on values rooted on love for labor
h) Emphasizing vocational education'
i) Diffusing the use of Nippongo
j) Teaching physical education and singing Japanese songs.

 Emphasized health/vocational education

 Stressed dignity of manual labor

Third Republic (1943-1972)

 Promotion of equal educational opportunities for all
 Formation of Presidential Commission to Survey Philippine Education (PCSPE)
 Restatement of national Development Goals and Educational Aims (based on the result of the
survey or PCSPE)
 Education aimed at the full realization of the democratic ideals and way of life the characteristics of
which are:

a) Democracy is predicated upon the intrinsic worth of the individual

b) Individuals realize their capacities best in social context Society is not separated from the
individual
c) Democracy thrives on change, it is dynamic and flexible.
d) It fosters persuasion and consensus and rejects coercion and indoctrination.

Curricular content stressed:

a) Social orientation as manifested by the conservation of the Filipino heritage
b) Training for occupation
c) Promotion of democratic nation building
d) A new thrust on community development

 Republic Act No. 139 known as Board of textbooks Law of June 14, 1947, created the Board of
Textbooks that would screen and approved textbooks for use in all public schools for a period of 6
years from date of their adoption.

 Republic Act No. 896 (Education Act of 1953) enacted on June 20, 1953, replaced C.A. 586 and
provided the following:

a) Restoration of grade 7 (never implemented due to lack of funds)

b) Abolition of "double-single" session and return to the practice of 1 class under 1 teacher in the
primary and 3 teachers to 2 classes or 5 teachers to 3 classes in the intermediate
c) Compulsory completion of elementary grades
d) Compulsory enrollment of children in the public schools upon attaining 7 years of age

 Republic Act No. 1079, June 15, 1954, made permanent civil service eligibility of teachers.
 Republic Act No. 1124, June 16, 1954, created the Board of national Education (BNE) tasked with
formulating educational policies and directing Philippine education. BNE as a later renamed Board
of Higher Education (NBE) by P.D. No.1; was abolished by with the creation of the Board of Higher
 Education by Batas Pambansa Blg. 232. The Board's function now assumed by CHED under R.A.
7722.
 Republic Act No. 1265, June 11, 1955, provided that a daily flag ceremony shall be compulsory in
all schools.
 Republic Act No. 1425, June 12, 1955, prescribed the inclusion in the curricula of all schools in all
levels, the life, works and writings of Jose Rizal especially the "Noli Me Tangere" and "El
Filibusterismo."
 Republic Act no. 4670, Magna Carta for Public School teachers, June 18, 1966, aims to promote
and improve the socio-economic status of public schools teachers, their living and working
conditions, and their employment and career prospects.
 Republic Act No. 5447, Special Education Fund of 1968, created the special education fund and
local school boards primarily to finance and support provincial schools.
 Republic Act No. 6054, Barrio High School Law, created high schools throughout the country
through the imitative of Dr. Pedro T. Orata.

NEW SOCIETY (1972-1986)

 The aim of education is for national development
 Made education relevant to the needs of the changing world
 Proclamation 1081 on September 21, 1972 started educational revolution
 Adoption of the acronym PLEDGES - Peace and order; Land reform; Economic development;
Development of moral values; Government reorganization; Employment and manpower
development; Social services
 Bilingual Education Policy - use of English and Filipino as media of instruction in specific learning
areas
 Curricular changes in Elementary Education

a) Focused on the 3rs

b) Integration of values in all learning areas
c) Emphasis on mastery learning

 Curricular changes in Secondary Education

a) Increased in time allotment

b) YDT and CAT introduced as new courses
c) Elective offerings as part of the curriculum

 Educational Programs Initiated:

a) Project IMPACT- Instructional management by Parents, Community, and teachers

b) ISOSA - In School, Off School Approach
c) CPS - Continuous Progression Scheme
d) PRODED - Program for a Decentralized Educational Development
e) NCEE - National College Entrance Examination
f) NEAT - National Elementary Assessment Test for grade VI- battery of achievement test of
multiple choices.
g) NSAT - National Secondary Assessment Test replaces NCEE; not a prerequisite to entrance to
college, 20% of the result is computed to the GPA.

PRESENT (1986-Present)
 DECS Order No. 6, s. 1998, issued by Education Secretary Lourdes R. Quisumbing, strengthens
the teaching of values in the New Elementary School Curriculum (NESC) launched in SY 1989-90
under the Program for Decentralized Educational Development (PRODED) and Secondary
Development Program (SEDP) respectively.
 The national budget appropriates the highest allocation for education
 Promotion and improvement of the public school teachers
 Education aimed to promote national development and values education
 Implementation of NESC - addressed to civic, intellectual and character development of the child.
Its features are:

a) Fewer learning areas; emphasis on mastery learning

b) Focused on the development of the 3Rs
c) Emphasis on the development of the intellectual skills which are as important as work skills
d) Multi-disciplinary treatment of curriculum content
e) Student-centered
f) Cognitive-affective manipulative based curriculum
g) Values education offered as separate subject area
h) Emphasis in Science and technology
i) Uses bilingual policy
j) Critical thinking emphasized

 Focused on the development on humanism and Filipinism in all learning areas.

 Implementation of SEDP in response to the need to continue pupil development. To meet these
needs, it aims to improve policy making and increase the internal efficiency of the educational
system. Its features are:

a) Subjects generally oriented to the development of values

b) Specific competencies
c) Concept-based subject areas
d) Uni-disciplinary treatment of curriculum content

 The Congressional Commission on Education (EDCOM), with its report in 1991. recommended the
following:

a) Division of DECS into the Department of Basic Education (DBE), Technical Education and Skills
Development Authority (TESDA), and Commission on Higher Education (CHED);
b) Establishment of teacher Education Center of Excellence;
c) Professionalization of teachers; and
d) Technical-Vocational Education reform.

 R.A. 7722, the Higher Education Act of 1994, created the Commission on Higher Education (CHED)
to be headed by a chairman under the Office of the President.
 R.A 7796, TESDA Law, created the Technical Education and Skills Development Authority headed
by a Director General under the Department of Labor and Employment (DOLE). The Bureau of
technical and Vocational Education of DECS has been absorbed by this agency.
 R.A. 7784, August 4, 1994, "An act strengthens teacher education in the Philippines by establishing
Centers of Excellence," provides for the establishment of CENTREXES in each of the regions in the
country which shall be maintained for a period of five years.
 R.A. 7687 crated the science and technology scholarship program for indigent but deserving youth
in the country under the Department of Science and Technology (DOST)
 R.A. 7168, December 26, 1991, converted the Philippine Normal College into Philippine Normal
University under the Board of Regents
 R.A. 7731 in 1994 abolished the NCEE mandated by P.D. 146.
 R.A. 7836 in 1994 revised P.D. 10006 and created the Professional Board for Teachers and
provided for a Licensure Examination for Teachers (LET) to be administered by the Professional
Regulation Commission (PRC). It also provided for the formulation and adoption of Code of Ethics
for Professional Teachers.
Future Direction for the Philippines - "Education for All"
1. EFA - Mandated by Presidential 480 - whose vision is anchored on humanitarianism and
equalitarianism. Its components are:
 ECCD - Early Childhood Care and Development
 UQPE - Universal Quality of Primary Education
 EOI - Eradication of Illiteracy
 CE - Continuing Education

2. DECS Own Master Plan for Basic Education;

 Looking beyond the realism of the education system
 Strengthening its bonds with its present and potential partners
 Employing more non-traditional means of ensuring that children stay school.
 Realizing that the planning of education and the implementation of its programme must take
into primary and serious consideration the system provisions also for guaranteeing that it
has the students to work on.
 Establishing viable alternative learning system encomprising non-form and informal
education.
 Strengthening of the partnership between school, home and community and local
government - (Expanded the PTA into parent-teacher-community association (PTCA) as part
of self-management under the Third Elementary Education Project (TEEP) package of
reforms)

3. Third Elementary Education Project (TEEP) Department of Education's response to the Social
Reform
Agenda of the government which aims to:
 Raise the participation school-aged children in elementary education,
 Improve the six-year completion in the elementary schools and
 Increase academic achievement the project provinces
 Upgrading of teacher competencies and improving their welfare was seen by EFA as a
fundamental and long-term policy measure to bring about quality basic education.

4. NEAP - National Educators Academy of the Philippines was established while better in service and
pre-service training were included in TEEP and the Aus Aid (Australian Aid) assisted Program in
Basic Education (PROBE).
 Internalizes EFA's philosophy and goals
 The quality goal of EFA is emphasizing creative and critical thinking

Strengthening the foundation of Education

Priorities:
 Advancement of ECCD (Early Childhood Care and Development) with proper material, child
health. Care and nutrition, [inclusion of early childhood experiences in grade one in classes
with children who have not undergone preschool] Expansion of preschool services
 Impact of the 8 - week Early Experiences in Grade I scheme should be studied

5. Improving the Quality of Primary Education

 Programme Intervention
 Differentiated approaches should be allowed for males and females and for urban rural
areas when formulating intervention to combat the low survival rate and high dropout and
repetition rates.
 Special children that required focused and differentiated approaches such as distance
learning. These need alternative learning approaches because of the serious structural
difficulty in maintaining school attendance.
 Multi-level materials assisted instruction
 School feeding with parent-teacher partnership and community.
 Multi-grade - strengthening this MTG teaching as the norm for difficult-to-reach areas and
sparsely populated areas.
 Comprehensive teacher education and development programme
 Upgrade teaching approaches and techniques through School-based inset by principals and
supervisors.
 Teaching approaches which promote active participatory and experiential learning.