GROUP 1

The History of the Philippine Educational System

- Education is a function of society and as such what is taught in schools arises from the
nature and character of society itself, What society considers important is what schools
teach.

Education during the Pre-colonial period

- Education was informal and unstructured decentralized. Fathers taught their sons
how to look for food and other means of livelihood. Mothers taught their girls to
do the household means chores. This education basically prepared their children to
become good husband and wives. Children were provided more vocational but lesser
academics. Teachers were tribal tutors (Babaylan or Katalonan).

Education During the Spanish Era

- Education was formal and organized. It was authoritarian in nature. Tribal tutors of the
pre-Spanish period were replaced by Spanish missionaries. Pupils attended formal
schooling in the parochial school. Instruction was Religion-oriented. Christian
doctrines, sacred songs and music and prayers were taught because they were required
for confession and communion. There was a separate school for boys and girls. Wealthy
Filipinos or the ilustrados were accommodated in the schools

The Educational Decree of 1863

- This law gave Filipinos a complete system of education from elementary to the
collegiate level. The law provided for the establishment of the elementary schools in all
municipalities in the country. Although religion was the core of the curriculum, the
curriculum included subjects reading, writing, arithmetic, history Christian doctrine,
Spanish language, vocal music, agriculture for the boys and needlework for the girls.
Attendance in school was compulsory between the ages of seven and twelve.

Education during the American Regime 1898-1946

- The Americans promoted democratic ideals and the democratic way of life. The schools
maintained by the Spaniards for more than three centuries were closed but were
reopened on August 29, 1898 by the Secretary of the Interior. A system of free and
compulsory elementary education was established by the Malolos Constitution
(Political Constitution of 1899). In May 1898, the first American school was
established in Corregidor, and shortly after the capture of Manila 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.

The Commonwealth Period (1935-1942)

- Free 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
- 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 year 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 1
Adoption of double-single sessions in the primary grade with one teacher one class assignment
of intermediate teachers.

The Japanese Occupation

- Aims of education during 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

Post-colonial Philippines
Education aimed at the full 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 fundamental aims of education in the 1973 Constitution are: - - foster love of country
- teach the duties of citizenship
– develop moral character, self-discipline and scientific, technological and vocational efficiency.
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 of 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 Professional 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. The trifocal education system refocused DECS' mandate
to basic education which covers elementary, secondary and nonformal education, including
culture and sports. TESDA now administers the post-secondary, middle-level manpower training
and development R.A. 7796 - Technical Education and Skills Development Act of 1994
CHED is responsible for higher education. R.A. 7722 – Higher Education Act of 1994
In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act,
was passed transforming the name 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). RA 9155 provide the overall framework for (i)
school head empowerment by strengthening their leadership roles and (ii) 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 and patriotic citizens.
Governance of Basic Education Act (R.A. 9155); was passed renaming 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, Jan the 20, 2012 Kindergarten Act, an act institutionalizing the kindergarten
education into the basic education system
K to 12 Program (R.A 10533), May 15, 2013 - The K to 12 Program covers Kindergarten and
12 years of basic education (six years of primary education, four years of Junior High School,
and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts
and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level
skills development, employment, and entrepreneurship.

Group 2
Historical Foundation of Education

Primitive Education
- Life among primitive or tribal people was very simple compared with the complex life that
people have today. Their means of livelihood were hunting and gathering wild fruits
and vegetables. They lived in a limited area and had few or no contacts at all with other
people. This made them prone to superstitions. Their organization was tribal and not
political, that is, their head was usually the oldest or the wisest among the clan. During
this time, there was no reading or writing and information was transmitted through
word of mouth, songs, gestures, ceremonial rites and the like.
- The purpose of primitive education is thus to guide children to becoming good members
of their tribe or band. There is a marked emphasis upon training for citizenship, because
primitive people are highly concerned with the growth of individuals as tribal members
and the thorough comprehension of their way of life.
AIMS OF PRIMITIVE EDUCATION
1. Security and Survival
➢ The basic aim of primitive education was security, since the fundamental problem then was
to stay alive, to protect oneself and his family from the destructive forces of nature. Education
among primitive people was directed to ensuring the survival of the group, clan, or tribe through
training of the young in skills necessary to maintain life. Primitive people aimed to survive by
hunting foods and be secure from dangers that could be inflicted by natural phenomena such as
typhoons floods, earthquakes, volcanic eruptions and fires.
2. Conformity
➢ This aim was for social approval but the main reason was for the interest of the whole group.
If one deviated from the usual tribal practices, some evil spirits might be displeased and
misfortune would befall the whole group. Hence, the interest of one was sacrificed for the
interest of the group. For a member to deviate from the customs and beliefs of his tribe was
unpardonable.
3. Preservation and Transmission of Traditions
➢ Primitive people thought that the ways they were doing things were the best and they wanted
to preserve such and be transmitted to the incoming generation. During the primitive period,
education was simply enculturation, that is, the imposing of group characteristics upon children.

TYPES OF EDUCATION
The following are the types of education during the primitive period:
1. Vocational and Domestic Training
➢ This includes learning the skills in procuring basic necessities of life like hunting, constructing
a hut, and the like.
2. Religious (Animistic)
➢ Religious education consisted in learning how to participate in ritualistic practices to please or
to appease the unseen spirits roaming around.
AGENCIES OF EDUCATION
1. Home
➢ There was no formal agency of education during primitive period. Home is the center of
learning. The young learned much at home because the home was considered as the center of
activity. The family accounted for the education of the young in primitive societies. The women
of the tribe taught the girls the female duties of child-rearing and household management
whereas the men taught the boys hunting, fishing, fighting, and making tools and equipment.
2. Environment
➢ The environment provided the primitive people a very good place for learning. This is true for
informal education. For instance, if a person happened to step on a thorn and got hurt, then that
person became careful not to step on the thorn again.

EGYPTIAN EDUCATION
➢ Ancient Egypt was the birthplace of one of the world’s first civilizations. Egypt, the gift of
the Nile, is situated in the northern part of the African continent. Ancient Egypt was a desert
country watered only by the Nile River which flooded the country from August to October.
Leaving behind a very rich black earth. The mighty Nile River was the lifeblood of ancient Egypt.
Egyptian culture was dependent on the activity of the Nile. Egyptian agriculture was advanced.
They had irrigation and they used astronomy to predict rain.
Education in ancient Egypt was shaped by its conservative social system.
While education was valued, it was largely restricted to the children of those with means. As the
same families often staffed civilian and military positions in the palace administration across
generations, education was one of the means by which institutional memory was transferred
down the generations.
The history of ancient Egyptian education system remains unclear and its origins have not come
down to us. However, an education system in one form or another existed throughout ancient
Egypt’s long history. Its roots possibly lie at the beginning of the Egyptian Kingdom in 3000BC,
although in the absence of any corroborating archaeological or historical evidence this is largely
speculation
AIMS OF EGYPTIAN EDUCATION
1. Training of scribes
➢ Scribes were in great demand to record the transactions of ecclesiastical and commercial
business. To train the scribes was the most coveted profession at that time.
2. Religious
➢ This aim was to inculcate proper respect for the gods and the pharaoh who was also
considered as god.
3. Utilitarian
➢ The father wanted to transfer to his son his skills in the occupation and the mother to her
daughter the skills in keeping the house.
4. Preservation of cultural patterns
➢ Those in charge of Egyptian education, the nobles and the priest, wanted to preserve their
cultural patterns, the Egyptian civilization.
TYPES OF EDUCATION
The following are the types of education during the Egyptian period.
1. Religious education
➢ This was predominant as the priest wanted to inculcate in the minds of the learners proper
respect for the Gods, moral conduct, and a preparation form life after death.
2. Vocational-Professional education
➢ The education of women was largely vocational, although daughters of the elite were tutored.
In higher social circles, the boys were trained by scribes who taught them how to read and write.
3. Military education
➢ This type of education was predominant for the sons of the nobles.
4. Priesthood education
➢ This type of education was for those who aspired to become priests.
AGENCIES OF EDUCATION
1. Home
➢ Education was under the control of religion. This was part of early Egyptian culture. The
home provided for basic education. Home skills and rudiments of right and wrong were taught at
home
2. Temple Schools
➢ The temple schools were for higher education, especially for the professions such as
engineering, architecture, medicine, dentistry, surveying, etc.
3. Military Schools
➢ These schools were only for the sons of the nobles purposely for defense and aggression.
4. Court Schools
➢ These schools were only for those who aspire for a public office and those taking up law.
5. Vocational Schools
➢ These were schools of arts and trades

SUMERIAN EDUCATION
• Sumerians-sumerians had to attend school for many years to learn the written language
(cuneiform), the number system, and the methods and conventions of a scribe. Education was
first established for the purpose of training the scribes.
• Their king called patesi was their temporal as well as spiritual leader.
-Sumerians were praised if work was done well and accurate. If this did not happen, students
were punished with lashes from a stick.
• The temples were called edubba, meaning tablet house.
Aims of Sumerian Education
Training scribes
To train the scribes to do ecclesiastical work in the temples that were mostly writing
Training of bookkeepers
Since the priests were also the business leaders, the scribes and the bookkeepers were mostly
the same persons doing the recording.
Training teachers
Training the learners to be food and to do good things especially their god and to humanity
called namlulu
Types of Education (Calderon, 1998
1. Writing Education -Their system of writing was cuneiform – consist of wedge-shaped
characters.
2. Mathematical Education -There was a little arithmetic most likely included counting and
operations of low digit numbers.
3. Language Education -There was little grammar but the great bulk of the work was giving
names to many things, thus enriching their vocabulary.
4. Vocational Education-This was mainly apprenticeship for the workers, most likely the
slaves.
5.Professional Education-The discovery of surgical instruments indicated that the Sumerian
Studied and practiced medicine and surgery. They also had law,astronomy and architecture
6. Art Education-They had poetry, epics, essays, fables, music, jewelry designing,sculpture,
architecture, etc.
Agencies of Education
• Archeology discovered that the school existed in Sumeria around 2000 BC consisted of six
rooms 8 to 9 feet high.
• Home – was the first learning place for manual skills and social standards
• Temple school – They had big halls where the scribes and young priests studied.
• Apprentice school – evidenced by the highly skilled craftsmen in beautiful works in gold,
solver, and copper, sculpture, architecture and in metalworks Methods of Instruction
• Imitation and copying – the students just imitated copying what the teacher had written.
Followed by minimal explanation
• Preparation of tablets – dealt with their lessons
• Flogging – the penalty of the pupil who failed to prepare his tables
• “School father” or umnia – school teacher. They had stern discipline
• “School son” – pupil. The brighter ones acted as assistant teachers or monitors.

CHINESE EDUCATION
• Ancient Chinese education began with classic works, namely, the Four Books and the Five
Classics (Great Learning, Doctrine of the Mean, Analects, and Mencius; Classic of Poetry,
Book of Documents, Book of Rites, I Ching, and Spring and Autumn Annals), regarded as
cardinal texts that one had to learn, in order to understand the authentic thought of
Confucianism.
• Beginning from the time of the Xia dynasty (2070-1600 BC), it was traditional for ancient kings
and emperors to select well-educated officials to assist them in administering their kingdoms.
The Establishment of Schools
• Formal schools were established during the Xia dynasty (2070 BC-1600 BC). They were
called Xiao during the Xia, Xiang during the Shang dynasty (1600 BC-1046 BC) and Xu
during the early Zhou dynasty (1046 BC-221 BC).
Xu were divided into East Xu and West Xu. East of the capital of the Zhou kingdom stood
the East Xu. These were the precursors of college, where the children of nobility were
educated. West of the capital stood the West Xu. These were the precursors of elementary
schools, where the children of ordinary citizens studied. The East Xu only recruited children of
the nobility, and
were just a dream for children of the ordinary people.
• State schools were established just for children of the nobility.-Village schools, also known as
local schools, were divided into four levels: shu, xiang, xu and xiao.
• civil Service Examination System- Ke Ju The civil service examination system for
selecting government officials was established and came into force during the Sui dynasty
(581-618).
• the system comprised an examination convened by local governments, plus the final imperial
examination (palace examination) held by emperors.- Hindu Education (3000 B.C.)
• Educational Goals
- Intellectual
- Religious - Cultural
• Curriculum
- Religious, vocational, literature, law, history, medicine, mathematics and military education
• Agents
- Home
- Monasteries
• Gurukula System - residential schooling system

THE CASTE SYSTEM OF INDIA

• Brahman - Leader
• Vaisgya - Military
• Vaisgya - Middle class
• Shudra - Poor but have properties
• Dalit - You are not allowed
GREEK EDUCATION
• Educational goals - to cultivate civic responsibility and identity with city state
• In athens - to develop a well rounded person
• In sparta - to develop soldiers and military
➢ Curriculum
• Athenian education - reading, writing, arithmetic, drama, music, physical education, literature
and poetry
• Spartan education - drill, military songs and tactics
➢ Agents
• In athens - private teacher and schools, sophists / philosophers
• In sparta - military teachers, drill sergeant
➢ Influences to western civilization
Athens - the concept of well rounded, liberally educated person Sparta - the concept of military
state

ROMAN EDUCATION
• Educational goal - to develop sense of civic responsibility for republic and then empire
- to develop administrative and military skills
➢ Curriculum
- Reading, writing and arithmetic, laws of twelve tables, law and philosophy, roman history
➢ Agents
Family, elementary teacher (ludi) grammar teacher. In the school of rhetorics, teachers were
called the rhetors
- two of the most influential teachers and thinkers in rome were Cicero and Quintillan
- Cicero the orator
- he exposed the wide practical experience on the art of leadership - Quintillan - institutes of
oratory
- he suggested competition and awards as a basis for motivation in place of corporal
punishment
➢ Influences on western civilization
- emphasis on the ability to use education for practical administrative skills and relating
education to civic responsibility
- romans were the first to study foreign language to pit women in school
- regulation of the school was under the support of the state

RENAISSANCE 1350 AD – 1500 Renaissance

Educational Goals: Cultivate humanist expert in Greek and Latin classics; prepare people to
serve dynastic leaders
Students: Male children of aristocracy and upper class, ages 7-20
Instructional Methods: Memorization and translation and analysis of Greek and Roman
classics.
Classical literature, poetry and art.
Curriculum: Latin and Greek classical literature, poetry and art.
Agents: Classical humanist educators and schools like lycee, gymnasium and Latin school
Influence on education: Emphasis on literary knowledge, excellence and style in classical
literature, two track system of schools

REFORMATION 1500 AD – 1600 AD Reformation

➢ Educational Goals: Cultivate a commitment to a particular religious denomination, and
general literacy Students: Boys and girls ages 7-12 in vernacular schools, young men of upper
class in humanist schools
➢ Instructional Methods: Memorization drill, indoctrination, catechetical instruction in
vernacular schools, translation and analysis of classical literature in humanist schools
➢ Curriculum: Reading, writing, arithmetic, catechism, religious concepts and rituals. Latin and
Greek theology
➢ Agents: Vernacular elementary school for general public, classical schools for upper class
➢ Influence on education: Commitment to universal education to provide literacy for
everyone; origins of school systems, dual track school system based on socioeconomic class
and career goals

GROUP 3
Strength and Weaknesses of the Filipino Character
STRENGTHS
Pakikipagkapwa-tao
- ability to empathize with others.
- •regard others with dignity and respect deal with them as fellow human beings
Family orientation
- one’s main commitment and responsibility
- •sense of family results in a feeling of belongingness and rootedness in a basic sense of
security
Joy and Humor
- Filipinos have a cheerful and fun-loving approach to life and its ups and downs.
Hardwork and Industry
- We are willing to take the risks with jobs abroad and, while there, to work at two or three
jobs.
- •The result are productivity, entrepreneurship, and survival despite poverty.
Faith and religiosity
- Our innate religiosity enables us to comprehend and genuinely accept reality in the
context of God’s will and plan.
Ability to survive
- •Filipinos make do with what is available in the environment.
- It is manifested in the millions of Filipinos who bravely live through the harshesteconomic
and social circumstances.

WEAKNESSES
Extreme Family Centeredness
- Excessive concern for family means using one’s office and power to promote family
interests and thus factionalism patronage, political dynasties and protection of erring
family members.
Extreme Personalism
- Takes things personally, cannot separate objective task from emotional involvement.
Lack of Discipline
- A casual attitude toward time and space manifested in lack of precision and
compulsiveness, in poor time management and procrastination.
Passivity and lack of initiative
- Waiting to be told what to do, reliance on others (leaders and government),
complacence, lack of sense of urgency.
- •Too patient andmatiisin too easily resigned to his fate, the Filipino is easily oppressed
and exploited.
Colonial Mentality
- Lack of patriotism, or of an active awareness, appreciation and love of the Philippines
and an actual preference for things foreign.
Kanya-kanya syndrome
- Done by tsismis, intriga, unconstructive criticism, it is evident in the personal ambition
that is completely insensitive to the common good.
Lack of self-analysis and self-reflection
- The tendency to be superficial and somewhat flighty.
- •In the dace of serious personal and social problems, there is lack of analysis or
reflection, and instead satisfaction with superficial explanations and solutions
Emphasis on porma rather than substance
- This lack of analysis and emphasis on form is reinforced by an educational system that
is more from than substance

SOCIO-CULTURAL ISSUES IN THE PHILIPPINES

The Philippines faces a range of socio-cultural issues, including poverty, income inequality,
political corruption, crime and violence, discrimination against marginalized groups, and lack of
access to education and healthcare.
Poverty: Poverty is a state of financial deprivation where individuals or communities lack the
resources to meet their basic needs for a decent standard of living.
Income Inequality: refers to the unequal distribution of income among individuals or groups
within a society, where some earn more than others.
Political Corruption: Political corruption involves the misuse of power by government officials
for personal gain or the improper use of public resources for private benefit.
Crime and Violence: encompass unlawful activities that harm individuals or communities, often
resulting in physical or psychological harm.
Discrimination against Marginalized Groups: Discrimination against marginalized groups
involves treating individuals unfairly or unequally based on characteristics like race, gender,
religion, or sexual orientation, leading to social injustices.
Lack of Access to Education and Healthcare: refers to the limited availability or affordability
of quality educational and healthcare services, hindering people from obtaining essential
opportunities and services

GROUP 4
School as Social System
What is a Social System?
● In sociology, the social system is the patterned network of relationships
constituting a coherent whole that exists between individuals, groups,
and institutions. It is the formal structure of role and status that can form
in a small, stable group.
 ● •Social System refers to an orderly arrangement, an inter relationships
of parts.
● •Social systems are open system.
● •Social System consists of interdependent parts, which interact with
each other and the environment.
● •Social System is goal-oriented, peopled, and political.
● •A social system refers to events and dealings of the members of a
particular group or group composed for mutual determination.

Talcott Parsons, more than anyone else in recent years, has given the
concept of system currency in modern sociology. He defined social system
thus: “A social system consists in a plurality of individual actors interacting
with each other in a situation which at least has a physical or environmental
aspect, actors who are motivated in terms of a tendency to the optimization of
gratification and whose relation to their situations, including each other, is
defined and mediated in terms of a system of culturally structured and shared
symbols”, (The Social System).
Ogbum and Nimkoff have given a simplified version of this definition of
Parsons:
“A social system may be defined as a plurality of individuals interacting with
each other according to sharedcultural norms and meanings”
Functions of Social System:
We have seen that a system presupposes not only a structure but also certain
functions which its structure is supposed to perform. What are the functions of
the social system? Talcott Parsons has given a four-function paradigm. This
paradigm posits that every social system must continually confront and solve
the four sets oforganisational problems indicated below. In abbreviated form,
the four-function paradigm is referred to as AGIL.
1. Adaptation:
The problems of adapting the social system to its physical and social
environments. The most important problems in this respect are procuring
resources needed for its activities, providing for protection against physical
and social threats, and developing information relating to these.
2. Goal Attainment:
The organisational problem of effecting co-ordination in any collective tasks
directed outside the system itself.
3. Integration:
The internal problem of maintaining satisfying relations among the interacting,
members and avoiding disrupting conflicts. For small groups, this concerns
inter-personal relations. For larger organisation, it concerns inter-group
relations.
4. Latent Pattern Maintenance:
The internal organisational problem of ordering activity patterns of the system,
and also of adjusting the role demands on members, so that these are
compatible with their other role commitments. The social institutions are all
closely interrelated and they form a complex whole. That is why institutions
are referred to as “a cluster of institutions”, one impinging upon the others.
The social system, the social structure with its interrelated parts, the basic
functions of the system together with corresponding institutions designed to
fulfill these functions are set out in diagrammatic form below:

The socio-ecological development model is another specific social work

practice theory based on social systems thinking. This model looks at how
multiple social systems and levels of the social environments (individual,
micro, meso, Exo, and macro-systems) impact individuals experiences and
behavior. For example, the micro-level is the location of intimate and family
relationships, the meso-level is the location of institutions and organizations,
and the macro-level is the location of society-wide factors such as culture or
laws, all of which shape who we are and how we develop.
Social System and School Effectiveness According to Hoy and Miskel
(2013) all schools are open systems that comprise of inputs, transformation
process, outputs, feedback and the environment (Aydin, Sarier, & Uysal,
2013). The open-system portraits organization as not only affected by
environments, but also dependent on them. Open-systems cyclic process, it
starts with inputs, transformation and output. Organizations take inputs from
the environment, transform them and produce outputs (Neal, 2013).
What are the 8 key elements of the school as a social system?
Schools are social systems with the following key parts:
✓ Structure: roles are expectations of positions that are arranged in a
hierarchy.
✓ Individual: the individual is a key unit in any social system; regardless of
position, people bring with
them individual needs, beliefs, and a cognitive understanding of the job.
✓ Culture: represents the unwritten feeling part of the organizations: its
shared values
✓ Politics: informal power relations that develop spontaneously.
✓ Core: the teaching-learning process is the technical core of schools.
✓ Environment: everything outside the organization; source of inputs.
✓ Outputs: the products of the organizations, e. g. educated students.
✓ Feedback: communication that monitors behavior.
✓ Effectiveness: the congruence between expected and actual outcomes.

Socialization
Socialization is the process by which people learn characteristics of their
group’s norms, values, attitudes, and behaviors. Through socialization we
learn the culture of the society into which we have been born. In the course of
this process, a personality develops. A personality is comprised of patterns
of behavior and ways of thinking and feeling that are distinctive for each
individual.
Babies are not born with the social or emotional tools needed to contribute to
society as properly functioning social actors. They have to learn all the
nuances of properbehavior, how to meet expectations for what is expected of
them, and everything else needed to become members of society. As
newborns interact with family and friends they learn the expectations of their
society (family, community, state, and nation).
From the first moments of life, children begin a process of socialization
wherein parents, family, and friends establish an infant’s social construction
of reality, or what people define as real because of their background
assumptions and life experiences with others. An average U.S. child’s social
construction of reality includes knowledge that he or she belongs, and can
depend on others to meet his or her needs. It also includes the privileges and
obligations that accompany membership in his or her family and community. In
a typical set of social circumstances, children grow up through a predictable
set of life stages:infancy, preschool, K-12 school years, young adulthood,
adulthood, middle adulthood, and finally later-life adulthood. Most will leave
home as young adults, find a spouse or life partner in their mid-to late 20s and
work in a job for pay.
THREE LEVELS OF SOCIALIZATION
When discussing the average U.S. child, most agree that the most imperative
socialization takes place early in life and in identifiable levels. Primary
socialization typically begins at birth and moves forward until the beginning of
the school years.
Primary socialization includes all the ways the newborn is molded into a
social being capable of interacting in and meeting the expectations of society.
Most primary socialization is facilitated by the family,friends, day care, and to a
certain degree various forms of media. Children watch about three hours of
TV per day (by the time the average child attends kindergarten she has
watched about 5,000 hours of TV). They also play video games, surf the
Internet, play with friends, and read.
Children learn how to talk, interact with others, share, manage frustrations,
follow the rules, and grow up to be like older family and friends they know.
When they live up to expectations they are big boys and girls, when they don’t
they are naughty. In the early years, tremendous attention is required in the
safety and nurturance of infants. As they begin to walk and talk they learn to
communicate their needs and wants and also to feed and clothe themselves.
Younger children do not have strong abstract reasoning skills until
adolescence, so they rely heavily on the judgment of their caregivers. Most
importantly, they form significant attachments to the older people who care for
them.
Around age 4 to 5, pre-school and kindergarten are presented as expectations
for children. Once they begin their schooling, they begin another different level
of socialization.
Secondary socialization occurs in later childhood and adolescence when
children go to school and come under the influence of non-family members.
This level runs concurrently with primary socialization. Children realize that at
school that they are judged for theirperformance now and are no longer
accepted unconditionally. In fact, to obtain approval from teachers and school
employees a tremendous amount of conformity is required. Now, as students,
children have to learn to belong and cooperate in large groups. They learn a
new culture that extends beyond their narrow family culture. This new culture
with its complexities and challenges requires effort on their part and that
creates stressors forchildren. By the time of graduation from high school, the
average U.S. child has attended 15,000 hours of school away from home;
they’ve also probably watched 15,000 hours of TV, and spent 5-10,000 hours
playing. Friends, classmates, and peers become increasingly important in the
lives of children in their secondary educational stage of socialization. Most 0-5
year olds yearn for their parents and family member’s affection and approval.
By the time of the pre-teen years, the desire for family diminishes and the
yearning now becomes for friends and peers. Parents often lament the loss of
influence over their children oncethe teen years arrive. Studies show that
parents preserve at least some of their influence over their children by
influencing their children’s peers. Parents who host parties, excursions, and
get-togethers find that their relationship with their children’s friends keeps
them better connected to their children.
The K-12 schooling years are brutal in terms of peer pressure. Often, people
live much of their adult lives under the labels they were given in high school.
Many new high school graduates face the strikingly harsh realities of
adulthood shortly after graduation. Anomie often follows and it takes months
and even years for young adults to discover new regulating norms which
ground them back into expectable routines of life. The third level of
socialization includes college, work, marriage/significant relationships, and a
variety of adult roles and adventures.
Adult socialization occurs as we assume adult roles such as wife, husband,
parent, or employee. We adapt to new roles which meet our needs and wants
throughout the adult life course. Freshmen in college, new recruits in
themilitary, volunteers for Peace Corps and Vista, employees, travellers, and
others find themselves following the same game plan that leads to their
success during their primaryand secondary socialization years—find out
what’s expected and strive to reach those expectations.
Though most live an average life course, few life paths conform perfectly to it.
People die of disease and accidents, marry and divorce, become parents,
change careers, go bankrupt, win lotteries, or pay off their mortgages. In each
change that comes into their lives, they find themselves adapting to new roles,
new expectations, and new limitations. Socialization is an ongoing process for
everyone starting at birth and ending at death.
IS IT NATURE OR NURTURE?
There has been much said and written about how important socialization is to
our eventual human adult natures. Historically, there has also been much
research into the biological influence of who we eventually become. Think
about this question, “How much of our socialization is influenced by our
genetics and biology, and how much is influenced by the social environment
we are born into and in which we are raised?” Nature versus Nurture is the
debate over the influence of biological versus social influences in
socialization. Heritability is the proportion of our personality, self, and
biological traits which stem fromgenetic factors.
In the history of social science, the Blank Slate Theory was widely accepted.
Tabula Rasa is Latin for Blank Slate. It was a theoretical claim that humans
are born with no mental or intellectual capacities and all that they learn is
written upon them by those who provide their primary and secondary
socialization (this claim was for 100% nurture in how we become human).
Most social scientists reject any notion of 100% nurture, simply because
theresearch does not support the theory. Socialization alone does not explain
adult outcomes.
WILD HUMAN CHILDREN AND ANIMAL
Feral children are wild or untamed children who grow up without typical
socialization influences. They are rare because most human newborns will not
typically survive if they are not cared for by an older individual.
In rare cases, human feral children have survived. There are three categories
of feral children
1) Children raised in isolation,
2) children raised in confinement, and
3) children raised by animals (much less common). To grow up feral is
perhaps the cruelest version of child abuse because the crucial primary
socialization does not occur. This means that feral children lack a sense of
self-concept; a pattern of multiple attachments and significant others; an
awareness of self, others, groups, and society; and ultimately a void where
socialization and acculturation should be.
THEORIES OF DEVELOPMENT
Charles Horton Cooley believed that self-development through the process
of social interaction with others. He used the phrase looking-glass self to
describe the three-stage process through which each of us develops a sense
of ourselves. First, we imagine how our actions might appear to others.
Second, we interpret how other people judge these actions. We do this
regularly. If you act up as child your parent gives you the look, you stop what
you’re doing because you have internalized what that look means, your parent
is not happy with your behaviour. Finally, we make some sort of
self-judgement based on the presumed judgements of others. In other words,
other people become our mirror, or looking-glass, for ourselves.
For example,
1. You imagine you are a good child and then your parents smiles at you.
2. You interpret this smile as your parent being pleased with you because you
are a good child, and so
3. You feel good about yourself, the good child.
George Herbert Mead argued that the self becomes the sum total of our
beliefs and feelings about ourselves. The self is composed of two parts: the “I”
and the “me.” The “I” is the portion of the self which wishes to have free
expression, to be active and spontaneous.
The “I” also wishes to be free from the control of others and to take the
initiative in situations. It is also the part of the self that is unique and
distinctive. The “me” portion ofthe self is made up of those things learned
through socialization from family, friends, peers, and so on. The “me”
regulates the “I’s” behaviors.
Mead uses the term significant others to refer to those other people whose
evaluations of the individual are important and regularly considered during
interactions, such as parents and teachers. Generalized others are the
viewpoints, attitudes, and expectations of a society as a whole, or of a
community of people whom we are aware of and who are important to us.
Significant others affect our behaviors starting from a very early age,
generalized others influence us as our world expands to school and broader
society.
Erik Erikson stressed that development is a lifelong process, and that a
person continues to pass through new stages even during adulthood. He
also paid greater attention to the social and cultural forces operating on the
individual at each step along the way. Humandevelopment is completed in
eight stages with each stage amounting to a crisis of sorts brought on by two
factors: the biological changes in the developing individual and thesocial
expectations and stresses. In each stage, the individual is pulled into two
opposite directions to resolve the crisis. A resolution in the positive direction
positions a person well to enter the next stage. Stages that have been
resolved in a negative direction can be revisited later in life.
Sociological perspective
In understanding Sociology, theoretical frameworks were established. These
theories are ways of organizing and explaining the world in which we live.
Educational theories change over time and (cultural) space. In this lesson, you
will encounter three basic theories that supports how education impacts and
influences the society. Ballantineand Hammack (2012) wrote about three
major sociological perspectives on education. The table below illustrates the
viewpoints of these perspectives.
Perspective Assumptions

1. Functionalism • In this perspective,

education has several
functions in society.
These functions include
socialization, social
integration, social
placement, and social
and cultural innovation.
All of these are intended
functions/purposes of
education. In contrast,
there are also latent
functions of education
and these are
unintended (e.g. to
marry while in
schooling). Furthermore,
education is seen as a
system where there are
subsystems that
function according to
the same purpose. So, if
one subsystem does not
work accordingly, this
can cause problems in
other subsystems and to
education at large.
• Moreover, this perspective
stresses the functions
that education serves in
fulfilling a society’s
various needs. These
functions are illustrated
in the figure below.
•
 • Socialization- If children
are to learn the norms,
values, and skills they
need to function in
society, then education
is a primary vehicle for
such learning.
• Social integration- For a
society to work,
functionalists say,
people must subscribe
to a common set of
beliefs and values.
• Social placement-
Beginning in grade
school, students are
identified by teachers
and other school
officials either as bright
and motivated or as less
bright and even
educationally
challenged.
• Social and cultural
innovation- Our
scientists cannot make
important scientific
discoveries and our
artists and thinkers
cannot come up with
great works of art,
poetry, and prose unless
they have first been
educated in the many
subjects,they need to
know for their chosen
path.

2. Conflict theory • In this perspective,

education is seen as
something that
promotes inequality.
One example of a source
of inequality is the
standardized test.
Furthermore, schools
receive a different
amount of funding and
their learning conditions
differ as well. All of
these would result in
inequalities and
disparities in learning.
 Consequently, they may
result in more serious
social inequality like job
opportunities. That’s
why some are employed
while others are
unemployed and
underemployed after
completing their
education and training.

3. Symbolic Interactionism • This perspective centers

its arguments on the
social interaction in
schools, particularly in
the classrooms,
playgrounds, and other
areas in the school
where individuals can
socialize. It claims that
social interaction in
schools affects the
development of gender
roles and that teachers’
expectations of pupils’
intellectual abilities. It
also affects the way the
learners learn and their
behaviors. As found,
some educational
problems are rooted in
social interaction and
expectations.

GROUP 5
The Philippine TVET System of RA 7796 TESDA Law

RA.7796, also known as the Technical Education and Skills Development Authority
(TESDA) Act of 1994, is a Philippine law that was enacted on August 25, 1994. It established
TESDA as the government agency responsible for the promotion and development of technical
education and skills development in the country. The idea of creating an agency that would
focus on technical education and skills development in the Philippines began in the 1970s.
During this time, the government saw the need to strengthen the country's technical workforce
to meet the growing demand for skilled labor.
In 1987, the Philippine government created the Ministry of Education, Culture, and Sports
(MECS), which included the Bureau of Technical and Vocational Education (BTVE). The
BTVE was tasked with overseeing technical and vocational education in the country. However,
due to the changing economic landscape and the need for a more comprehensive approach to
technical education and skills development, President Fidel V. Ramos signed Republic Act
No. 7796, creating TESDA as an independent agency.
TESDA was then established as the primary government agency responsible for formulating
and implementing technical education and skills development policies, programs, and standards
in the country. It was also tasked with regulating and supervising both public and private
technical and vocational institutions. TESDA also established partnerships with various
industries and corporations to ensure that its programs and courses are aligned with the needs
of the job market. This enables TESDA graduates to have better job opportunities and
contribute to the growth and development of the Philippine economy.
In 2019, President Rodrigo Duterte signed Republic Act No. 11230 , amending RA No.
7796, to strengthen and expand the functions of TESDA. Among the changes made, TESDA is
now authorized to develop and implement a national technical vocational education and training
plan, as well as to accredit and assess TVET programs and institutions.
PURPOSE
This Act aims to encourage the full participation of and mobilize the industry, labor, local
government units and technical-vocational institutions in the skills development of the country's
human resources.
The Reason Behind Its Implementation
• Education was under-financed
• Education was mismanaged
• There was a mismatch between industry needs and supplied trained power

OBJECTIVE
1. International Competitiveness
To promote and strengthen the quality of technical education and skills development programs
to attain international.
2. Quality Middle-Level Manpower
To focus technical education and skills development on meeting the changing demands for
quality middle-level manpower.
3. Roles of Public and Private Institution
To recognize and encourage the complementary roles of public and private institutions in
technical education and skills development.
4. Scientific and Technical Knowledge Base
To encourage critical and creative thinking by disseminating the scientific & technical knowledge
base of middle-level man power development programs.
5. Desirable Values
To inculcate desirable values through the development of moral character, with emphasis on
work ethic, self- discipline and self-reliance.
Programs And Activities
1. Institution-Based
These are programs being implemented within the schools and training centers situated
nationwide.
2. Enterprise-Based
These are training programs undertaken within the confines of the actual work environment.
3. Community-Based
Programs being implemented at the local levels in order to respond to the specific needs of the
area.

Certification System
The importance of Republic Act 7796, also known as the "Technical Education and Skills
Development Act of 1994" or TESDA Act of 1994 Here are some key reasons for its
importance:
Skills Development- RA 7796 established TESDA (Technical Education and Skills
Development Authority) as the central agency responsible for the promotion and regulation of
technical and vocational education and training. This has played a vital role in developing a
skilled workforce in the country.

Employability- TESDA programs and initiatives have helped enhance the employability of
Filipinos by providing them with relevant skills and training, aligning with the demands of the
labor market.
Economic Growth- By focusing on skills development, the act contributes to economic growth.
A skilled workforce attracts investments and promotes entrepreneurship, leading to a more
prosperous nation.
Global Competitiveness- TESDA's initiatives have improved the competitiveness of Filipino
workers in the global job market, which is crucial for overseas employment opportunities and
remittances.
Poverty Reduction- Through skills training and certification, the act has played a role in poverty
reduction by offering individuals pathways to gainful employment and livelihood opportunities.
Quality Assurance- TESDA ensures the quality of technical and vocational education and
training, which is essential for maintaining high standards and producing competent graduates.
Inclusivity- The act has provisions to make skills development accessible to various sectors of
society, promoting inclusivity and equal opportunities for education and training.
In summary, Republic Act 7796, or the TESDA Act of 1994, is important for its role in skills
development, employability, economic growth, global competitiveness, poverty reduction, quality
assurance, and inclusivity in the Philippines. It has had a significant impact on the country's
workforce and overall development.

GROUP 6
MATATAG AGENDA
Basic Education Development Plan 2030 (BEDP)
5 pillars
Access
Equity,
Quality,
Learner’s Resilience And
Well-being Governance
BASIC EDUCATION DEVELOPMENT PLAN 2030 GOAL
All Filipinos are able to realize their full potential and contribute meaningfully in building a
cohesive nation.
● Basic Education Filipino learners have the physical, cognitive, socio-emotional and moral
preparations for civil participation and engagement in post secondary opportunities in local,
national local and global communities. Sector outcome
Basic Education Report 2023
BANSANG MAKABATA. BATANG MAKABANSA “MATATAG na Bayan. Para sa ating Mahal na
Pilipinas

MATATAG 4 Critical components

• MAke the Curriculum relevant to produce competent and job- ready, active and responsible
citizen;
• TAke steps to accelerate delivery of basic education facilities and services
• TAke good care of learners by promoting learner well-being, inclusive education, and a
positive learning environment
• Give support to teachers to teach better;

Make the Curriculum relevant to produce competent and job-ready, active and responsible
citizen;
● oRevise the K to 12 Curriculum to make them responsive to our aspirations as a nation.
oStrengthen our literacy and numeracy programs oRevitalize our Reading, Science and
Technology and Math Programs oImprove English proficiency while recognizing
significant linguistic diversity.
● oReview the implementation of the Mother tongue- based multilingual education policy
oIntensify the values formation of learners in curriculum and teaching oEmbed the
culture of peace in our curriculum oBe transparent with curriculum guides and test
scores oShare test items with schools and teachers to strengthen the use of assessment
oEngage with CHED and TESDA , and various partners to address the use of skills
TAke steps to accelerate delivery of basic education facilities and services;
● oCreate the School Infrastructure and Facilities stand oBuild more resilient school and
classrooms oClose the remaining gaps in school uniform with policies to eliminate
corruption oEstablish fully-functional library hubs
● oProvide schools with electricity oProvide e-classroom package for Teaching and
Learning oDigitize our essential process including National assessments oLaunch our
National Education Portal
● oStrengthen the complimentarity bet. Public and private school oWork closely with
Congress in pushing for expansion of GATSPE coverage to include kindergarten and
elementary learners oSupport BARMM school building program and GASTPE direction
oCreation of procurement strand
Take good care of learners by promoting learner well-being, inclusive education, and a positive
learning environment;
 ● oProvide education to children and youth in situations of disadvantage oStrengthen and
institutionalize reintegration program for adolescent mothers, children at risk (CAR) and
children in conflict with the law (CICL) oStrengthen the mechanism in safeguarding our
learners against all forms of miscommunication and dangers
● oSeek out mental wellness experts to form interventions at the school level oStrengthen
inclusive education programs, including ALS, last mile school, IP learners and learners
with disability oEstablish inclusive learning resource center
● oProvide assessment assistive mechanism to students with disability oEradicate
illiteracy through relevant policy issuances and community literacy program interventions
oInvolve our parents and guardians in the education of our children
Give support to teachers to teach better; oProvide professional development programs
● oProvide support in terms of innovative, responsive and inclusive teaching approaches
following the PPST
● oCapacitate our teachers and learners in utilizing technology in remote learning to
maximize the benefits of digital learning
● oAdvocate for additional benefits for new teachers oImplement the policy on the
distribution of teacher workload and payment of teaching overload oExpand the
coverage for the grant of special hardship allowance oAddress issues affecting the
net-take home pay of teachers
● oWork with DOH for free annual physical examinations for teacher oCoordinate with the
GSIS for an improved and superior benefit package for all DepEd personnel oProvide
free legal assistance facility for teachers on matters concerning loan contract and
obligations
● oProvide training and other learning and development interventions for school leaders
oFast track the implementation of career progression policy oImplement the merit
selection plan oMake the new Teacher Education Council and Secretariat fully functional