UNIVERSITY OF

CALOOCAN CITY
Biglang Awa St., Corner Catleya
St., EDSA, Caloocan City
COLLEGE OF EDUCATION

THE TEACHING PROFESSION

SUBJECT CODE: TC 002
TOPIC OR LESSON 6: The Professionalization of Teaching
WEEK: 7
SUB-TOPIC/S:
6.1. Historical Perspective of the Philippine Educational System

OVERVIEW OF THE TOPIC

“The policy goals should be to ensure that all children have access to skillful teachers
to make the teaching profession more attractive to talented young adults, and to
produce humane and intellectually lively learning communities for both students and
teachers.”
Lind Darling – Hammond

According to Jao (2017) Teaching is indeed a complex process, requiring your

attendance to multifaceted and demanding tasks. Your ability to carry these tasks in an
effective manner is related to the idea of professionalism. Which pertains to the use if
the best and most ethical means of fulfilling classroom duties and responsibilities.
(Avelina Jao, 2017)

The dynamics of teaching is a continuous interaction of the teacher and the learners,
the learners with other learners – inside and beyond the classrooms, in co-curricula and
other school activities (Llagas, 2003). In1994 Republic Act no 7836 known as the
Philippine Teachers Professionalization Act of 1994 and was created by the Board for
Professional Teachers. The Act declared the policy recognizing the vital role of teachers
in nation building.

At the end of this module, you are expected to internalize basic laws on education and
their implementation. And underscore the rights, duties, and obligations of the
academic community (learners, teachers, parents, non-academic staff).

LEARNING OUTCOMES
Students are expected to gain a historical perspective of the Philippine educational
system.
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LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a. Describe the Philippine educational system.
b. Explain educational terminology and concepts relevant to policies, research,
and practices related to the Philippine education system.
c. Gain a historical perspective of the Philippine educational system.

ENGAGE
Instruction: Review of the previous lesson. Read and make a decision based on your
experiences and information. Write Agree of Disagree before the number.

_______1. The introduction of technology in the classroom leads to teaching

innovations. _______2. It is imperative for a teacher to learn and use technology in
teaching. _______3. Only those who have access to the internet can use technology.
_______4. Even with the use of technology, the diversity of learners should be
considered.
_______5. Technology in the classroom should support learning, rather than become a
hindrance to it.

EXPLORE
Instruction: Watch the short video about Historical Development of the Philippine
Education on YouTube and take note of the important details.

Video Link: https://www.youtube.com/watch?v=1nAO1WF2x00

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EXPLAIN
Historical Development of the Philippine Education System

HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM. Retrieved from:

https://www.deped.gov.ph/about deped/history/

Education in the Philippines has undergone several stages of development from

the pre-Spanish times to the present. In meeting the needs of the society, education
serves as focus of emphases/priorities of the leadership at certain periods/epochs in our
national struggle as a race.

As early as in pre-Magellanic times, education was informal, unstructured, and

devoid of methods. Children were provided more vocational training and less
academics (3 Rs) by their parents and in the houses of tribal tutors.

The pre-Spanish system of education underwent major changes during the

Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries.
Education was religion-oriented. It was for the elite, especially in the early years of
Spanish colonization. Access to education by the Filipinos was later liberalized through
the enactment of the Educational Decree of 1863 which provided for the
establishment of at least one primary school for boys and girls in each town under the
responsibility of the municipal government; and the establishment of a normal school
for male teachers under the supervision of the Jesuits. Primary instruction was free and
the teaching of Spanish was compulsory. Education during that period was
inadequate, suppressed, and controlled.

The defeat of Spain by American forces paved the way for Aguinaldo’s Republic
under a Revolutionary Government. The schools maintained by Spain for more than
three centuries were closed for the time being but were reopened on August 29, 1898
by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of
Malolos, and the Literary University of the Philippines were established. A system of free
and compulsory elementary education was established by the Malolos Constitution.

An adequate secularized and free public school system during the first decade
of American rule was established upon the recommendation of the Schurman
Commission. Free primary instruction that trained the people for the duties of citizenship
and avocation was enforced by the Taft Commission per instructions of President
McKinley. Chaplains and non-commissioned officers were assigned to teach using
English as the medium of instruction.

A highly centralized public school system was installed in 1901 by the Philippine
Commission by virtue of Act No. 74. The implementation of this Act created a heavy
shortage of teachers so the Philippine Commission authorized the Secretary of Public

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Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the
Thomasites.

HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM. Retrieved from:

https://www.deped.gov.ph/about deped/history/

I. Pre-Spanish Era

A. Political System/ Unit of Government

Barangay (came from the word “Balangay” which means
“sailboat”) Ranks
1) Datu is the title for chiefs, sovereign princes, and monarchs in the Visayas and
Mindanao Regions of the Philippines. Together with Lakan (Luzon), Apo in Central and
Northern Luzon, Sultan and Rajah, they are titles used for native royalty, and are still
currently used especially in Mindanao and Sulu.

2) Babaylan is a Visayan term identifying an indigenous Filipino religious leader, who

functions as a healer, a shaman, a seer and a community "miracle-worker" (or a
combination of any of those). The babaylan can be male, female, or male transvestites
(known as asog, bayoc, or bayog), but most of the babaylan were female.

3) Umalohokan refers to the town criers of ancient Philippines Barangay. They

were responsible for going around and making people aware of new laws
and policies enacted by the Datu or chieftain.

B. Brief History
Before the coming of the Spaniards, the Filipinos possessed a culture of their own.
They had contacts with other foreign people from Arabia, India, China, Indo- China and
Borneo.
• The diaries of Fr. Chirino attest to the historical facts that “the inhabitants were
civilized people, possessing their system of writing, laws and moral standards in a
well-organized system of government.
• They have the code of Kalantiao and Maragtas – their belief in the Bathala, the
solidarity of family, the modesty of the women, the children’s obedience, and
 respect for their elders and in the valour of the men.

C. Educational System
As early as in pre-Magellanic times, education was informal, unstructured, and
devoid of methods. Children were provided more vocational training and less
academics (3 Rs) by their parents and in the houses of tribal tutors.
Informal education is what they have; ideas and facts were acquired through
suggestions, observation, example and imitation. There’s no direct teaching, no
formal method of information.
They did not have an organized system of education.
Alibata is an ancient writing system that was used in what is now the Philippines.
Although it was all but extinguished by Western colonization, variants of it are still
used in parts of Mindoro and Palawan, and it is also increasingly used by Filipino
youth as a way to express their identity.

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II. Spanish Era

A. Brief History
Five Principal Social Classes:

1. Peninsulares or Spaniards born in Spain and mostly of Iberian descent. - These

would-be families who settled in the archipelago although it will include also most
of the friars.
- They were the wealthiest and most politically influential by virtue of their being the
foremost encomienderos, thus, owning vast tracts of lands and most of the
inhabitants therein. They were referred to as Kastilas.
2. Insulares were Philippine born Spaniards. Though still of pure Spanish blood, they were
derisively called Filipinos by the Peninsulares.
- Most children of Spanish administrators, they mostly controlled the middle
echelons of government by virtue of their owning also tracts of lands. 3. The middle
class had three subclasses:
- Spanish mestizos or mestizos de Espanol
- Principalia, and the
- Chinese mestizos or mestizos de Sangley. Mestizos are borne from mixed marriages
of Spanish and any of the other classes, mostly local natives; or half-breeds of a
mixed Chinese-native marriage. They constitute the local officials, owned some
tracts of land, and mostly controlled the retail trade.
4. Indios, however, the Chinese, occupied the lowest base and majority of the social
totem pole.

B. Educational System
Formal and Organized.
Religion-oriented education.
Spanish missionaries as tutors.
Christian doctrine, prayers, and sacred songs.
3R’s were only given to brighter pupils.
Teach catechism to the natives.
Spanish language –compulsory.
Inadequate education (suppressed/limited/controlled).
 Education is a privilege not a right.
Education for the elite.
Controlled by friars.

C. Educational Decree of 1863

• Access to education by the Filipinos was later liberalized through the enactment of
the Educational Decree of 1863.
• Provided for the establishment of at least one primary school for boys and girls in
each town under the responsibility of the municipal government.
• Establishment of a normal school for male teachers under the supervision of the
Jesuits.
• The Spanish schools started accepting Filipino students.
• It was during this time when the intellectual Filipinos emerged.
• Remained inadequate for the rest of the Spanish period.

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• There were not enough schools built.
• Teachers tend to use corporal punishment.
• The friars exercised control over the schools and their teachers and obstructed
attempts to properly educate the masses, as they considered widespread
secular education to be a threat to their hold over the population.
• Schools were often poorly equipped, lacking desks, chairs, and writing materials. •
Though classes were supposed to be held from 7-10 am and 2:30-5 pm throughout
the year, schools were often empty.
• Children skipped school to help with planting and harvesting or even because
their clothes were ragged.

D. Spanish-Devised Curriculum
• The Spanish curriculum consisted of 3R’s – reading, writing and religion. •
The schools were parochial or convent schools.
• The main reading materials were the cartilla, the caton and the catecismo. • The
schools were ungraded, and the curriculum organization was separately subject
organization.
• The method of organization was predominantly individual memorization. •
Entrada, Acenso, Termino – 3 grade levels
• The curriculum required the study of:
Christian doctrine
Values
History
Reading and writing in Spanish (steno)
Mathematics
Agriculture
Etiquette
Singing
World geography
Spanish history

E. School Built
• The schools for boys and girls were separated.
• The first established schools were for the boys.
 • The Augustinians built the first school in the Philippines situated in Cebu in 1565. •
College was equivalent to a university during the Spanish regime. • The student
graduated with the degree in Bachelor of Arts (Bachiller en Artes). • The first college
school for the boys was the “Colegio de San Ignacio” which was established by the
Jesuits in Manila in 1589.
➢ Colegio de San Ildefonso
- The Cebu City colegio was established by Fr. Antonio Sedeno, Fr. Pedro Chirino,
and Antonio Pereira of the Society of Jesus
- After the expulsion of the Jesuits from Spanish territories in 1767, the buildings and
facilities were taken over first by the Diocese of Cebu, then the Congregation of
the Mission, then later by the Society of the Divine Word.
- There are several claims that it is now the University of San Carlos

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➢ Colegio de Sta. Potenciana (1589)- first college for girls in Manila. Destroyed in the
1645 earthquake. School rebuilt but damaged during the British Invasion of 1762.
Schools abolished in 1866.
➢ Colegio de Nuestra Señora del Santísimo Rosario (1611) - is a private, Roman
Catholic, teaching and research university run by the Order of Preachers in
Manila. Founded on 28 April 1611 by Miguel de Benavides, Archbishop of Manila,
it has the oldest extant university charter in the Philippines and in Asia and is one
of the world's largest Catholic universities in terms of enrollment found on one
campus. UST is also the largest university in the city of Manila.
➢ Colegio de San Juan de Letran - The college was founded in 1620. Colegio de
San Juan de Letran has the distinction of being the oldest college in the
Philippines and the oldest secondary institution in Asia.
➢ Escuela Pia de Manila - Established in late 1859 by the Society of Jesus, it is the
oldest Jesuit educational institution and third-oldest university in the Philippines.

III. First Republic (1899-1901)

A. Brief History
- The First Philippine Republic or Malolos Republic, is a short-lived nascent
revolutionary government in the Philippines. It is the first republic in Asia. - It was
formally established with the proclamation of the Malolos Constitution on January
23, 1899 in Malolos, Bulacan.
- It was written by Felipe Calderón y Roca and Felipe Buencamino as an alternative
to a pair of proposals to the Malolos Congress by Apolinario Mabini and Pedro
Paterno.
- The Malolos Congress convened on 15 September and produced the Malolos
Constitution. That constitution was proclaimed on 22 January 1899, transforming
the government into what is known today as the First Philippine Republic, with
Aguinaldo as its president.
- In the meantime, on December 10, 1898, the Treaty of Paris had been signed,
ending the Spanish-American War.

B. Educational System
1899 Malolos Constitution –Article XIV - EDUCATION, SCIENCE AND TECHNOLOGY,
 ARTS, CULTURE AND SPORTS

Section 1. The State shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all.

Section 2.
(1) Complete, adequate, and Integrated system of Education
(2) Free public education in elementary and high school levels. Elementary
educations are compulsory for all children of school age.
(3) System of scholarship grants, student loan programs, subsidies, and other
incentives for deserving students, esp. the under-privileged.
(4) Non-formal, Informal, and Indigenous Learning Systems, Self-Learning,
Independent, and Out-Of-School Study Programs in response to community needs.

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(5) Civic, vocational, and skills training for adult citizens, PWDs, and Out-of-school
youth.

Section 3.
(1) Constitution as part of the curricula.
(2) Patriotism and Nationalism for the country
(3) Religion as subject is allowed in public elementary and high schools.

Section 4.
(1) Complementary roles of public and private institutions in the educational
system. Supervision and regulation of all educational institutions.
(2) The control and administration of educational institutions shall be vested in
citizens of the Philippines excluding those established by religious groups. (3) All
revenues and assets of non-stock, non-profit educational institutions used, directly, and
exclusively for educational purposes shall be exempt from taxes and duties. (4) Subject
to conditions prescribed by law, all grants, endowments, donations, or contributions
used, directly, and exclusively for educational purposes shall be exempt from tax.

Section 5.
(1) Local planning in the development of educational policies and programs. (2)
Academic freedom shall be enjoyed in all institutions of higher learning. (3) Every
citizen has a right to select a profession or course of study, subject to fair,
reasonable, and equitable admission and academic requirements. (4) The State shall
enhance the right of teachers to professional advancement. Non-teaching academic
and non-academic personnel shall enjoy the protection of the State.
(5) The State shall assign the highest budgetary priority to education and ensure
that teaching will attract and retain its rightful share of the best available talents
through adequate remuneration and other means of job satisfaction and fulfillment.

Curriculum:
a) Science
b) Math
c) History
 d) Philosophy
e) Law
f) Language
g) P.E
h) Religion
i) Music
j) Social Sciences

C. School Built
➢ Universidad Literaria de Filipinas (October 19, 1898) - was established by former
President Emilio Aguinaldo. The teachings included Civil and Criminal Law,
Administrative Law, Medicine and Surgery, Pharmacy and studies pertaining to
the Notarial profession.

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➢ Academia Militar (October 25, 1898) is the Philippine military school of the Armed
Forces of the Philippines now called as Philippine Military Academy. ➢ Instituto
Burgos (October 1898) the equivalent of a national high school, which offered in its
curriculum, languages (Spanish, French, English and Latin); Physics, Chemistry,
History, Geography, Philosophy and Spanish Literature.

IV. American Regime

A. Educational System
The curriculum was based on the ideals and traditions of American and her
hierarchy of values.
English was the medium of instruction.
The primary curriculum prescribed in 1904 by the Americans for the Filipinos
consisted of three grades which provides training in two aspects:
a) Body Training that is consist of singing, drawing, hard work, and physical
education
b) Mental Training that is compose of English (reading, writing, conversation,
phonetics, and spelling), nature study and arithmetic
In grade III geography and civic were added to the list of the subjects.
Intermediate Curriculum consisted of subjects such as arithmetic, geography,
science and English science, plant life, physiology, and sanitation.
Collegiate level, normal schools were opened with a teacher’s training curriculum
appropriate for elementary mentors. Its aim was to replace the soldiers and the
Thomasites.
The curriculum organization remained separate subjects.
Group method of teaching was adopted.
A significant aspect of the American devised curriculum was the prohibition of
compulsory religious instruction in the public schools.

Curriculum:
a) Primary education
b) GMRC
c) Civics
d) Hygiene and Sanitation
 e) Geography
f) Intermediate Curriculum
g) Grammar and composition
h) Reading, spelling
i) Science courses
j) Physiology
k) Hygiene and Sanitation
l) Intensive teaching of geography

V. Commonwealth Period (1935-1945)

A. Brief History

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• The Commonwealth era is the 10 years transitional period in Philippine history from
1935 to 1945 in preparation for independence from the United States as provided
for under the Philippine Independence Act or more popularly known as the
Tydings-McDuffie Law.
• The Commonwealth era was interrupted when the Japanese occupied the
Philippines on January 2, 1942.
• The Commonwealth government, led by Manuel L. Quezon and Sergio S. Osmeña
went into exile in the U.S., Quezon died of tuberculosis while in exile and Osmeña
took over as president.
• At the same time, the Japanese forces installed a puppet government in Manila
headed by Jose P. Laurel as president. This government is known as the Second
Philippine Republic. On October 20, 1944, the Allied forces led by Gen. Douglas
MacArthur landed on the island of Leyte to liberate the Philippines from the
Japanese. Japan formally surrendered on September 2, 1945.
• After liberation, the Commonwealth government was restored.
• Congress convened in its first regular session on July 9, 1945. It was the first time the
people’s representatives have assembled since their election on November 11,
1941.
• Manuel Roxas was elected Senate President, and Elpidio Quirino was chosen
President Pro-Tempore. Jose Zulueta was speaker of the house, while Prospero
Sanidad became speaker pro Tempore. The first law of this congress, enacted as
commonwealth act 672, organized the central bank of the Philippines. The
commonwealth deal also tackled the issue of collaboration. In September 1945,
the counterintelligence corps presented the people who were accused of
having collaborated with, or given aid to, the Japanese. Included were
prominent Filipinos who had been active in the puppet government that the
Japanese had been established. “A People’s Court" was created to investigate
and decide on the issue.
• Amidst this sad state of affairs, the third commonwealth elections were held on
April 23,1946. Sergio Osmeña and Manuel Roxas vied for the Presidency. Roxas
won thus becoming the last president of the Philippine Commonwealth. The
Commonwealth era formally ended when the United States granted
independence to the Philippines, as scheduled on July 4, 1946.

B. Educational System
 Commonwealth Curriculum- Also known as the period of expansion and reform in
the Philippine curriculum.
The curriculum for the training of elementary school teachers were expanded by
the Bureau of Education by elevating it from the secondary schools to the
collegiate level, organizing eight regional normal schools.
“Filipino” language was used as the medium of instruction.
Vocational schools were made more similar in curriculum to Academic schools.
Celebration of National Language Week every August

1935 Constitution
Article XIV
Section 5.

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- All educational institutions shall be under the supervision of and subject to
regulation by the State.
- The Government shall establish and maintain a complete and adequate system
of public education, and shall provide at least free public primary instruction,
and citizenship training to adult citizens.
- All schools shall aim to develop moral character, personal discipline, civic
conscience, and vocational efficiency, and to teach the duties of citizenship. -
Optional religious instruction shall be maintained in the public schools as now
authorized by law.
- Universities established by the State shall enjoy academic freedom. The State
shall create scholarships in arts, science, and letters for specially gifted
citizens.

Legal Mandates – Commonwealth Acts

▪ Commonwealth Act #1- preparatory military training shall begin in Elementary
grade school at age 10. This act was amended by PD 1706 (August 8, 1980)
requiring all citizens to render civil welfare service, law enforcement service and
military service.
▪ Commonwealth Act #80- (October 26, 1936) established the Office of Adult
Education (vocational training in an effort to eliminate illiteracy).
▪ Commonwealth Act#578 (June 8, 1940) conferred the status of PERSONS IN
AUTHORITY upon teachers.
▪ Commonwealth Act #586 Education Act of 1940- reduction of number of years in
elementary (from 7 to 6), fixing school entrance age 7 years old, national support of
elementary education, compulsory attendance in the primary grades for all
children enrolled in grade one, introduction of double single session.
▪ Commonwealth Act #589-(August 19, 1940) established school rituals in private
and public schools.
▪ Act #2706- (November 13, 1935) an act making the inspection and recognition
of private schools and colleges obligatory for the Secretary of Public
Instruction.

VI. Japanese Era

A. Brief History
 • GEACPS (Greatest East Asia Co History -Prosperity Sphere) - was an imperial
propaganda concept created and promulgated for occupied Asian
populations during the first third of the Shōwa era by the government and
military of the Empire of Japan. Led by Matsuoka Yosuke on August 1, 1940.
• December 1941- Corregidor’s Malinta Tunnel.
• January 7- February 8, 1942- Battle in Bataan
• January 1942- Philippine Executive Commission
• April 10, 1942- Death march
• March 1942- Battle in Corregidor
• May 1942- Surrendering of Japanese

B. Educational System
Japanese Devised Curriculum

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They introduced many changes in the curriculum by including Nihongo and
abolishing English as a medium of instruction and as a subject.
All textbooks were censored and revised.
The Japanese-Devised curriculum caused a blackout in the Philippine education
and impeded the educational progress.
Curriculum:
a) School calendar became longer.
b) No summer vacation for students.
c) Class size increased to 60.
d) Deleted anti-Asian opinions, banned the singing of American songs, deleted
American symbols, poems, and pictures.
e) Nihongo as a means of introducing and cultivating love for Japanese culture.
Educational Program:
- June 1942, Military Order No.2- Mandated the teaching of Tagalog, Philippine
History, and Character education to Filipino students, with emphasis on love for
work and dignity of labor.
- Re-opening of elementary schools.
- Re-opening of vocational and normal schools
- Institutions of higher learning giving courses in agriculture, medicine, fisheries, and
engineering.
- Japanese language is popularized to terminate the use of English. - Filipino children
went to school to learn Japanese songs and games. - There was a strict censorship
of textbooks and other learning materials. - The teachers were to become
condescending mouthpieces of Japanese propaganda.
Six basic principles of Japanese education
1. Realization of new order and promote friendly relations between Japan and the
Philippines to the farthest extent.
2. Foster a new Filipino culture based.
3. Endeavor to elevate the morals of people, giving up over emphasis of
materialism. 4. Diffusion of the Japanese language in the Philippines.
5. Promotion of vocational program.
6. To inspire people with the spirit to love neighbor.
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Official Titular
Year Official Name of
Department Head Legal Bases

1863 Superior Commission of

Primary Instruction Chairman Educational Decree of 1863

Instruction Act. No. 74 of the 1901
1901- 1916
Department of Public General Philippine
Superintendent Commission, Jan. 21,
Department of Public
1916- 1942

Instruction Secretary Organic Act Law of Law)

1916 (Jones
Renamed by the Japanese
1942- 1944 Health and Public Welfare Executive Commission, June
Department of Education, Commissioner 11, 1942

1944 Department of Education,

Health and Public Welfare Minister Renamed by Japanese Sponsored

Philippine Republic

1944 Department of Public

Instruction Secretary Renamed by Japanese Sponsored Philippine Republic
Department of Public
1945- 1946
Instruction and Secretary Renamed by the
1946- Information Commonwealth Government

1947 Department of Instruction Secretary Renamed by the Commonwealth Government

1947-
1975 Department of Education Secretary E.O. No. 94 October 1947 (Reorganization
Act of 1947)
1975- 1978
Culture Minister P.D. No. 1397, June 2, 1978
1978- 1984
Ministry of Education,
1984- 1986
Culture and Sports Minister Education Act of
1987- 1994 1982
and Culture Secretary Proc. No. 1081, Department of Education,
September 24,
Department of Education Culture and Sports Secretary E.O. No. 117.
January 30, 1987
1972
Ministry of Education and
Department of Education, Trifocalization of Education
1994- 2001 Management
Culture and Sports
Secretary RA 9155, August 2001
2001 – RA 7722 and RA 7796, 1994
(Governance of Basic Education Act)
present Department of Education Secretary

HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM. Retrieved from:

https://www.deped.gov.ph/about deped/history/

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ELABORATE
Instruction: Present the development of the Philippine educational system from pre
Spanish era to the Japanese era by means of a timeline.
Pre-Spani Spanish Era First Commonwea American Japanese
sh Era Republic lth Period Regime Era
 EVALUATE
Instruction: Read and review the 1987 Constitution, Article XIV – Education, Science and
Technology, Arts, Culture and Sports and answer the question:

a. Based on your observation, as a would-be teacher what are the educational

institutions doing to attain the goals stated in Section 3?
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REFERENCES
Purita P. Bilbao, Ed.D, Brenda B. Corpuz, Ph.D, Avelina T. Llagas, Ed.D. The Teaching
Profession. Lorimar Publishing Company. QC
Dr. Avelina M. Jao (2017). The Teaching Profession. Jimezyville Publications Lourdes S.
Lim, Ed. D. Rosalina A. Caubic, Ed. D. Luvimi L. Casihan, Ph.D. The Teaching
Profession. Adriana Publishing Co., INC.
Historical perspective of the Philippine educational system. Retrieved from:
https://www.deped.gov.ph/about-deped/history/

ADDITIONAL
MATERIALS

Read: Historical Development of Philippine Educational System by Ethan Dela Paz

(2018). Retrieved from: https://www.slideshare.net/ethanpedlaza/historical
development-of-philippine-educational-system

Watch: Historical Development of the Philippine Education Retrieved from:

https://www.youtube.com/watch?v=1nAO1WF2x00

PREPARED BY:

Ms. Rosell P. Cultivo Ms. Desiree S. Isidro

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