This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.

1. Historical
Foundations of
Philippine
Education

2. Development of
Education in the
Philippines from
Pre-Spanish to
Present times

3. Timeline
Before 1521 Education before the coming of
Spaniards
1521-1896 Education during the Spanish
Regime
1896-1899 Education during the Philippine
Revolution
1898-1935 Education during the American
Occupation
1935-1941 Education during the Philippine
Commonwealth
1941-1944 Education during the Japanese
Occupation

4. Pre- Hispanic
(Pre-Spanish Period) Education
•No formal schools
•Learning began at home
•Oral, practical, hands on
•Reading, ‘riting, ‘rithmetic (3r’s)
•The objective was basically to promote
reverence for, and adoration of Bathala,
respect for laws, customs, and authorities
represented by parents and elders.

5. Education During the Spanish Regime
-establishment of schools in the country
•Friars - established parochial
schools linked with churches to
teach catechism to the natives.
- goal is to spread
Christianity.
•Religion (Christian Doctrine) –
was a compulsory subject at all
levels.

6. • Education was privileged only to Spanish
students.
• 19th century – public education for the
natives.
• Educational decree of 1863 – required the
establishment of one primary school for
girls and one for boys in each major town
of the country.
• Establishment of the normal school for the
training of teachers.
• Spanish Language – medium of instruction in
all schools.

7. Problems faced during the period
• Absence of systematic government supervision of
the schools.
•Over emphasis on religion.
•Limited and Irrelevant Curriculum
•Lack of trained teachers
(150 teacher-missionaries to instruct over
half a million inhabitants)
•Obsolete Teaching Methods.

8. • Poor classroom facilities
• Inadequate instructional materials.
• Racial discrimination against Filipino
students.
• Absence of academic freedom.

9. Because of need, higher level
schools were established much later
by virtue of royal decrees.
•Colegios
•Beaterios

10. Subjects: Based on the Royal Decree of
1863
•Languages(Latin, Spanish grammar and literature,
elementary Greek, French and English)
•History( Universal, Spanish)
•Mathematics(Arithmetic, Algebra, Trigonometry,
Geometry)
•Philosophy (Rhetoric, Logic, Ethics)
•Geography
•Psychology

11. Philippine Revolution
•Ilustrados - spearheaded the
Propaganda Movement.
•Curricular reforms
1. Secularization of education.
2. Instruction of Spanish.
3. Greater attention to natural science.
4. The design of a relevant curriculum.
5. Improvement of higher center of
learning.
6. Improvement of educational system.

12. »Jose Rizal - criticized unequivocally the friars’
method of instruction in his two novels Noli
Me Tangere and El Filibusterismo.
1. Disproportionate focus on religion.
2. Discourage the attempt of Filipino students to
speak in Spanish.
3. Lack of pedagogical skills.
4. Irrelevant courses in the curriculum.

13. Curriculum
To improve the existing curriculum, Rizal considered the
ff. Subjects as required courses in secondary schools.
•Science
•Math
•History
•Philosophy
•Law
•Language
•P.E
•Religion
•Music
•Social Sciences

14. Philippine Revolution
•Education – priority during the
Malolos Republic.
•August 29, 1898 – schools were
re-opened by the Secretary
of the Interior.
Established:
•Free and compulsory primary
education
•Secondary Education – Burgos
Institute in Malolos.
•Tertiary Education – Literary
University in the Philippines.
(October 1898).

15. American Occupation
•The Americans used education as a
vehicle for its program benevolent
assimilation.
•Restore damaged school houses, build
new ones and conduct classes.
•American teachers infused their
students the spirit of democracy
and progress as well as fair play.
•January 1901 – Taft Commission Act.
No. 74
• Act no. 74 – established the Philippine
Public School System.

16. Education
• Volunteer American Soldiers
• Thomasites – USS Thomas
• August 23, 1901
• 365 males and 165 females.

17. Education
• 3 levels of Education during the
American Period
• Elementary
• Secondary
• College
• English language
• Filipino Pensionados

18. Most important Colleges during American rule
Public School
• Philippine Normal
School
• University of the
Philippines
Private School
• Siliman University
• Centro Escolar de Señoritas
• Philippine Women’s
University

19. •Americans discarded the religious bias.
•Educational Act of 1901- Separation of Church
and State in education.
•Encourage Filipino in the field of teaching.
•Outstanding Filipino scholars were sent to US to
train as teachers.

20. Curriculum
Primary Education
•GMRC
•Civics
•Hygiene and
Sanitation
•Geography
Intermediate Curriculum
•Grammar and
composition
•Reading, spelling
•Science courses
•Physiology
•Hygiene and
sanitation
•Intensive teaching of
geography

21. •Government established NORMAL SCHOOL for future
teachers.
•Courses include
>Methods of teaching >science
>Practice teaching >history and government
>Psychology > social sciences
>Mathematics > P.E
>Language

22. Philippine Commonwealth
•All schools should develop moral
character, personal discipline,
civic conscience and
vocational efficiency.
•Promote effective participation
of the citizens in the
processes of a democratic
society.
•1935 Constitution
• National Council of Education
(1936)
•Educational Act of 1940

23. Japanese Regime
•6 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 course
6. To inspire people with the spirit of love and labor

24. Curriculum
•School calendar became longer
•No summer vacation for students
•Class size increased to 60
•Deleted anti-asian opinions, banned the singing of
american songs, deleted american symbols, poems
and pictures
•Nihongo as a means of introducing and cultivvating
love for Japanese culture
•Social Studies

25. Take Note!
Spanish- Reign for 300 years
American- 50 years
Japanese- about four years
•It is thus not surprising that despite the measure
they had instituted, the Japanese failed to succeed in
transforming the values and attitudes of the people in
line with their vision of the NEW ORDER.
•A contributory factor was widely reported brutalities
that ushered in the Japanese occupation that the
filipinos did not experience with the same degree
during the American period

26. After World War II
In 1947, by the virtue of Executive Order No. 94, the
Department of Instruction was changed to
"Department of Education." During this period, the
regulation and supervision of public and private
schools belonged to the Bureau of Public and Private
Schools.

27. Education after 1940
• The objective of the Philippine Education was to
established “integrated, nationalistic, and
democracy- inspired educational system”
included the ff.
1. Inculcate moral and spiritual values inspired by
an abiding faith in God
2. To develop an enlighten, patriotic, useful and
upright citizenry in a democratic society
3. Conservation of the national resources
4. Perpetuation of our desirable values
5. Promote the science, arts and letters

28. •Great experiments in the community school and the use
of vernacular in the first two grades of the primary
schools as the medium of instruction were some of
them.
•An experiment worth mentioning that led to a change in
the Philippine Educational Philosophy was that of school
and community collaboration pioneered by Jose V.
Aguilar.
Schools are increasingly using instructional materials that
are Philippine-oriented.
Memorandum No. 30, 1966 sets the order of priority in
the purchase of books for use in the schools were as
follows:
Books which are contributions to Phil. Literature
Books on character education and other library materials
Library equipment and permanent features

29. Martial Law period
• The Department of Education became the
Department of Education and Culture in 1972,
the Ministry of Education and Culture in 1978,
and with the Education Act of 1982, the
Ministry of Education, Culture, and Sports.
• A bilingual education scheme was established
in 1974, requiring Filipino and English to be
used in schools.
• Science and math subjects as well as English
language and literature classes were taught in
English while the rest were taught in Filipino.

30. From 1986 to the present
• The bilingual policy in education was reiterated in
the 1987 Constitution of the Philippines.
• (EDCOM), Congress passed Republic Act 7722 and
Republic Act 7796 in 1994, creating
theCommission on Higher Education (CHED) and
the Technical Education and Skills Development
Authority (TESDA). The institute governing basic
education was thus renamed in 2001 as
the Department of Education (DepEd).

31. • The quality of public school education is generally
considered to have declined since the post-war
years, mainly due to insufficient funds. The
Department of Education aims to address the
major problems affecting public education by
2010.
• Private schools are able to offer better facilities
and education, but are also much more
expensive. There is a wide variety of private
schools, including all-boys’ and all-girls’ schools,
religious schools, non-sectarian schools, Chinese
schools, special schools, and international
schools. Due to economic difficulties, there has
been a recent increase in the popularity of home
schooling and open universities in the Philippines.

32. Enhance Basic Education Act of 2013
(K to 12)
•PRO’S OF K to 12
•At par with international 12 year basic
education
•Pursue protective employment,
entrepreneurship and higher
educational studies
•Graduates is expected to be equipped
with 21st century skills.

33. Enhance Basic Education Act of 2013
(K to 12)
•CON’S OF K to 12
•See’s as a burden for average filipino
family.
•It does not address the basic problems
of education(classrooms,chairs, books
etc)

34. Bases of K to 12 implementation
•Mastery of basic competencies is
insufficient due to congested
curriculum.
•Philippines is the only remaining
country in asia with a 10 year basic
education program.

35. The K to 12 Curriculum
•Learn-centered, inclusive and
developmentally appropriate
•Relevant responsive and Reseach based.
•Culture sensitive
•Contextualized and global
•Use of pedagogical approaches that are
constructivist, inquiry based, reflective
collaborative and integrative.
•Adhere the principle of MOTHER TOUGUE-
BASED MULTILINGUAL EDUCATION(MTB-MLE)

36. MOTHER TOUGUE-BASED MULTILINGUAL
EDUCATION(MTB-MLE)
It starts from where the learners are
and from what they already knew
proceeding from the known to the
unknown; instructional materials and
capable teachers to implement the
MTB-MLE curriculum shall be
available

37. •Use of spiral progression approach to
ensure mastery of knowledge and skills
in every level
•Flexible enough to enable and allow
schools to localize, indigenize, and
enhance the same based on their
respective educational and social
context.

38. CURRICULUM TRACKS
The students after ongoing Senior High
School can choose among four tracks:
•Academic
•Technical-Vocational-Livelyhood
•Sports track
•Arts and Design track

39. ACADEMIC TRACK
Academic track includes the following
strands:
•Business,Accountancy,Management
(BAM)
•Humanities and Social
Sciences(HUMSS)
•Science, technology,
engineering,mathematics (STEM)
•General Academic Strand (GAS)

40. Thank You
for
Listening! 