Historical Perspective of the Philippine Educational System

• In 1947, by virtue of executive Order

No. 94 the department of Instruction

was changed to department of

Education.

• In that period, the regulation and

supervision of public and private

schools belonged to the Bureau of

Public and Private Schools.

• Congressional Commission on Education

(EDCOM) passed the RA 7796 in 1994

creating CHED and TESDA. And non

formal

• That system focused to mandate basic

education which covers elementary,

secondary and non formal education,

including culture and sports.

• TESDA now administer the post

secondary, middle level man

power training and development.

• CHED is responsible for Higher

Educatio

The Education Act of 1982 created the

Ministry of Education Culture and Sports in

1987 by virtue executive Order No. 117.

• On 1994, Commission oh Higher Education

(CHED) and the Technical Education and skills

Development Authority(TESDA) were

established to supervise tertiary degrees,

programs and non-degree technical-vocational

programs.

In 1972 it became the Department of

Education and Culture by virtue of

Proclamation 1081 and the Ministry of

Education and Culture by virtue of P.D.

No. 1397.

• 13 regional offices was created and

major organizational changes were

implemented in the Educational System.

The Philippine Legislature approved Act

No. 1870 which created the University of

the Philippines.

• The Reorganization Act of 1916 provide

the Filipinization of all department of

the secretaries except the secretary of

Public Instruction.

Established the following on 1902 by the

Philippine Commission

Special Education Institutions

Schools of Arts and Trade

Agricultural School

Commerce

Marine Institutes

On October 14, 1943 they

sponsored Republic created the

Ministry of Education.

• Taught Tagalog, Philippine History

and Character Education.

• Love for work and dignity of labour

was emphasized.

JAPANESE ERA

• TESDA now administer the post

secondary, middle level man

power training and development.

• CHED is responsible for Higher

Educatio

Japanese educational policies

were embodied in Military Order No.

2 in 1942. The Philippine executive

Commission established the

Commission of Education, Health

and Public Welfare and schools were

reopened in June 1942

THOMASITES brought in the

Philippines from USA.

• Bureau of Public Instruction became

Bureau of Education under Act No. 477

which passed on Nov. 1, 1902.

• High School was supported by the

Governments.

REVOLUTIONARY

GOVERNMENT

Established the BURGOS

INSTITUTE in Malolos, Military

Academy of Malolos and Literary

University of the Philippines.

• Free and compulsory elementary

education.

Chaplains and non-commissioned

officers were assigned to teach using

English as the medium of instruction.

• Highly centralized public school

system was installed by Philippine

Commission by virtue of Act No. 74

AMERICAN REGIME

Establishment of normal school for male

teachers under the supervision of the

JESUITS.

• Primary instruction was free.

• Teaching of Spanish language was

compulsory.

• Education during that period was in

adequate, suppressed and controlled

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.

SPANISH ERA

Tribal tutors were replaced by Spanish

Missionaries..

• Instruction was religion oriented.

• Education was limited only for the elites

• Established at least one primary school

for boys and girls in each town by the

Decree of 1863.

SPANISH

INTRODUCTION

• In 2001 Republic Act 9155 or

Government of Basic Education Act was

passed transfroming DECS to DepEd.

• The main goal is to provide the school

age population and young adults with

skills, knowledge, and values to become

caring, self reliant, productive a

PRE- SPANISH ERA

Education in the Philippines has

undergone several stages of

development in meeting the needs of the

society.

Education was informal,

unstructured and devoid in

methods.

• Children were provided more

vocational training and less

academics (3Rs) by their parents

and in the houses of tribal tutors

Education serves as focus of

emphases/priorities of the leadership at

certain periods in our national struggle as

a race

PERIODS AND

DEVELOPMENT OF

EDUCATION IN

THE PHILIPPINES

Historical Perspective of the Philippine Educational System

Jhoward Lancaster