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PRE-HISPANIC The education of Pre-Hispanic Filipinos was fit for the needs of th

eir times. There was no formal schooling. Parents trained their children informa
lly . Mothers educated their female children in housekeeping, weaving, basket-ma
king and other agriculture-related activities. Fathers trained their male childr
en in hunting, carpentry, agriculture, shipbuilding and mining. Skills taught wo
uld vary on their industries and locations, i.e., whether highland, lowlands or
along seashores. Education was oral, practical and hands-on
4. ALIBATA Alibata is an ancient writing system that was used in what is now the
Philippines. Although it was all but extinguished by Western colonization,varia
nts of it are still used in parts of Mindoro and Palawan, and it is also increas
ingly used by Filipino youth as a way to express their identity.
While controlled by colonial rule for several years, once the Philippines gai
ned their independence they took over control of the educational system and bega
n to move it in their own direction.
Children in the Philippines are educated in
the primary and secondary school systems for about thirteen to fourteen years,
depending on when they start, after which they complete the College Entrance Exa
minations, that allow them to qualify for one of the many institutions of higher
learning. There are both private and public schools in the Philippines, and on
the whole the education provided by the private schools is much more comprehensi
ve than that provided by the public school system.
In fact, the Philippines was
home to the first modern public schooling system in Asia. It is also home to the
oldest universities, colleges, and vocational schools.
Education has been a pri
ority in the Philippines for decades, and this is evidenced in the fact that man
y of the advancements in education in Asia have been pioneered in the Philippine
6. During the Pre-Spanish period, education was still decentralized. Children we
re provided more vocational training but lesser academics, which were headed by
their parents or by their tribal tutors. They used a unique system of writing kn
own as the baybayin. Pre-Spanish Period BAYBAYIN ?The term Baybay literally mean
s "to spell in Tagalog. ? It also known as the alibata, were in it is the ancient
writing system that was used before by the Filipinos.
7. The pre-Spanish system of education underwent major changes during the Spanis
h colonization The tribal tutors were replaced by the Spanish Missionaries TRIBA
L TUTORSTRIBAL TUTORS ? Education was informal and unstructured . ? Children wer
e provided with vocational training and less academics by parents and houses of
tribal tutors SPANISH MISSIONARIESSPANISH MISSIONARIES ? education was religion-c
entered ?education for the elite only ?Spanish is compulsory ?Boys and girls scho
ol are separated ?Inadequate, suppressed and controlled
8. SPANISH When the Spanish first arrived in the Philippines, education of the i
ndigenous people was mainly viewed as the duty of religious organizations. Paris
h friars put forth great effort to teach the indigenous people to read believing
that literacy was the key to better lifestyles. EDUCATION DURING THE SPANISH RE
9. EDUCATION DURING THE SPANISH REGIME The Friars establish parochial schools li
nked with Churches to teach catechism to the natives. Education was manage, supe
rvised, and controlled By the friars. Spanish education played a major role in t
hat transformation. The oldest universities, colleges, vocational schools and th
e first modern public education system in Asia were created during the colonial
period The focus of education during the Spanish Colonization of the Philippines
was mainly religious education. The Catholic doctrine schools that were set up
initially became parochial schools which taught reading and writing along with c
10. The Spanish missionaries established schools immediately after reaching the
islands. The Augustinians opened a school in Cebu in 1565. The Franciscans, in 15
77, immediately took to the task of teaching improving literacy, aside from the
teaching of new industrial and agricultural techniques. Jesuits followed in 1581 T
he Dominicans in 1587, which they started a school in their first mission at Bat
11. In 1863, an educational decree mandated the establishment of free primary sc
hools in each town, one for boys and one for girls, with the precise number of s

chools depending on the size of the population. There were 3 grades: entrada, ac
enso, and termino. The curriculum required the study of Christian doctrine, valu
es and history as well as reading and writing in Spanish, mathematics, agricultu
re, etiquette, singing, world geography, and Spanish history. Girls were also ta
ught sewing. The decree also provided for a normal school run by the Jesuits to
educate male teachers in Manila. Normal schools for women teachers were not esta
blished until 1875, in Nueva Caceres. Despite the Decree of 1863, basic educatio
n in the Philippines remained inadequate for the rest of the Spanish period. Oft
en, there were not enough schools built. Teachers tended to use corporal punishm
12. After the Spanish colonial government was overthrown, the schools establishe
d during the Spanish era were closed down for a time by Emilio Aguinaldo s governm
ent. The Malolos Constitution made elementary education compulsory and provided
for free schooling. The Universidad Literaria de Filipinas, which provided cours
es in law, medicine, surgery, pharmacy, and notarianship, was established by Agu
inaldo on 19 October 1898. He also set up the Military Academy of Malolos and de
creed that all diplomas awarded by UST after 1898 be considered null and void. T
he curricula of schools were not much different from those under Spanish dominat
ion. While Tagalogwas established as the national language by the Constitution o
f Biak-na-Bato, reading, writing and literary studies in Spanish were still give
n emphasis.
TION OF THE PHILIPPINES ? It give us not only a glimpse of the past but also wha
t we could learn from it. History of Education will help you to understand how t
he past events shaped the present education systems, theories and related phenom
enon in the area of teacher education in particular and education in general. Se
condly, it will enable you to appreciate the importance of education to mankind
since time immemorial across the generations.
15. 1. The study of history of education helps teachers in training to appreciat
e the various aspects of their past educational process so as to link them to th
e present; 2. It enables teachers in training to know what type of education we
had and the purpose it served in the past; 3. It gives teachers in training the
opportunity of knowing our past mistakes in our education with the view to makin
g necessary amends; 4. History of education gives teachers in training the oppor
tunity of studying other people s educational ideas and programmes with the aim of
developing ours; 5. It also gives teachers in training a solid foundation to pl
an for our present and future educational development; 6. History of education g
uides teachers in training to proffer some positive solution to our present day
educational problems 7. It helps teachers in training to understand some major t
rends and developments in our educational system; 8. It helps teachers in traini
ng to formulate and implement better philosophies of education; 9. History of ed
ucation is a good academic exercise to improve teachers in training knowledge; 1
0.It widens the scope and knowledge of the teacher and makes him more comfortabl
e and competent in his class