HISTORICAL PRECEDENTS OF EDUCATIONAL SYSTEMS Pre-Spanish In pre-Spanish times, education was informal, unstructured in some areas and pragmatic.

The teachers were their parents and their tribal tutors. Children were taught survival, values of the tribe and appreciation of their culture and tradition. They were using a unique system of writing known as the Baybayin. When the Spanish arrived in Manila, they were surprised to find a population with a literacy rate higher than the literacy rate of Madrid. Spanish Period Under the Spanish colonizers, education of indigenous population was supervised by religious orders, The teaching of religious topics was generally tolerated. The friars, made tremendous efforts to educate the native population by them learning the local languages and the Baybayin script to better communicate with the locals. The Spanish missionaries established schools immediately after reaching the islands and wherever they penetrated, church and school went together. There was no Christian village without its school and all young people attended. First Republic The defeat of Spain by American forces paved the way for a new government. The schools maintained by Spain for more than three centuries were closed for a short period 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. Article 23 of the Malolos Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine Republic. However, the PhilippineAmerican War the interfered with action to realize that mandate. American period An adequate secularized and free public school system was established during the first decade of American rule upon the recommendation of the Schurman Commission. Instruction in the free primary education was to train the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President William 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 Instruction to bring to the Philippines more than 1,000 teachers from the United States called the Thomasites between 1901 to 1902. These teachers were scattered throughout the islands to establish barangay schools. The same law established the Philippine Normal School (now the Philippine Normal University) to train Filipino teachers for the public schools. The high school system supported by provincial governments, special educational institutions, school of arts and trades, an agricultural school, and commerce and marine institutes were established in 1902 by the Philippine Commission. In 1908, the Philippine Legislature approved Act No. 1870 which created the University of the Philippines. The Reorganization Act of 1916 provided the Filipinization of all department secretaries except the Secretary of Public Instruction.

The emergence of high school education in the Philippines islands, however, did not happen until 1910, caused by the rise in big businesses and technological advances in factories and the emergence of electrification that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. Two decades later, enrollment in elementary schools was about 1 million from a total of about 150,000 in 1901, and about 100,000 in high school from a total of less than 20,000 in 1901. 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. Marcos era In 1972, the Department of Education became the Department of Education and Culture by Proclamation 1081. Following a referendum of all barangays in the Philippines from January 1015, 1973, on January 17, 1973 President Marcos ratified the 1973 Constitution by Proclamation 1102. The 1973 Constitution set out the three fundamental aims of education in the Philippines, to foster love of country; to teach the duties of citizenship; and to develop moral character, self-discipline, and scientific, technological and vocational efficiency. On September 24, 1972, by PD No 1, the Department of Education, Culture and Sports was decentralized with decision-making shared among thirteen regional offices. In 1978, by the Presidential Decree No. 1397, the Department of Education and Culture became the Ministry of Education and Culture. The Education Act of 1982 provided for an integrated system of education covering both formal and nonformal education at all levels. Section 29 of the Act sought to upgrade education institutions' standards to achieve quality education, through voluntary accreditation for schools, colleges, and universities. Sections 16 & 17 upgraded the obligations and qualifications required for teachers and administrators. Section 41 provided for government financial assistance to private schools. The Act also created the Ministry of Education, Culture and Sports. Fifth Republic On February 2, 1987, a new Constitution for the Philippines was ratified. Section 3, Article XIV of the 1987 Constitution contains the ten fundamental aims of education in the Philippines. In 1987 by virtue of Executive Order No. 117, the Ministry of Education, Culture and Sports, became the Department of Education, Culture and Sports. The structure of DECS as embodied in EO No. 117 remained practically unchanged until 1994. On May 26, 1988 Congress enacted Republic Act 6655, the Free Public Secondary Education Act of 1988, which mandated free public secondary education commencing in the school year 19881989. On February 3, 1992, Congress enacted Republic Act 7323, which provided that students aged 15 to 25 may be employed during summer or Christmas vacation with a salary not lower

than the minimum wage. 60% of the wage is to be paid by the employer and 40% by the government. The Congressional Commission on Education (EDCOM) report of 1991 recommended the division of DECS into three parts. On May 18, 1994, Congress passed Republic Act 7722, the Higher Education Act of 1994, creating the Commission on Higher Education (CHED), which assumed the functions of the Bureau of Higher Education, and supervises tertiary degree programs. On August 25, 1994, Congress passed Republic Act 7796, the Technical Education and Skills Development Act of 1994, creating the Technical Education and Skills Development Authority (TESDA), which absorbed the Bureau of Technical-Vocational Education plus the National Manpower and Youth Council, and supervises non-degree technical-vocational programs. DECS retained responsibility for all elementary and secondary education. This threefold division became known as the trifocal system of education in the Philippines. The trifocal education system of the Philippines In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the 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 provides 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. In January 2009, DepEd signed a memorandum of agreement with the United States Agency for International Development to seal $86 million assistance to Philippine education, particularly the access to quality education in the Autonomous Region in Muslim Mindanao (ARMM), and the Western and Central Mindanao regions. In 2005, the Philippines spent about US$138 per pupil compared to US$1,582 in Singapore, US$3,728 in Japan, and US$852 in Thailand
1. What is the dominant foreign influence of the Philippine educational system? Describe

how this came about historically. The Philippine educational system is strongly influenced by the American system in the following aspects: English is used as the medium of instruction English, Science and Technology, Home Economics and Livelihood Education. English is a regular and required subject in the elementary, secondary and tertiary levels The three level system of Philippine education: elementary, secondary and tertiary levels began in most countries in America. The new K+12 which has been implemented starting school year 2011-2012 is patterned after the levels of American educational system. The following are the levels of education in the Philippines: o Elementary Level: Kindergarten, Grade1 to Grade 6 (7 years) o Secondary level: Junior high school: Grade 7 to Grade 10 (4 years)

Senior high school: Grade 11 to Grade 12 (2 years) Schools in the Philippines are classified into public (government) or private (nongovernment). Completing the different levels of Philippine education has a cap and gown graduation ceremony. The college or university education, graduate education and post graduate education are almost similar to American education