HISTORICAL PERSPECTIVE OF PHIL. EDUCATION NEW.pptx

this presentation is about history of education in the Philippines

1. Marissa M. Pascasio, LPT Joan Aurelyn A. Valdenarro, LPT Historical Perspective of Philippine Educational System

2. “Without education and liberty, which are the soil and the sun of man, no reform is possible, no measure can give the result desired.“- Dr . Jose P. Rizal

3. INTRODUCTION Philippine Educational system has a very brief history from the past in which it has undergone several stages 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 in our national struggle as a race.

4. Pre-Spanish Era 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

5. Pre-Spanish Era 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.

6. Pre-Spanish Era 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 .

7. 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.

8. EDUCATIONAL SYSTEM/CURRICULUM > 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.

9. EDUCATIONAL SYSTEM/CURRICULUM . > 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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11. SPANISH PERIOD Principal Social Classes : Peninsulares , - Pure blooded Spaniards born from Spain. -Highest class in the Philippines. -The wealthiest and most politically powerful among the social classes. - High positions in the government. - Reffered to as Kastillas

12. SPANISH ERA Insulares - Spaniards born in Philippines. - Receives discrimination from fellow Spaniards. Enjoy various government and church positions - A son or daughter of a Spanish couple is an insulare .

13. SPANISH ERA Ilustrados - (Spanish for “erudite,” “learned,” or “enlightened ones”) Constituted the Filipino educated class during the Spanish colonial period in the late 19 th century. - They were the middle class who were educated in Spanish and exposed to Spanish liberal and European nationalist ideals.

14. SPANISH ERA Principalia It was the social and educated class in the towns of colonial Philippines composed of the Gobernadorcillo or the Cabeza de Barangay who governed the districts and the awardees of the medal of Civil Merit. - Exempted from force labor during the colonial period. Were allowed to vote, be elected to public office and be addressed by the title: Don or Donia . Given certain roles in the church, such as assisting the priest in pastoral and religious activities .

15. SPANISH ERA Mestizos . Filipinos of mixed indigenous Filipino ( Austronesian people /Malay / Malayo - Polynesian), or European or Chinese ancestry. Kinds of Mestizo’s Mestizo de Sangley – person of mixed Chinese and Malay ancestry Mestizo de Espaniol – person of mixed Spanish and Malay ancestry Tornatras - person of mixed of Spanish, Malay and Chinese ancestry.

16. SPANISH ERA Indios Person of pure Austronesian ( Malay/ Malayo Polynesian) ancestry (natives ).

17. Educational System/Curriculum Curriculum 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

18. Educational System/Curriculum Religion + Education Reading + Writing + Catechism Spanish language is free and compulsory

19. 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.

20. Educational Decree of 1863 • 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

21. Educational Decree of 1863 • Spanish-Devised Curriculum • The curriculum required the study of: • Christian doctrine • Values • History • Reading and writing in Spanish (steno) • Mathematics • Agriculture • Etiquette • Singing • World geography • Spanish history

22. Educational Decree of 1863 • ( ISSUES) Remained inadequate for the rest of the Spanish period . There were not enough schools built . Teachers tend to use corporal punishment . 4. 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 .

23. Educational Decree of 1863 5. Schools were often poorly equipped, lacking desks, chairs, and writing materials . 6. Though classes were supposed to be held from 7-10 am and 2:30-5 pm throughout the year, schools were often empty . 7. Children skipped school to help with planting and harvesting or even because their clothes were ragged.

24. Schools 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 ).

25. Revolutionary Period

26. FIRST REPUBLIC (1899-1901) > 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 onJanuary 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 .

27. FIRST REPUBLIC (1899-1901) > 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 .

28. 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.

29. 1899 Malolos Constitution Section 2. Complete , adequate, and Integrated system of Education (2) Free public education in elementary and high school levels. Elementary educations is 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, SelfLearning , Independent, and Out-Of-School Study Programs in response to community needs

30. 1899 Malolos Constitution Section 2. ( 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.

31. 1899 Malolos Constitution Section 4. 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 actually, directly, and exclusively for educational purposes shall be exempt from taxes and duties.

32. 1899 Malolos Constitution (4) Subject to conditions prescribed by law, all grants, endowments, donations, or contributions used actually, directly, and exclusively for educational purposes shall be exempt from tax . Section 5. 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.

33. 1899 Malolos Constitution (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

34. Schools 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 .

35. Schools Built 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.

36. Educational System/Curriculum . Science • • Math • • History • • Philosophy • • Law • • Language • • P.E • • Religion • • Music • • Social Sciences

37. References: https ://www.slideshare.net/MsKrabbs19/historical-perspective-in-philippine-education