Historical Foundation of Education

The school is also an important agent of socialization. It is an institution charged by society to impart specific
knowledge and skills necessary for functioning in a society. They are also charged with the task of transmitting society’s
cultural values. The next part of this Chapter is devoted to how schools (formal or informal) did their task as agents of
socialization in different periods of history.

Education in Primitive Society

Brinkerhoof (1989) explains further:

In primitive societies, preliterate persons faced the problem of survival in an environment that pitted them
against natural forces and wild animals. To survive, human beings needed food, shelter, warmth and clothing. To
transform a hostile environment into one that is life-sustaining, humankind developed life skills that eventually became
cultural patterns.

These life skills included 1) tool or instrument making, 2) adherence to the moral behavior code of group life
and 3) language.

Early humankind found security in group life based on kinship and tribal patterns. Life in the human group was
educational as children observed and learned from the elders and as they were deliberately taught by their parents and
elders. For these cultural patterns to continue, the adults had to teach these skills and values to their children. This is
socialization, a function of education in society. Socialization is the process by which individuals internalize the norms
and values of society and so social and cultural continuity are attained. This is also informal education in action.

As abstract thinkers, human beings could create, use and manipulate symbols. They could communicate with
one another through gestures, sounds, and words. These symbols were expressed in signs, pictographs, letters. The
certain and introduction of oral and written language made a great leap on literacy which in turn had tremendous
educational consequences which citizens of a civilized society like netizens of the 21st century now enjoy.

Key Periods in Educational History

Below are key periods in educational history from 7000 B.C. to AD 1600. Study the table thoroughly. The notes
should make you see that education and school are a function of society and schools reflect the nature and character of
society itself. What society considers important is what education focuses on to preserve society.
Table 1. Points of Emphasis on Education in History

Key Periods in Educational History, 1000 BC to AD 1600

Historical Educational Goals Curriculum Agents Influences on Western
Group or Education
Periods
Primitive To teach group survival Practical skills of hunting, Parents, tribal, elders Emphasis on the role of
societies skills; to cultivate group fishing, food gathering and priests informal education in
7000 BC – 5000 cohesiveness stories, myths, songs, poems, transmission of skills and
BC dances values
Greek To cultivate civic Athenian: reading, writing, Athens: private teacher Athens: the concept of the
1600 BC – 5000 responsibility and arithmetic, drama, music, and schools; Sophists; well-rounded, liberally
BC identity with city-state; physical education, literature, philosophers educated person
poetry
Athenian: to develop Sparta: military Sparta: The concept of the
well-rounded person Spartan: drill, military songs teachers, drill sergeants military state
and tactics
Spartan: to develop
soldiers and military
leaders
Roman To develop sense of civic Reading, writing, arithmetic, Private schools and Emphasis on ability to use
750 BC – AD responsibility for Laws of Twelve Tables, law, teachers; schools of education for practical
450 republic and then philosophy rhetoric administrative skills;
empire; to develop relating education to civic
administrative and responsibility
military skills
Arabic To cultivate religious Reading, writing, Mosques; court schools Arabic numerals and
AD 700 – AD commitment to Islamic mathematics, religious computation; re-entry of
1350 beliefs; to develop literature, scientific studies classical materials on
expertise in science and medicine
mathematics, medicine,
and science
Medieval To develop religious Reading, writing, arithmetic, Parish, chantry and Establishing the structure.
AD 500 – AD commitment, liberal arts; philosophy, cathedral schools; Content and organization
1400 knowledge, and rituals; theology; crafts; military universities; of the university as a major
to re-establish social tactics and chivalry apprenticeship; institution of higher
order; to prepare knighthood education; the
persons for appropriate institutionalization and
roles preservation of knowledge

Renaissance To cultivate a humanist Latin, Greek, classical Classical humanist An emphasis on literary
AD 1350 – AD who was expert in the literature, poetry, art educators and schools knowledge, excellence,
1500 classics - Greek and such as lycee, and style as expressed in
Latin; to prepare gymnasium, Latin classical literature; a two-
courtiers for service to grammar school track system of schools
dynastic leaders

Reformation To cultivate a sense of Reading, writing, arithmetic, Vernacular elementary A commitment to universal
AD 1500 – AD commitment to a catechism, religious concepts schools for the masses; education to provide
1600 particular religious and ritual; Latin and Greek; classical schools for the literacy to the masses; the
denomination; to theology upper classes origins of school systems
cultivate general literacy with supervision to ensure
doctrinal conformity

In primitive societies survival against natural forces was the need and so what were taught were survival skills
and values to cultivate group cohesiveness.

For the Athenian in ancient Greece, what mattered most in education was the rounded development of every
individual while for the Spartan it was the development of soldiers and military leaders.

For the early Romans, schools needed to develop a sense of civic responsibility and to develop administrative
and military skills as citizens of the Roman Empire.

During the Medieval period, schools were concerned with the development of religious commitment,
knowledge and ritual to establish order.

Renaissance period was a prevent period of European cultural. Artistic, political and economic “rebirth”
following the Middle Ages. Education was focused on the rediscovery of classical philosophy, literature and art.

The Reformation period had as for its educational goals the cultivation of a sense of commitment to a particular
religious denomination and general literacy.

The History of the Philippines Educational System

Let us also see how the nature and character of Philippine society are reflected in the education process in
different periods of Philippine history.

As you study the summary of the Philippine educational system, just remember this sociological concept, which
is the focus of this Chapter – that education is a function of society and as such what are taught in schools arise from
the nature and character of society itself. What society considers important is what schools teach. Be ready to answer
this question at the end: What was/were the focus/foci of education or schools during the: 1) pre-colonial period, 2)
Spanish period, 3) American regime, 4) Japanese occupation and 5) post-colonial period.

Education during the Pre-Colonial Era

Education was informal and unstructured, decentralized. Fathers taught their sons how to look for food and
other means of livelihood. Mothers taught their girls to do the household chores. This education basically prepared their
children to become good husband and wives. Children were provided more vocational training but lesser academics.
Teachers were tribal tutors (Baybaylan or Katalonan).
Education during the Spanish Era

Education was formal and organized. It was authoritarian in nature. Tribal tutor of the pre-Spanish period were
replaced by Spanish missionaries. Pupils attended formal schooling in the parochial school. Instruction was Religion-
oriented. Christian doctrines, sacred songs and music and prayers were taught because they were required for
confession and communion. There was a separate school for boys and girls. Wealthy Filipinos or the ilustrados were
accommodated in the schools.

The Education Decree of 1863

 This law gave Filipinos a complete system of education from elementary to the collegiate level. The law provided
for the establishment of the elementary schools in all municipalities in the country. Although religion was the
core of the curriculum, the curriculum included subjects reading, writing, arithmetic, history Christian doctrine,
Spanish language, vocal music, agriculture for the boys and needlework for the girls. Attendance in school was
compulsory between the ages of seven and twelve.

Education during the American Regime (1898 – 1946)

The Americans promoted democratic ideals and the democratic way of life. The schools maintained by the
Spaniards for more than three centuries were closed but were reopened on August 29, 1898 by the Secretary of the
Interior. A system of free and compulsory elementary education was established by the Malolos Constitution.

(Political Constitution of 1899). In May 1898, the first American school was established in Corregidor, and shortly
after the capture of Manila in 1899, seven schools were opened in the city.

Training was done through the schools both public and secular manned by Chaplains and Military Officers of the
US Army.

Thomasites arrived in the Philippines on August 23, 1901. – The University of the Philippines was founded in
1908. UP was the first state school of university status.

The Department of Public Instruction set up a three levels school system. The first level considered a four-year
primary and three-year intermediate or seven-year elementary curriculum. The second level was a four-year junior
college and later a four-year program.

The Commonwealth Period (1935-1942)

- Free education in public schools was provided all over the country, in accordance with the 1935 Constitution.
- Vocational education and some household activities like sewing, cooking, and farming were also given
importance.
- Education also emphasized nationalism so the students were taught about the life of the Filipino heroes.
- Vocational education and some household activities were also given importance. Good manners and discipline
in order to observe private schools.
- Formal adult education was also given.

Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog as our National Language.

- Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools.
- Executive Order No. 263 in (1940) required the teaching of the Filipino, national language in the senior year of all
high schools and in all years in the normal schools.

The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7, 1940, which
provided for the following:

- Reduction of the 7 years elementary course to 6 years

- Fixing the school entrance age at 7
- National support for elementary education
- Compulsory attendance of primary children enrolled in Grade 1
 - Adoption of double-single sessions in the primary grade with one teacher one class assignment of intermediate
teachers.

The Japanese Occupation

Aims of education during Japanese occupation:

- Make the people understand the position of the Philippines as a member of the East Asia Co-Prosperity Sphere
- Eradication of the idea of reliance upon Western States particularly the US and Great Britain
- Fostering a new Filipino culture based on the consciousness of the people as Orientals
- Elevating the moral of the people giving up over-emphasis on materialism
- Diffusion of elementary education and promotion of vocation education
- Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English un
schools
- Developing in people the love of labor

Post-Colonial Philippines

- Education aimed at the full of realization of the democratic ideals and way of life.
- The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 in June 15, 1954.
- A daily flag ceremony was made compulsory in all schools including the singing of the National Anthem pursuant
to R.A. 1265 approved on June 11, 1955.
- Curricular offering in all schools, the life, the works and writings of Jose Rizal especially the Noli Me Tangre and
El Filibusterismo shall be included in all levels.
- Elementary education was nationalized and matriculation fees were abolished.
- Magna Carta for Teachers was passed into law by virtue of R.A. 4670

The fundamental aims of education un the 1973 Constitution are: - foster love of country – teach the duties of
citizenship – develop moral character, self- discipline and scientific, technological and vocational efficiency.

Other Developments

- Integration of values in all learning areas

- Emphasis on mastery learning
- YDT and CAT introduced as new courses Media of Instruction-Bilingual Education Policy: Mandates the use of
English and Filipino separately as media of instruction in schools.
- Education Act of 1982 – created the Ministry of Education, Culture and Sports.
- NCEE – National College Entrance Examination introduced – Executive Order No. 117 – President Corazon C.
Aquino renamed Ministry of Education, Culture and Sports (DECS) in 1987
- Creation of the Board for Professional Teachers composed of 5 under PRC
- Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure Examination for Teachers)
- Transfer of authority of administering the LET from CSC and DECS to the Board of Professional Teachers under
PRC
- Trifocalization of Education System
- The trifocal education system refocused DECS’ mandate to basic education which covers elementary, secondary
and nonformal education, including culture and sports. TESDA now administers the post-secondary, middle-level
manpower training and development R.A. 7796 – Technical Education and Skills Development Act of 1994
- CHED is responsible for higher education. R.A. 7722 – Higher Education Act of 1994
- In august 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed
transforming the name 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 provide 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.
- Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS to DepEd and redefining the role
of field offices which include the regional offices, division offices, district offices and schools.
 - Values Education is offered as a separate subject in NSEC and integrated in all subject areas in both curricula –
Implementation of New Secondary Education Curriculum (NSEC)
- R.A. 10157, January 20, 2012 – Kindergarten Act, an act institutionalizing the kindergarten education into the
basic education system.
- K to 12 Program (R.A. 10533), May 15, 2013 – the K to 12 Program covers Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High School, and two years of Senior High School
[SHS]) to provide sufficient time for mastery of concepts and skills develop lifelong learners, and prepare
graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

The Varied Goals of Education in Different Historical Periods of Philippines History

What was considered important in each historical period of the country was also the focus or direction of the
education of the Filipino.

During the pre-colonial period, students were given vocational training but lesser academics for them to be good
fathers and mothers. During the Spanish period, schools focused on religious formation to help them live the Christian
faith. The American regime educated the Filipinos to become good citizens of a democratic country while the Japanese
regime taught them love of labor. The post-colonial period educational system was devoted to the following goals: 1)
foster love of country; 2) teach the duties of citizenship; 3) develop moral character self-discipline; and 4) scientific,
technological and vocational efficiency. The present DepEd vision and mission statement and core values and fourth
mission of the Commission on Higher Education add light to the present goals of Philippine education. They are given
below:

To produce thoughtful graduates imbued with 1) values reflective of a humanist orientation (e.g. fundamental
respect for others as human beings with intrinsic rights, cultural rootedness, avocation to serve;) 2) analytical and
problem solving skills; 3) the ability to think things through the ethical and social implication of a given source of action;
and 4) the competency to learn continuously throughout life --- that will enable them to live meaningfully in a complex,
rapidly changing and globalized world while engaging (in) their community ad the nation’s development issues and
concern. – Commission on Higher Education

The Department of Education has the following vision, mission and core values:

The DepEd Vision

We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic
education where:

Students learn in a child-friendly, gender-sensitive, safe and motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for
effective learning to happen.

Family, community, and other stakeholders are actively engaged and share responsibility for developing life-
long learners

Our Core Values

Maka-Diyos
Makatao
Makakalikasan
Makabansa