THE FOUR

PILLARS
OF
EDUCATION

Crash Program Education

Medina Foundation College

Learning the Treasures Within,

the report of the International Commission
on Education for the Twenty-first Century,
Chaired by Jaques Delors, and published
by UNESCO in 1996 provides a new
insights into education for the 21st
Century. It stresses that each individual
must be equipped to seize learning
opportunities throughout life, both to
broaden
his/her knowledge, skills and
attitudes, and adapt to a changing,
complex and interdependent world.

THE FOUR PILLARS OF

EDUCATION

Learning to Know

Learning to know implies how to learn by

developing ones concentration , memory skills
and ability to think.
Concerned less with the acquisition of structured
knowledge but more with mastery of learning
tools.
As a means, people have to learn to understand
the world around them, at least as much as I
necessary for them to lead their lives with dignity,
develop
their
occupational
skills
and
communicate other people.

THE FOUR PILLARS OF

EDUCATION

Learning to Know

As an end, this type of learning is underpinned by

the pleasure that can be derived from
understanding, knowledge and discovery.
The broader our knowledge, the better we can
understand the many aspects of our environment.
Such study encourages greater intellectual
curiosity, sharpens the critical faculties and
enables people to develop their own independent
judgments on the world around them.

THE FOUR PILLARS OF

EDUCATION

Learning to Know

A truly educated person needs a broad general

education and the opportunity to study a small
number of subjects in depth.
To learn to know, students need to develop learn
to learn skills:
Learning to read with comprehension
Listening
Note taking
Observing
Accessing, processing and
Asking questions
selecting information
Data gathering

THE FOUR PILLARS OF

EDUCATION

Learning to Know
The role of teachers:

Facilitator
Catalyst
Monitor
Evaluator of learning

The process of learning to think is a life-long one

and can be enhanced by every kind of human
experience.

Learning to know is related to right to selfknowledge.

THE FOUR PILLARS OF

EDUCATION

Learning to Do

Acquisition of a competence that enables people

to deal with a variety of situations, often
unforeseeable, and to work in teams.
Demonstrates that in order to learn to live and
work together productively and harmoniously, we
must first find peace within ourselves, expand our
acceptance and understanding of others and
continually strive towards living the values which
enable us to contribute more fully to the
development of a peaceful and just society.

THE FOUR PILLARS OF

EDUCATION

Learning to Do

Anchored within the context of lifelong learning

and technical and vocational education and
training, in preparation for life and the world of
work.
Learning to do equates with the right to selfdevelopment.

THE FOUR PILLARS OF

EDUCATION

Learning to Do

This pillar not only putting knowledge and

learning into practice innovatively through skill
development and practical know-how, but also as
the development of competence, life skills,
personal qualities, aptitudes and attitudes.
Related to occupational training that is adapted to
the types of work needed in the environment. It
emphasizes the knowledge component of tasks
including the importance of services in the
economy.

THE FOUR PILLARS OF

EDUCATION

Learning to Do

Represents the skillful, creative and discerning

application of knowledge. One must learn how to
think creatively, critically and holistically, and how
to deeply understand the information that is
presented.

THE FOUR PILLARS OF

EDUCATION

Learning to Be

Aims for complete development of mind and

body; it is for the complete fulfillment of man in
all aspects of his personality, the complexity of his
human forms of expression and various
commitments.
Education is a dynamic process; it enables people
to solve their own problems and make their own
decisions, and be accountable for their own
actions.
Education enables them to understand the world.

THE FOUR PILLARS OF

EDUCATION

Learning to Be

Education aims to provide freedom of thought,

judgment, feeling and imagination to develop
talents and keep control of their lives.
Education means reaching out to embrace the
whole society and the entire lifespan of the
individual.
Learning to be is equivalent to learning to
understand our right to self-identification and
definition.

THE FOUR PILLARS OF

EDUCATION

Learning to Be

Education must contribute to the all-round

development of each individual mind, body,
intelligence, sensitivity, aesthetic sense, personal
responsibility and spiritual values.
A dialectical process, which starts with knowing
oneself and then opens to relationships with
others.

THE FOUR PILLARS OF

EDUCATION

Learning to Be

Learning to be summarizes the Universal Aims

of Education:
1. Towards scientific humanism
2. Creativity
3. Towards social commitment
4. Towards complete man

THE FOUR PILLARS OF

EDUCATION

Learning to Be

The teaching-learning cycle of valuing process

starts with knowing and understanding oneself
and others, leading to the formation of a
wholesome concept, a sense of identity, selfesteem, self-worth and self-confidence, as well as
genuine respect for others.

THE FOUR PILLARS OF

EDUCATION

Learning to Live Together

Emphasizes that education should adopt two
complementary
approaches.
From
early
childhood, it should focus on the discovery of
other people in the first stage of education. In the
second stage and lifelong education, it should
encourage involvement in common projects.
The task of education is to teach students about
human diversity and instill them awareness of the
similarities and interdependence of all people.

THE FOUR PILLARS OF

EDUCATION

Learning to Live Together

The spirit of empathy should be encouraged in
schools.
Recognition of the rights of others is another thing
of great importance.
Teachers are models of all sorts. With our
attitudes, we can create a lifelong effect on the
students life.
Learning to live together is the same with the
right to self-determination.

THE FOUR PILLARS OF

EDUCATION

Learning to Live Together

Education should make it possible to avoid
conflicts or resolve them peacefully by promoting
learning to live together with others, by
developing a spirit of respect for the values of
pluralism and the need for mutual understanding
and
peace.
Teachers
should help students understanding of
other
people
and
appreciation
of
interdependence.
Teachers should help students realize the value of
being able to live together in their gradually
enlarging world.

THE FOUR PILLARS OF

EDUCATION

Learning to Live Together

Learning to live together in peace and harmony
requires that quality of relationship at all levels
committed to peace, human rights, democracy
and social justice in an ecology sustainable
environment.
Learning to live together in peace and harmony is
a dynamic, holistic and lifelong process through
mutual respect, understanding, caring and
sharing,
compassion,
social
responsibility,
solidarity, acceptance and tolerance of diversity
among individuals and groups.

THE FOUR PILLARS OF

EDUCATION

Learning to Live Together

The concept entails the capacity to develop ones
own potential while learning to successfully
manage relationships with others.

Historical
Perspective of
the Philippine
Educational
System
Crash Program Education
Medina Foundation College

Pre-Spanish Times
Education was informal, unstructured and
devoid of methods
Children were provided more vocational
trainings and less in academics (3Rs) and
in the houses of tribal tutors

Spanish Times
The tribal tutors were replaced by Spanish
missionaries.
Education was religion oriented.
It was for the elite, especially in the early
years of the Spanish colonization.

Spanish Times
Access to education was later liberalized
through the enactment of the Education
Decree of 1861 which provided for the
establishment of at least one primary
school for boys and girls in each town
under the responsibility of the municipal
government; and the establishment of
normal school for male teachers under the
supervision of the Jesuits.

Spanish Times
Primary instruction was free.
Teaching of Spanish was compulsory.
Education was inadequate, suppressed
and controlled.

Revolutionary
Government
The schools maintained by Spain for more
than three centuries were closed for the
time being and was reopened on August
29, 1898 by the Secretary of Interior.
Establishment of Burgos Institute in
Malolos, Military Academy of Malolos and
Literary University of the Philippines.

Revolutionary
Government
A system of free and compulsory
elementary education was established by
the Malolos Contitution.

American Regime
Adequate secularized and free
school system was established.

public

Free primary instruction that trained

people duties of citizenship and avocation
was enforced by Taft Commission per
instructions of President McKinley.
Chaplains and non-commissioned officers
were assigned to teach using English as
medium of instruction.

American Regime
A highly centralized public school system
was installed in 1901 by the Philippine
Commission by virtue of Act No. 74
The Secretary of Public Instruction bring
600 Thomasites teachers from the US to
the Philippines.
The name Bureau of Public Instruction
become Bureau of Education under Act
No. 477 on November 1, 1902.

American Regime
The high school system supported by
provincial
governments,
special
educational institutions, school of arts and
trades, agricultural school and commerce
and marine institutes were established in
1902.
University of the Philippines was created
under Act No. 1870 in 1908.
The Reorganization Act of 1916 provided
the Filipinization of all department
secretaries except the Secretary of Public
Instruction.

Japanese Regime
Japanese
educational
policies
was
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.
On October 14, 1943, created the Ministry
of Education.

Japanese Regime
Teaching of Tagalog, Philippine History and
Character Education was reserved for
Filipinos.
Love of work and dignity of labor was
emphasized.
On February 27, 1945, the Department of
Instruction was made part of the
Department of Public Instruction.

Commonwealth
Government
In 1947, by virtue of Executive Order No.
94, the Department of Instruction was
changed to Department of Education.
Regulation and supervision of public and
private schools belonged to the Bureau of
Public and Private Schools.

Marcos Regime
In 1972, Department of Education and
Culture was named by virtue of
Proclamation 1081.
The Ministry of Education and Culture in
1978 by virtue of PD 1397
13 Regional offices were created and
major
organizational
changes
were
implemented in the education system.

The 1980s
The Education Act of 1982 created the
Ministry of Education, Culture and Sports
which later become Department of
Education, Culture and Sports in 1987 by
virtue of Executive Order No. 117.

The 1990s
Commission on Higher Education (CHED)
was established to supervise the tertiary
education in 1994 by virtue of RA 7722.
Technical
Education,
Skills
and
Development Authority (TESDA) was
created for the non-degree technicalvocational programs by virtue of RA 7796.

The 1990s
The trifocal education system refocused
DECS mandate to basic education.
TESDA administers the post-secondary,
middle-level manpower training and
development.
CHED is responsible for higher education.

Basic Education Act of

2001
(Republic Act 9155)
Renaming DECS
Education (DepEd)

to

Department

Redefine the roles of field offices.

Provide overall framework for:
school head empowerment
school based management

of

Basic Education Act of

2001
(Republic Act 9155)

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.

Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
1. Article XIV, 1987 Constitution
a. Explain the mandate that the state shall
establish, maintain and support a complete,
adequate
and
integrated
system
of
education. What do the underlined words
mean?

Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
2. RA 772
a. Select a power and function of the CHED.
Explain the function and cite CHED policies
issued in relation to its function.

Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
3. RA 7796
a. Explain the goals and objectives of the
TESDA act.

Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
4. RA 9155
a. Explain he policy that the school shall be
the heart of the formal education system.

Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
5. EO No. 356
a. What could be the reason behind renaming
the Bureau of Non-formal Education to
Alternative Learning System?

Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
6. Batas Pambansa Blg 232
a. Give a graphic presentation of the aims of
Philippine Educational system as embodied in
PD 6a of 1972, 1987 Constitution and Batas
Pambansa BLG 232.

Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
7. Magna Carta for Public School Teachers
a. Secure a copy of the latest recruitment
and deployment of public school teachers.
What provisions of the Magna Carta are
bases of the DepEd policies?

Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
8. PD 1006
a. Why is it imperative to consider teachers
as professionals and teaching as a profession?

Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
9. RA 7836
a. What may cause the revocation of
teachers
certificate
of
registration,
suspension from practice or cancellation of
temporary or special permit?

Assignment:
Research and write a brief summary of the
following legal bases of education. Then
answer the following question/s.
10. RA 9293
a. What amendments of RA 7836 were made
by RA 9293 on the following:
Number of education units required of noneducation graduates
registration of toise engaged in teaching
without examination
effectivity of special permits for parateachers and period of extensions.